chapter 20 resource: properties and changes of...

Glencoe Science

Chapter Resources

Properties and Changes of Matter

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

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Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.Permission is granted to reproduce the material contained herein on the conditionthat such material be reproduced only for classroom use; be provided to students,teachers, and families without charge; and be used solely in conjunction with theProperties and Changes of Matter program. Any other reproduction, for use orsale, is prohibited without prior written permission of the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion Place Columbus, OH 43240-4027

ISBN 0-07-867078-0

Printed in the United States of America.

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

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To the Teacher iv

Reproducible Student Pages■ Hands-On Activities

MiniLAB: Measuring Properties. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3MiniLAB: Identifying an Unknown Substance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3MiniLAB: Try at Home Comparing Changes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Lab: Finding the Difference. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Lab: Design Your Own Battle of the Toothpastes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Laboratory Activity 1: Comparing Viscosity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Laboratory Activity 2: Chemical Changes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Foldables: Reading and Study Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

■ Meeting Individual NeedsExtension and Intervention

Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

■ AssessmentChapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

■ Transparency ActivitiesSection Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Teacher Support and PlanningContent Outline for Teaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2Spanish Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T5

Table of Contents

Additional Assessment Resources available with Glencoe Science:

• ExamView® Pro Testmaker• Assessment Transparencies• Performance Assessment in the Science Classroom• Standardized Test Practice Booklet• MindJogger Videoquizzes• Vocabulary PuzzleMaker at msscience.com• Interactive Chalkboard• The Glencoe Science Web site at: msscience.com• An interactive version of this textbook along with assessment resources are available

online at: mhln.com

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This chapter-based booklet contains all of the resource materials to help you teachthis chapter more effectively. Within you will find:

Reproducible pages for ■ Student Assessment■ Hands-on Activities■ Meeting Individual Needs (Extension and Intervention)■ Transparency Activities

A teacher support and planning section including ■ Content Outline of the chapter■ Spanish Resources■ Answers and teacher notes for the worksheets

Hands-On ActivitiesMiniLAB and Lab Worksheets: Each of these worksheets is an expanded version of each laband MiniLAB found in the Student Edition. The materials lists, procedures, and questionsare repeated so that students do not need their texts open during the lab. Write-on rules areincluded for any questions. Tables/charts/graphs are often included for students to recordtheir observations. Additional lab preparation information is provided in the Teacher Guideand Answers section.

Laboratory Activities: These activities do not require elaborate supplies or extensive pre-labpreparations. These student-oriented labs are designed to explore science through a stimu-lating yet simple and relaxed approach to each topic. Helpful comments, suggestions, andanswers to all questions are provided in the Teacher Guide and Answers section.

Foldables: At the beginning of each chapter there is a Foldables: Reading & Study Skillsactivity written by renowned educator Dinah Zike that provides students with a tool thatthey can make themselves to organize some of the information in the chapter. Students maymake an organizational study fold, a cause and effect study fold, or a compare and contraststudy fold, to name a few. The accompanying Foldables worksheet found in this resourcebooklet provides an additional resource to help students demonstrate their grasp of theconcepts. The worksheet may contain titles, subtitles, text, or graphics students need tocomplete the study fold.

Meeting Individual Needs (Extension and Intervention)Directed Reading for Content Mastery: These worksheets are designed to provide studentswith learning difficulties with an aid to learning and understanding the vocabulary andmajor concepts of each chapter. The Content Mastery worksheets contain a variety of formatsto engage students as they master the basics of the chapter. Answers are provided in theTeacher Guide and Answers section.

To the Teacher

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Directed Reading for Content Mastery (in Spanish): A Spanish version of the DirectedReading for Content Mastery is provided for those Spanish-speaking students who are learning English.

Reinforcement: These worksheets provide an additional resource for reviewing the con-cepts of the chapter. There is one worksheet for each section, or lesson, of the chapter.The Reinforcement worksheets are designed to focus primarily on science content and lesson vocabulary, although knowledge of the section vocabulary supports understanding ofthe content. The worksheets are designed for the full range of students; however, they willbe more challenging for your lower-ability students. Answers are provided in the TeacherGuide and Answers section.

Enrichment: These worksheets are directed toward above-average students and allow themto explore further the information and concepts introduced in the section. A variety offormats are used for these worksheets: readings to analyze; problems to solve; diagrams to examine and analyze; or a simple activity or lab which students can complete in the classroom or at home. Answers are provided in the Teacher Guide and Answers section.

Note-taking Worksheet: The Note-taking Worksheet mirrors the content contained in theteacher version—Content Outline for Teaching. They can be used to allow students to takenotes during class, as an additional review of the material in the chapter, or as study notesfor students who have been absent.

AssessmentChapter Review: These worksheets prepare students for the chapter test. TheChapter Review worksheets cover all major vocabulary, concepts, and objectives

of the chapter. The first part is a vocabulary review and the second part is a concept review.Answers and objective correlations are provided in the Teacher Guide and Answers section.

Chapter Test: The Chapter Test requires students to use process skills and understand content.Although all questions involve memory to some degree, you will find that your students willneed to discover relationships among facts and concepts in some questions, and to use higherlevels of critical thinking to apply concepts in other questions. Each chapter test normallyconsists of four parts: Testing Concepts measures recall and recognition of vocabulary andfacts in the chapter; Understanding Concepts requires interpreting information and morecomprehension than recognition and recall—students will interpret basic information anddemonstrate their ability to determine relationships among facts, generalizations, definitions,and skills; Applying Concepts calls for the highest level of comprehension and inference;Writing Skills requires students to define or describe concepts in multiple sentence answers.Answers and objective correlations are provided in the Teacher Guide and Answers section.

Transparency ActivitiesSection Focus Transparencies: These transparencies are designed to generate interestand focus students’ attention on the topics presented in the sections and/or to assess

prior knowledge. There is a transparency for each section, or lesson, in the Student Edition.The reproducible student masters are located in the Transparency Activities section. Theteacher material, located in the Teacher Guide and Answers section, includes TransparencyTeaching Tips, a Content Background section, and Answers for each transparency.

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Teaching Transparencies: These transparencies relate to major concepts that will benefitfrom an extra visual learning aid. Most of these transparencies contain diagrams/photosfrom the Student Edition. There is one Teaching Transparency for each chapter. The TeachingTransparency Activity includes a black-and-white reproducible master of the transparencyaccompanied by a student worksheet that reviews the concept shown in the transparency.These masters are found in the Transparency Activities section. The teacher material includesTransparency Teaching Tips, a Reteaching Suggestion, Extensions, and Answers to StudentWorksheet. This teacher material is located in the Teacher Guide and Answers section.

Assessment Transparencies: An Assessment Transparency extends the chapter content andgives students the opportunity to practice interpreting and analyzing data presented incharts, graphs, and tables. Test-taking tips that help prepare students for success on stan-dardized tests and answers to questions on the transparencies are provided in the TeacherGuide and Answers section.

Teacher Support and PlanningContent Outline for Teaching: These pages provide a synopsis of the chapter by section,including suggested discussion questions. Also included are the terms that fill in the blanksin the students’ Note-taking Worksheets.

Spanish Resources: A Spanish version of the following chapter features are included in thissection: objectives, vocabulary words and definitions, a chapter purpose, the chapter Activi-ties, and content overviews for each section of the chapter.

Reproducible Student Pages■ Hands-On Activities

MiniLAB: Measuring Properties . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3MiniLAB: Identifying an Unknown Substance . . . . . . . . . . . . . . . . . . . . 3MiniLAB: Try at Home Comparing Changes . . . . . . . . . . . . . . . . . . . . . 4Lab: Finding the Difference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Lab: Design Your Own Battle of the Toothpastes . . . . . . . . . . . . . . . . . . 7Laboratory Activity 1: Comparing Viscosity . . . . . . . . . . . . . . . . . . . . . . 9Laboratory Activity 2: Chemical Changes . . . . . . . . . . . . . . . . . . . . . . . 13Foldables: Reading and Study Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

■ Meeting Individual NeedsExtension and Intervention

Directed Reading for Content Mastery. . . . . . . . . . . . . . . . . . . . . . . . . 19Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . . 23Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Note-taking Worksheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

■ AssessmentChapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Chapter Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

■ Transparency ActivitiesSection Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . . 42Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Assessment Transparency Activity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Properties and Changes of Matter 1

ReproducibleStudent Pages

2 Properties and Changes of Matter

Hands-OnActivities

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Measuring Properties

Analysis1. Why did you need to measure the mass of the empty graduated cylinder?

2. How would your calculated density be affected if you added more than 10 mL of water?

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Procedure 1. Measure the mass of a 10–mL graduated cylinder.

2. Fill the graduated cylinder with water to the 10–mL mark and remeasurethe mass of the graduated cylinder with the water.

3. Determine the mass of the water by subtracting the mass of the graduatedcylinder from the mass of the graduated cylinder and water.

4. Determine the density of water by dividing the mass of the water by thevolume of the water.

Identifying an Unknown Substance

Procedure 1. Obtain data from your teacher (mass, volume, solubility, melting or boiling

point) for an unknown substance(s).

2. Calculate density and solubility in units of g/100 mL for your unknown sub-stance(s).

3. Using Table 2 in your book and the information you have, identify your unknownsubstance(s).

Analysis1. Describe the procedure used to determine the density of your unknown substance(s).

2. Identify three characteristics of your substance(s).

3. Explain how the solubility of your substance would be affected if the water was hot.


Name Date Class

Comparing Changes

Procedure 1. Separate a piece of fine steel wool into two halves.

2. Dip one half in tap water.

3. Place each piece of steel wool on a separate paper plate and let them sit overnight.

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Analysis1. Did you observe any changes in the steel wool? If so, describe them.

2. If you observed changes, were they physical or chemical? How do you know?

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Lab Preview

Directions: Answer these questions before you begin the Lab.

1. Why is the safety symbol for a sharp object used in this lab?

2. List several ways to describe properties of matter.

You can identify an unknown object by comparing its physical and chemicalproperties to the properties of identified objects.

Real-World QuestionHow can you tell what makes objects different from each other?

Materialsmeterstick water feather apple (or other fruit)spring scale rubber ball rock a vegetableblock of wood paper plant or flower slice of breadmetal bar or metal ruler carpet soil dry cerealplastic bin magnet sand eggdrinking glass

Goals■ Identify the physical properties of objects.■ Compare and contrast the properties.■ Categorize the objects based on their properties.

Safety Precautions

Procedure1. List at least six properties that you will

observe, measure, or calculate for eachobject. Describe how to determine eachproperty.

2. Record your data in the table on the nextpage.

3. Complete your table by determining theproperties for each object.

Finding the Difference


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Name Date Class

Data and Observations

Table 1

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Communicating Your Data

Compare your results with those of other students in your class. Discuss the propertiesof objects that different groups included on their tables. Make a large table including allof the objects that students in the class studied.

Conclude and Apply1. Describe Which properties were you able to observe easily? Which required making measure-

ments? Which required calculations?

2. Compare and contrast the objects based on the information in your table.

3. Draw Conclusions Choose a set of categories and group your objects into those categories. Someexamples of categories are large/medium/small, heavy/moderate/light, bright/moderate/dull, solid/liquid/gas, etc. Were the categories you chose useful for grouping your objects? Why or why not?

Objects Property Property Property Property Property Property

(continued)

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Lab Preview

Directions: Answer these questions before you begin the Lab.

1. What does the safety symbol showing a glove tell you?

2. What should the experiment you design in this lab test?

Your teeth are made of a compound called hydroxyapatite (hi DRAHK see Apuh tite). The sodium fluoride in toothpaste undergoes a chemical reactionwith hydroxyapatite to form a new compound on the surface of your teeth.This compound resists food acids that cause tooth decay, another chemicalchange. In this activity, you will design an experiment to test the effectivenessof different toothpaste brands. The compound found in your teeth is similarto the mineral compound found in eggshells. Treating hard-boiled eggs withtoothpaste is similar to brushing your teeth with toothpaste. Soaking the eggsin food acids such as vinegar for several days will produce similar conditionsas eating foods, which contain acids that will produce a chemical change inyour teeth, for several months.

Real-World QuestionHow can you test the properties of a substancethat helps protect your teeth?

Form a HypothesisForm a hypothesis about the effectiveness ofdifferent brands of toothpaste.

Goals■ Observe how toothpaste helps prevent tooth

decay.■ Design an experiment to test the effectiveness

of various types and brands of toothpaste.

Safety Precautions

Possible Materials2 or 3 different brands and types of toothpastedrinking glasses or bowlshard boiled eggsconcentrated lemon juiceapple juiceartist’s paint brushwater

Test Your Hypothesis

Make a Plan1. Describe how you will use the materials to

test the toothpaste.2. List the steps you will follow to test your

hypothesis.3. Decide on the length of time that you will

conduct your experiment.4. Identify the control and variables you will

use in your experiment.5. Create a data table on a separate sheet

of paper to record your observations,measurements, and results.

6. Describe how you will measure the amountof protection each toothpaste brand provides.

Follow Your Plan1. Make sure your teacher approves your plan

before you start.2. Conduct your experiment as planned. Be

sure to follow all proper safety precautions.3. Record your observations in your data table.

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Design Your Own

Battle of the Toothpastes


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Name Date Class

Analyze Your Data1. Compare the untreated eggshells with the shells you treated with toothpaste.

2. Compare the condition of the eggshells you treated with different brands of toothpaste.

3. Compare the condition of the eggshells soaked in lemon juice and in apple juice.

4. Identify unintended variables you discovered in your experiment that might have influenced

the results.

Conclude and Apply1. Identify Did the results support your hypothesis? Describe the strengths and weaknesses of

your hypothesis.

2. Explain why the eggshells treated with toothpaste were better protected than the untreated

eggshells.

3. Identify which brands of toothpaste, if any, best protected the eggshells from decay.

4. Evaluate the scientific explanation for why adding fluoride to toothpaste and drinking water

prevents tooth decay.

5. Predict what would happen to your protected eggs if you left them in the food acids for several

weeks.

6. Infer why it is a good idea to brush with fluoride toothpaste.

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Communicating Your Data

Compare your results with the results of your classmates. Create a poster advertising thebenefits of fluoride toothpaste.

(continued)

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Name Date Class

Comparing Viscosity

You have probably noticed that pushing a spoon with a small force moves it easily through abowl of water. However, the same force moves a spoon through a thick milkshake much moreslowly. Viscosity is a physical property of a fluid (liquids and gases) that tends to prevent it fromflowing when it is subjected to an applied force. There are many ways to measure viscosity. Oneway is seeing how fast a fluid pours through a hole. The faster a fluid flows, the lower the viscosityof the fluid. Another way to measure viscosity is to see how fast a sphere falls through a fluid. If afluid has a high viscosity, it strongly resists flow, so the sphere falls slowly. If the fluid has a lowviscosity, it offers less resistance to flow, so the sphere falls faster. In this activity, you will use bothmethods to compare the viscosities of several liquids.

StrategyYou will construct a viscometer to determine the flow time for a specific volume of water.You will use a viscometer to determine the flow times for other liquids.You will rank the relative viscosities of the other liquids by comparing their flow times with that

of water.You will compare the viscosities of liquids by dropping glass marbles into samples of liquids.You will observe how temperature affects the viscosity of a liquid.

Materials clear-plastic dish detergent bottle with pull top,

bottom removedmarking penrulermodeling clayglass jarroom temperature watertimer, or clock with second handvegetable oildishwashing liquidcorn syrup or molasses4 50-mL graduated cylinders4 glass marbleslong-handled spoon2 25-mL graduated cylinders2 large beakershot tap waterice waterthermometerpaper towels

Procedure

Part A1. Holding the detergent bottle upside down,

use the marking pen to draw a straight line2.5 cm from the bottom. Draw a secondline 10 cm below the first line.

2. Label the first line Start and label the second line Stop.

3. Close the pull top on the bottle.4. Place a ring of modeling clay around the

top edge of the mouth of a jar.

Figure 1

LaboratoryActivity11

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Laboratory Activity 1 (continued)

Name Date Class

5. Stand the bottle upside down in the jar andmold the clay ring so that the bottle willstand upright without falling over. DoNOT push the bottle into the clay becauseyou will need to be able to easily removeand replace the bottle. Your setup shouldlook like Figure 1.

6. Fill the bottle to about 1 cm above the startline with room temperature tap water.

7. Lift the bottle and pull the top open.Immediately set the bottle back on the jar.

8. Start the timer when the water levelreaches the Start line. Stop the timer whenthe water level reaches the Stop line.Record the time in Table 1.

9. Repeat steps 6 through 8 two more times.Calculate the average flow rate of thewater and record the times in Table 1.

10. Repeat steps 6–8 for the oil, dishwashingliquid, and syrup, remembering to thoroughly clean your viscometer compo-nents between each type of liquid. Recordyour observations in Table 1.

Part B11. Pour 50 mL of water into one graduated

cylinder. Pour 50 mL of oil into second,50 mL of dishwashing liquid into a third,and 50 mL of syrup into a fourth gradu-ated cylinder.

12. Put two of the graduated cylinders side by side and place them against a whitebackground so you can clearly see whathappens.

Figure 2

13. Hold a marble in each hand at the samedistance above each of the graduatedcylinders, as shown in Figure 2.

14. Release both marbles at exactly the sametime and observe which reaches the bottomof the graduated cylinder first. Record yourobservations in Table 2.

15. Use a long-handled spoon to remove themarbles from the graduated cylinders.

16. Repeat steps 14 and 15, changing one liquid each time, until you can put the liquids in order of increasing viscosity.

Part C17. Pour 25 mL of syrup into each of two

25-mL graduated cylinders.18. Place one graduated cylinder in a large

beaker of hot tap water. Place the othergraduated cylinder in second beaker fullof ice water.

19. Allow both graduated cylinders to sit for15 minutes.

20. After 15 minutes, measure the temperatureof both samples of syrup. Record the temperatures in Table 3.

21. Remove the graduated cylinders from thebeakers.

22. Hold a marble in each hand at the samedistance above each of the graduatedcylinders.

23. Release both marbles at exactly the sametime and observe which reaches the bottomof the graduated cylinder first. Record yourobservations in Table 3.

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Table 1

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Table 2

Table 3

Liquid Trial 1 Trial 2 Trial 3 Averagetime (s) time (s) time (s) time (s)

Water

Oil

Dishwashingliquid

Syrup

Liquids Liquids in which marble reachedthe bottom of the jar first

Water and oil

Water anddishwashing liquid

Water and syrup

Oil and dishwashing liquid

Oil and syrup

Dishwashing liquidand syrup

Temperature (�C) Rate of marble drop

Hot syrup

Cold syrup


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Questions and Conclusions1. Based on your data from Part A, rank the four liquids from lowest to highest viscosity.

2. Based on your data from Part B, rank the four liquids from lowest to highest viscosity.

3. Do your rankings in Part B agree with your rankings in Part A? If not, suggest a reason for thedifferences.

4. How does temperature affect the viscosity of syrup?

5. If the flow time of a sample of shampoo is 580 s and the flow time of an equal volume of wateris 40 s, what does this tell you about viscosity of the shampoo relative to water?

Strategy Check

Can you construct a viscometer to determine the flow time for a specific volume of water?

Can you use a viscometer to determine the flow times for other liquids?

Can you rank the relative viscosities of the other liquids by comparing their flow timeswith that of water?

Can you compare the viscosities of liquids by dropping glass marbles into samples ofliquids?

Can you observe how temperature affects the viscosity of a liquid?

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Chemical Changes

When a chemical change takes place, something new is produced. Chemical changes can happenin living matter. Energy is often given off during a chemical change. Energy that is given off may bein different forms, but one form that is easily measured is heat.

StrategyYou will observe chemical changes produced by living matter.You will measure and record changes in temperature when these chemical changes take place.

Materials hydrogen peroxide (3%) test-tube rack18 ✕ 150 mm test tubes (8) clock or watch with second handthermometer potato (raw)liver (raw)

Procedure

Part A1. Add 5 mL of hydrogen peroxide to a test tube.

WARNING: Hydrogen peroxide is poisonous.2. Place a thermometer into the test tube. Find

the temperature of the hydrogen peroxide andrecord this as the temperature before addingthe liver. Record all of your results in Table 1in the Data and Observations section.

3. Remove the thermometer from the test tube.4. Add a small piece of liver to the test tube.5. Replace the thermometer and begin to

record the temperature of the liver andhydrogen peroxide every half minute for6 min. See Figure 1.

6. Repeat the experiment three more times.Use new hydrogen peroxide, a new piece ofliver, and a clean test tube for each trial.

Part B1. Add 5 mL of hydrogen peroxide to a test tube.2. Find the temperature of the hydrogen

peroxide. Record your results in Table 2 inthe Data and Observations section.

3. Add a small piece of potato to the test tube.4. Replace the thermometer and record the

temperature of the potato and the hydrogenperoxide every half minute for 6 min.

5. Repeat the procedure three more times.Use new hydrogen peroxide, a new piece ofpotato, and a clean test tube for each trial.

Figure 1

LaboratoryActivity22

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Data and Observations1. Record your results in the tables.2. For each table, total each column and find the average for each column.

Table 1

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Table 2

Trial

Temperature after adding potato

1

2

3

4

Total

Average

Minutes

1/2 1 11/2 2 21/2 3 31/2 4 41/2 5 51/2 6

Startingtemperature

Trial

Temperature after adding liver

1

2

3

4

Total

Average

Minutes

1/2 1 11/2 2 21/2 3 31/2 4 41/2 5 51/2 6

Startingtemperature

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3. Graph your average results for each table. Place a dot on the graph in Figure 2 for the averagestarting temperature and for each average temperature 1/2 min through 6 min. Connect thedots with lines. Use different colors for each line.

Figure 2

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Questions and Conclusions1. Is there any evidence that energy was given off when liver was added to the hydrogen peroxide?

2. What is the evidence?

3. Is there any evidence that energy was given off when the potato was added to the hydrogenperoxide?

4. What is the evidence?

5. How does the evidence indicate that a physical or chemical change has taken place?


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6. Why were four trials used for each part of the experiment?

7. Why were both liver and potato used in the experiment?

8. Which showed the greatest temperature change, potato or liver?

9. During the experiment, hydrogen peroxide was changed into water and oxygen. Did you seeanything during the experiment that shows that oxygen was given off?

10. Explain your answer.

Strategy Check

Can you observe chemical changes produced by living matter?

Can you measure and record changes in temperature when chemical changes took place?

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.Properties and Changes of Matter

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

Physical Properties

Physical Changes

Chemical Properties

Chemical ChangesDuring this change, the composition of the matter stays the same, but the appearance ischanged in some way. An example would be folding a newspaper.

These properties also include the state of matter—solid, liquid, or gas.

These properties are characteristics that cannot be observed without altering the sample.

These properties include shape, smell, color, taste, and texture.

These properties include volume, density, mass, boiling point, and melting point.

This change occurs when the composition of matter changes. An example would be a rusting nail.

When this change occurs you might observe a change in color, odor, energy, or the production ofgases or solids.

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Meeting IndividualNeeds

Meetin

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Directions: Use the following terms to complete the concept map below.

liquid color odor

composition gas solid

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Directed Reading for

Content Mastery

OverviewProperties and Changes of Matter

Directions: Write a T or F beside each number to indicate whether the statement is true or false.

7. When a substance undergoes a physical change its composition remainsthe same.

8. A substance produced during a chemical change cannot easily bechanged back into the original substance.

9. Both chemical and physical changes may result in a change in appearance.

10. The total mass of matter is either reduced or increased after a physicalor chemical change.

11. Whenever you cut, tear, grind, or bend matter, you are causing a chemical change.

2.

Changes to matter

1. 3.

6.5.

4.

physical chemical

can be can be

and affect oneof three states

during which the

of a substance is changed,a sign of which can be

a change in

Name Date Class


Section 1 ■ Physical and Chemical Properties

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

1. a characteristic of a substance

2. properties detected by the senses

3. measurement of how much matter an object contains

4. solid, liquid, gas

5. temperature at which a solid becomes a liquid

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Column II

a. mass

b. melting point

c. appearance

d. property

e. state

Directions: For each of the objects, list as many physical properties as possible.

6. brick

7. banana

8. pencil

9. horseshoe magnet

10. sheet of paper

11. can of soda

12. your science book

13. glass of water

14. your index finger

15. paper clip

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Directions: Identify each process below as a chemical or physical change with a check (✓) in the correct column.

Chemical PhysicalChange Change

1. wind erosion of rocks

2. food digesting in your body

3. burning match

4. melting ice

5. copper penny turning dark

6. color changing in leaves

7. rusting car

8. boiling water

9. rotting fruit

10. breaking a plate

11. cutting paper

Directions: Answer the following questions on the lines provided.

12. Explain the difference between a physical and a chemical change.

13. If you could measure the oxygen consumed and the gases released by a burningcandle, you would observe that the total mass of material remains the same asbefore the candle was lit. What law does this example describe?

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Section 2 ■ Physical andChemical Changes

Name Date Class


Key Terms Properties and Changes of Matter

Directions: Use the following terms to complete the crossword puzzle.

change gas conservation physical property

solid energy color odor

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4

Across

1. Properties of matter might be ______ or chemical.

2. A property we can see

4. A property we can smell

6. The law of _______ of mass states that the total mass of matter is the samebefore and after a physical or chemical change.

7. Many substances absorb ______ in order to undergo a chemical change.

Down

1. Another word for a characteristic of a substance

2. The explosion of fireworks is an example of a chemical ______.

3. The _______ state of water is ice.

5. One state of matter

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Propiedades y cambios de la materia 23

Instrucciones: Usa los siguientes términos para completar el mapa de conceptos.

líquido el color el olor

composición gas sólido

Lectura dirigida para

Dominio del contenido

SinopsisPropiedades y cambios de la materia

Instrucciones: Escribe V o F al lado de cada número para indicar si piensas que el enunciado es verdadero

o falso.

7. Cuando una sustancia pasa por un cambio físico su composición nosufre cambio.

8. Una sustancia producida durante un cambio químico no se puede con-vertir fácilmente en la sustancia original.

9. Tanto los cambios químicos como los físicos pueden resultar en un cambio en apariencia.

10. La masa total de la materia no disminuye ni aumenta después de uncambio físico o químico.

11. Siempre que cortas, rasgas, mueles o doblas la materia, estás causando un cambio químico.

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Cambios de la materia

1. 3.

6.5.

4.

físicos químicos

pueden ser pueden ser

y afectar uno de lostres estados

durante los cuales

de una sustancia cambia,de lo cual un indicio puede

ser un cambio en

Nombre Fecha Clase

24 Propiedades y cambios de la materia

Sección 1 ■ Propiedades físicas y químicas

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

término correcto en los espacios de la izquierda.

Columna I

1. característica de una sustancia

2. propiedades que se detectan con los sentidos

3. medida de la cantidad de materia que contieneun objeto

4. sólido, líquido, gas

5. temperatura a la cual un sólido se hace líquido

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Columna II

a. masa

b. punto de fusión

c. apariencia

d. propiedad

e. estado

Instrucciones: Enumera tantas propiedades como te sea posible para cada uno de los siguientes objetos.

6. ladrillo

7. banana

8. lápiz

9. imán de forma de herradura

10. hoja de papel

11. lata de gaseosa

12. tu libro de ciencias

13. vaso de agua

14. tu dedo índice

15. clip para papel

Satisface las necesidades in

dividuales

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Propiedades y cambios de la materia 25

Instrucciones: Identifica cada proceso como un cambio físico o químico haciendo un (✓) en la columna correcta.

Cambio Cambioquímico físico

1. erosión de las rocas por acción del viento

2. digestión del alimento en tu cuerpo

3. cerilla que arde

4. hielo que se derrite

5. moneda de cobre que se ennegrece

6. cambio de color en las hojas

7. auto que se oxida

8. agua que hierve

9. fruta que se pudre

10. quebrar un plato

11. cortar papel

Instrucciones: Contesta las siguientes preguntas en los espacios dados.

12. Explica la diferencia entre un cambio físico y un cambio químico.

13. Si pudieras medir el oxígeno consumido y los gases que despide una vela quearde, observarías que la masa del material permanece igual que antes de que lavela fuera encendida. ¿Cuál ley describe este ejemplo?



Sección 2 ■ Cambios físicos y químicos

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Nombre Fecha Clase

26 Propiedades y cambios de la materia

Términos clavesPropiedades y cambios de lamateria

Instrucciones: Usa los siguientes términos para completar el crucigrama.

cambio gas conservación físicas propiedad

sólido energía color olor

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Horizontales

3. Las propiedades de la materia puedenser ______ o químicas.

4. Propiedad que puedes oler

6. La ley de ______ de la masa estableceque la masa total de la materia es lamisma antes y después de un cambiofísico o químico.

9. Otra palabra para una característicade una sustancia

Verticales

1. La explosión de fuegos artificiales esun ejemplo de un(a) ______química.

2. Propiedad que puedes ver

5. Muchas sustancias absorben ______para poder pasar por un cambioquímico.

7. El estado ______ del agua es hielo.

8. Un estado de la materia

Satisface las necesidades in

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1

2 3

4

5

6

7 8

9

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

in the blank at the left.

Column I

1. often the first physical property noticed; for example,a lemon is yellow

2. a physical property measured by how much matter an object contains

3. physical properties detected by sight

4. how something acts

5. temperature at which solid changes to liquid

6. a relationship between mass and volume

7. properties such as color and texture that can be observed without changing the makeup of the material

8. how often you should taste lab experiments

9. a characteristic that cannot be observed without altering the substance

10. you use these to detect the properties of matter

11. our atmosphere is this state

12. temperature at which a liquid changes into a gas

Physical and Chemical Properties

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Column II

a. physical

b. mass

c. behavior

d. color

e. melting point

f. appearance

g. never

h. density

i. senses

j. chemical

k. gas

l. boiling point

Directions: Match the definition of the process on the left with the correct term on the right. Write the letter of

the correct term in the blank at the left.

13. a liquid changing into a gas

14. a gas changing into a liquid

15. a solid changing directly into a gas,without ever becoming a liquid

a. deposition

b. condensation

c. vaporization

d. sublimation


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Physical and ChemicalChanges

Directions: Complete the paragraphs using the terms listed below.

liquid ice color changes energy

different shape appearance gas

gain solid state freezes

Physical change involves changes in 1. _____________________. A common physical change

occurs when matter changes from one 2. _____________________ to another, such as from a gas,

to a 3. _____________________ or a 4. _____________________. One example of this kind of

physical change takes place when water 5. _____________________, changing from a liquid to a

solid to form 6. _____________________. One easy way to determine if a physical change has

taken place is to note changes in 7. _____________________ or size.

When a chemical change takes place, a substance is changed into a 8. _____________________

substance. Two examples of chemical changes are fireworks explosions and

9. _____________________ in leaves. A sign of a chemical change is the release or

10. _____________________ of 11. _____________________. Other signs of a chemical change

are an odd odor or the formation of a 12. _____________________ or a solid.

Directions: List three changes that are physical changes. Do not include the examples listed above.

13. a.

b.

c.

Directions: List three changes that are chemical changes. Do not include the examples listed above.

14. a.

b.

c.

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Properties of Carbon

Directions: On the line to the left of each form’s name, write the letter of its sketch. Then on the lines after each

form’s name, write the letter of the descriptive phrase from the list below that fits that form. Each description will

be used once.

Carbon is one of the most common ele-ments in the world. It forms the tissue ofevery living creature from an elephant to aspinach leaf. It makes up the products we useto fuel our cars and heat our homes. In oneform, it is so soft that it easily rubs off onpaper. In another form, it is the hardest nat-ural material known. For years, scientists haveexplored how the same element can makesuch very different substances.

One answer is that each carbon atom hasfour electrons in its outer shell (or orbit).

Because the outer shells of most atoms canhold eight electrons, carbon atoms easily formbonds with many other kinds of atoms—including other carbon atoms. However, car-bon atoms can bond in several different ways.The drawings below show three differentforms of carbon. The circles represent atoms;the lines represent chemical bonds holding theatoms together.

Which properties do you think go with eachform of carbon?

Enrichment11

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1. ______ Diamond—______, ______, ______

2. ______ Graphite—______, ______, ______

3. ______ Fullerene—______, ______, ______

a. the hardest natural structureb. a recently discovered type of carbon, also known as “buckeyballs”c. a soft type of carbon that rubs off easily on paperd. clear crystale. used in pencil leadf. conducts heat and electricityg. scientists use it as a “cage” to hold other atomsh. used to cut glass and steeli. added lubricants


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Things Are Heating Up

Burning a piece of wood causes a chemical change to occur. The matter in thewood changes to produce gases and charcoal. Heat can cause many kinds ofchemical changes, but not all changes caused by heat are chemical changes.Often, heat causes a physical change.

Heating or cooling materials can change their state from solid to liquid, liquidto gas, or back again. These changes in the state of matter are physical changes.When water freezes or melts, a physical change has occurred.

Most materials expand when they are heated and contract as they cool. Twoexceptions to this rule are water and rubber. These substances expand when theyare cooled and contract when they are heated. For example, when water freezes, itexpands to fill a larger space than the liquid water did.

1. Why should you never put a full, sealed bottle of water in the freezer?

2. Why are many bridges built with gaps (called expansion joints) in them?

3. Why should you never pour hot liquids into a cold drinking glass?

4. During the winter, potholes—holes or large cracks in the pavement—appear in the street.What causes them?

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Section 1 Physical and Chemical Properties

A. __________________ property—characteristic that can be observed without changing thecomposition of a substance

1. ____________________ includes things that can be observed with the senses.

2. Substances can be in a liquid, solid, or gas _______________.

3. Volume, mass, and density are ______________________ that can describe physical properties.

4. ______________ point and ______________ point are physical properties of a substance.

5. ___________________ describes the way some substances behave.

B. __________________ property—characteristic that cannot be observed without altering thesubstance

1. Ability to ____________________

2. Tendency to _______________

3. _______________ to other substances such as acids

Section 2 Physical and Chemical Changes

A. __________________ change—Form or appearance of matter changes, but composition staysthe same.

1. _______________ can change, but substance does not.

2. ____________________ a solid into a liquid is a physical change.

3. Changing ________________ through vaporization, condensation, sublimation, or deposition does not change the composition of matter.

B. __________________ change results in a change in the substance’s composition.

1. _______________ can change as a chemical reaction occurs.

2. ________________ may be gained or released during a chemical change.

3. Substances may change ______________ as a result of a chemical change.

4. Formation of a _____________ or the precipitation of a _______________ can indicate a

chemical change.

5. Chemical changes are not easily __________________.

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Properties and Changes ofMatter


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C. Chemical changes alter the _____________________ of substances; ____________ changesdo not alter the composition of substances.

1. Water ______________ or ____________________ —amount of matter stays the same;

physical change

2. Wood burns—__________, __________, and __________ still total the same amount of

matter; chemical change

D. Law of ______________________________—particles of matter are not created or destroyedas the result of physical or chemical changes.M

eeting In

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Note-taking Worksheet (continued)


Assessment

Assessm

ent

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Chapter Review


Part A. Vocabulary Review

Directions: Unscramble the letters to form the correct word for each definition.

1. hacclime preptory: allows a substance to change to a new substance

2. malceich hagcen: original material is transformed into a new material

3. aeioocnnrstv fo sams: total mass is the same before and after a physi-cal or chemical change

4. chyplais gnache: any alteration in size, shape, or form of matter

5. tendisy: relates an object’s mass to the amount of space it takes up

6. saphicly toppyrer: most of these characteristics can be observed withthe senses

7. liigbon tnpoi: temperature at which a liquid turns into a gas

8. vhaiebro: how something acts

9. ulmove: how much space an object takes up

10. mtlgnei iotpn: temperature at which a solid turns into a liquid

11. ttsae: solid, liquid or gas

12. aaaceenrpp: properties you detect with your senses

Part B. Concept Review

Directions: Complete each sentence by filling in the blanks with the correct term or terms.

1. Shape, color, and texture are examples of ______________________________.

2. You can tell a(n) ______________________________ has occurred when energy is taken inor given off.

3. The rusting of metal is an example of a(n) ______________________________ change.

4. A change of ______________________________ is an example of a physical change.

5. Milk and gasoline are examples of the ______________________________ of matter.

6. Mass and volume depend on the ______________________________ of matter.

7. ______________________________ measures how much mass is in a given volume.

8. You can use a table to find the _____________________________ point of most substances.

9. The fact that something is magnetic can be determined by watching its

______________________________.

Ass

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Chapter Review (continued)


10. A ______________________________ can only be determined by changing a substance.

11. ______________________________ is when a gas changes into a solid.

12. ______________________________ can indicate physical or chemical changes depending onthe cause of the change.

13. Energy is ______________________________ in a chemical change.

14. Formation of a(n) ______________________________ is an indication of chemical change.

15. The total ______________________________ of the matter is the same before and after a

physical or chemical change. This is the ______________________________.

Directions: Classify the following changes by writing physical or chemical in the blank before each item.

16. tearing paper

17. wax melting

18. wood burning

19. peeling a potato

20. iron rusting

21. sanding wood

22. milk souring

23. silver tarnishing

Directions: Answer the following questions on the lines provided.24. List some physical properties that are size dependent.

25. List some physical properties that are size independent.

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Chapter Test


I. Testing Concepts

Directions: Match the term in Column II with the description in Column I by writing the correct letter in the

space provided.

Column I

1. an indication that a chemical change has taken place

2. temperature at which liquid changes to gas

3. a physical property of matter

4. size, shape, or state of matter

5. measure of how much of an object there is

6. property that could be used to indicate physical or chemical change

7. Melting is an example.

8. The ability to burn is an example.

9. liquid, gas, or solid

10. how something acts

11. a state of matter

12. Rusting of iron is an example.

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Column II

a. state

b. boiling point

c. chemical change

d. chemical property

e. density

f. color

g. physical change

h. physical property

i. behavior

j. release of energy

k. mass

l. liquid

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

answers the question.

13. Which of these is not a physical property of matter?a. density b. mass c. ability to burn d. texture

14. An example of physical change involving more than one substance is ______.a. evaporating b. rusting c. burning d. dissolving

15. An example of a change of state is ______.a. evaporating b. rusting c. burning d. dissolving

16. Which of the following shows a behavioral property?a. peeling a banana c. snow melting in the Sunb. iron attracted to a lodestone d. hammer hitting a nail

17. The ______ is an example of a chemical change.a. melting of chocolate c. salting of foodb. freezing of water d. burning of paper

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Chapter Test (continued)


18. Which of the following is an example of a chemical change?a. evaporating b. melting c. burning d. sublimation

19. Which of these indicates that a chemical change has taken place?a. change from a liquid to a gas c. release of heat energyb. change in shape d. dissolving of a solid

20. The density of a material is ______.a. how much the material weighsb. the mass of a unit volume of the materialc. how much space the material takes upd. whether or not the material floats in a liquid

21. The process of a liquid changing into a gas is called ______.a. sublimation b. condensation c. vaporization d. deposition

22. The process of a gas changing into a liquid is called ______.a. sublimation b. condensation c. vaporization d. deposition

23. The process of a solid changing directly into a gas, without ever becoming a liquid iscalled ______.a. sublimation b. condensation c. vaporization d. deposition

24. The process in which a gas changes directly into a solid, without ever becoming a liquid is called ______.a. sublimation b. condensation c. vaporization d. deposition

25. An object’s odor is a ______.a. physical property c. physical changeb. chemical property d. chemical change

26. A change in an object’s odor is the result of a ______.a. physical property c. physical changeb. chemical property d. chemical change

27. The precipitation of a solid can indicate a ______.a. physical property c. physical changeb. chemical property d. chemical change

II. Understanding Concepts

Skill: Observing and Inferring

Directions: Think of a piece of notebook paper as you answer questions 1 through 3.1. List three ways you could change the physical properties of the piece of paper.

2. In what ways can you change its chemical properties?

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3. Do you think most people cause physical or chemical changes to notebook paper? How?

Skill: Comparing and Contrasting

Directions: Answer the following questions on the lines provided.4. Compare and contrast the changes a piece of paper undergoes when it is torn into tiny pieces

and when it is burned.

5. Compare and contrast chemical and physical changes.

III. Applying Concepts

Directions: Answer the following questions on the lines provided.1. How does the formation of drops of water on the outside of a glass of iced tea indicate the

presence of water vapor, an invisible gas, in the air surrounding the glass? What kind of changeis involved in this process?

2. When does the color change in a leaf indicate physical change and when does it indicate chemicalchange?

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3. In a mixture of iron filings and sulfur powder, the particles of each substance are clearly visibleand a magnet can be used to separate the iron from the sulfur. After the mixture is heatedstrongly, neither substance is recognizable and the resulting product is not magnetic. Explainwhat happened.

4. What is the difference between dissolving sugar in water and making cookies with sugar in them?

5. Classify each of the following properties of sucrose as chemical or physical.

a. It has a melting point of 186°C.

b. It is white solid.

c. It decomposes above 200°C.

d. Its density is 1.58 g/cm3.

e. Its consumption produces 52 kJ of energy per teaspoon.

IV. Writing Skills

Directions: Answer the following questions using complete sentences.1. Why is an object’s mass a size-dependent physical property while its density is a size-

independent physical property?

2. Using what you know about chemical change and the law of conservation of mass, explain whyyou think many communities no longer allow residents to burn fallen leaves each autumn.

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Transparency Activities


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A Costly Trinket,Indeed

Section FocusTransparency Activity11

Transparen

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Diamonds are not only beautiful, but also are the hardest substancesin the world! The Hope diamond, shown below, is the largest deepblue diamond ever discovered. Since it was found in 1688, it has beenlost, recovered, cut, sold, and even pawned for ransom money.

1. Describe this diamond. What are its most obvious characteristics?

2. Aside from jewelry, what other ways might diamonds be used?

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About Due for aVacation

Section FocusTransparency Activity22

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Kilauea is a volcano located on the island of Hawaii. It is one of themost active volcanoes in the world; it has been erupting continuouslysince 1983.

1. Describe what you see in the photo.

2. How is lava cooling similar to water turning to ice?

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Chemical ChangesTeaching TransparencyActivity22


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Teaching Transparency Activity (continued)

1. In what type of a change is a substance permanently altered and a new substance created?

2. What type of a change do you have if you cut down a tree and make a chair?

3. What principle states that particles within matter can rearrange to form new substances, butthey are not destroyed and new particles are not created?

4. What type of change causes leaves to change color?

5. What changes in a chemical change?

6. What changes in a physical change?

Transparen

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AssessmentTransparency Activity

Properties and Changesof Matter

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

1. According to the table, if an unknown substance begins to melt at119°C, it is probably ___.A hydrogen C ironB nitrogen D sulfur

2. According to the table, which of the following substances cannotremain solid at room temperature (about 24°C)?F LeadG NitrogenH IronJ Sulfur

3. According to the table, which of the following substances mustexist as a gas at room temperature (about 24°C)?A HydrogenB LeadC IronD Sulfur

Properties and Changes of Matter T1

Teacher Support and PlanningContent Outline for Teaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2Spanish Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T5Teacher Guide and Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T9

Teacher Supportand Planning

T2 Properties and Changes of Matter

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Section 1 Physical and Chemical Properties

A. Physical property—characteristic that can be observed without changing the composition of a substance

1. Appearance includes things that can be observed with the senses.

2. Substances can be in a liquid, solid, or gas state.

3. Volume, mass, and density are measurements that can describe physical properties.

4. Melting point and boiling point are physical properties of a substance.

5. Magnetism describes the way some substances behave.

B. Chemical property—characteristic that cannot be observed without altering the substance

1. Ability to burn

2. Tendency to rust

3. Reaction to other substances such as acids

DISCUSSION QUESTION:What types of observations can be made about a substance’s appearance? Texture, color, size, odor,feel, smell, taste, sound—anything that can be determined by the senses

Underlined words andphrases are to be filled in by students on theNote-taking Worksheet.

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Content Outlinefor Teaching

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Section 2 Physical and Chemical Changes

A. Physical change—Form or appearance of matter changes, but composition stays the same.

1. Shape can change, but substance does not.

2. Dissolving a solid into a liquid is a physical change.

3. Changing states through vaporization, condensation, sublimation, or deposition does notchange the composition of matter.

B. Chemical change results in a change in the substance’s composition.

1. Color can change as a chemical reaction occurs.

2. Energy may be gained or released during a chemical change.

3. Substances may change odor as a result of a chemical change.

4. Formation of a gas or the precipitation of a solid can indicate a chemical change.

5. Chemical changes are not easily reversed.

C. Chemical changes alter the composition of substances; physical changes do not alter the composition of substances.

1. Water freezes or evaporates—amount of matter stays the same; physical change

1. Wood burns—ashes, smoke, and gases still total the same amount of matter; chemicalchange

D. Law of Conservation of Mass—particles of matter are not created or destroyed as the result ofphysical or chemical changes.

DISCUSSION QUESTION:Is an ice cube melting a physical or chemical change? Why? It is physical change because the substance’s composition does not change.

Content Outline for Teaching (continued)

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Propiedades y cambios de la materia T5

SpanishResources

Propiedades y cambios de la materia

Propiedades químicas y físicasLo que aprenderás■ A identificar las propiedades físicas y quími-

cas de la materia.■ A clasificar objetos en base a propiedades

fisices.

Por qué es importante

Comprender las diferentes propiedades de lamateria te ayudará a describir mejor el mundoque te rodea.

Vocabulario

physical property / propiedad física: carac-terística que se puede observar usando loscinco sentidos, sin alterar o tratar de alterar lacomposición de una sustancia.

chemical property / propiedad química: carac-terística que no se puede observar sin alterar lasustancia.

Encuentra ladiferencia

Puedes identificar un objeto desconocido com-parando sus características físicas y químicascon las propiedades de objetos conocidos.

Preguntas del mundo real

¿Cómo puedes saber lo que hace a un objetodiferente de otros?

Metas■ Identificar las propiedades físicas de los objetos.■ Comparar y contrastar las propiedades de los

objetos.■ Categorizar los objetos según sus propiedades.

Materialesmetrobalanza de resortebloque de maderabarra de metal o regla de metalrecipiente plásticovaso para beberagua

pelota de gomapapelalfombraimánrocaplanta o florsueloarenamanzana (u otra fruta)verdurarebanada de pancereal secohuevopluma

Medidas de seguridad

Procedimiento

1. Enumera por lo menos seis propiedades queobservarás, medirás o calcularás en cadaobjeto. Describe cómo determinarás cadapropiedad.

2. En tu Diario de ciencias, haz una tabla consuficientes columnas para todas laspropiedades que vas a identificar y sufi-cientes hileras para el número de objetosque observarás.

3. Completa tu tabla determinando laspropiedades de cada objeto.

Concluye y aplica

1. Describe ¿Cuáles propiedades pudisteobservar con facilidad? ¿Cuáles necesitaronque tomaras mediciones? ¿Cuálesrequirieron cálculos?

2. Compara y contrasta los objetos, según lainformación de tu tabla.

3. Saca conclusiones Escoge un grupo de cate-gorías y agrupa tus objetos según esas cate-gorías. Algunos ejemplos de categorías songrande/mediano/pequeño, brillante/mode-rado/opaco, sólido/líquido/gaseoso, etc.¿Fueron las categorías que escogiste útilespara agrupar los objetos? Explica.

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Spanish Resources (continued)

Comunica tu información

Compara tus resultados con los de otros estudi-antes de tu clase. Comenta sobre las propiedadesde los diferentes objetos incluídos en sus tablas.Haz una tabla grande que incluya todos losobjetos estudiados en la clase.

Propiedades y cambios químicosLo que aprenderás■ A comparar varios cambios físicos y químicos.■ A identificar ejemplos de cambios físicos y

químicos.

Por qué es importante

Los cambios físicos y químicos afectan tu vidatodos los días.

Vocabulario

physical change / cambio físico: cambio queexperimenta la forma o apariencia de una sus-tancia pero sin alterar su composición.

vaporization / vaporización: cambio de lamateria de estado líquido a gaseoso.

condensation / condensación: cambio deestado gaseoso a líquido.

sublimation / sublimación: cambio de estadosólido a gaseoso.

deposition / deposición: cambio de estadogaseoso a sólido.

chemical change / cambio químico: transfor-mación que experimenta la composición deuna sustancia.

law of conservation of mass / ley de la conservación de la masa: enuncia que la masano se puede crear ni destruir, sino que sólocambia de forma.

Diseña tu propioBatalla de las pastasde dientes

Tus dientes están hechos de un material lla-mado hidroxiapatita. El fluoruro de sodio en lapasta de dientes sufre una reacción química conla hidroxiapatita para formar un compuestonuevo sobre la superficie de los dientes. Estecompuesto es resistente a los ácidos de los

alimentos que causan las caries, las cuales sonotro cambio químico. En este laboratorio dise-ñarás un experimento para probar la efectivi-dad de diferentes marcas de pasta de dientes. Elcompuesto en tus dientes es similar al com-puesto mineral que se encuentra en la cáscarade huevo. Tratar huevos duros con pasta dedientes es similar a cepillarte los dientes con lapasta. Si los huevos se sumergen por varios díasen ácidos de alimentos como vinagre, se pro-ducen condiciones similares a la ingestión dealimentos, los cuales contienen ácidos que pro-ducirían el cambio químico en tus dientesdespués de varios meses.

Preguntas del mundo real

¿Cómo puedes poner a prueba una sustanciaque ayuda a proteger tus dientes?

Formula una hipótesis

Formula una hipótesis acerca de la efectividadde las diferentes marcas de pasta de dientes.

Metas■ Observar cómo la pasta de dientes ayuda a

evitar las caries dentales.■ Diseñar un experimento que pruebe la efec-

tividad de varias marcas de pasta de dientes.

Medidas de seguridad

Posibles materiales3 ó 4 marcas diferentes de pasta de dientesvasos o tazoneshuevos durosjugo de limón concentradoagua jugo de manzanabrocha de pintar

Prueba tu hipótesis

Diseña un plan1. Describe cómo utilizarás los materiales para

probar la hipótesis.2. Enumera los pasos que vas a seguir para

probar la hipótesis.3. Decide el tiempo que te tomará llevar a

cabo el experimento.

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Propiedades y cambios de la materia T7

Spanish Resources (continued)

4. Identifica el control y las variables queusarás en el experimento.

5. Crea una tabla de datos en tu Diario deciencias para anotar tus observaciones,mediciones y resultados.

6. Describe cómo medirás la cantidad de protec-ción que proporciona cada pasta de dientes.

Sigue tu plan1. Asegúrate de que tu maestro(a) apruebe tus

planes antes de comenzar.2. Lleva a cabo el experimento tal y como lo

planeaste. Asegúrate de seguir todas lasmedidas de seguridad.

3. Anota tus observaciones en la tabla de datos.

Analiza tus datos

1. Compara las cáscaras de huevo no tratadascon las que trataste con pasta de dientes.

2. Compara el estado de las cáscaras de huevoque trataste con diferentes marcas de pastade dientes.

3. Compara el estado de las cáscaras de huevoque remojaste en jugo de limón y jugo demanzana.

4. Identifica variables no intencionales quedescubriste durante el experimento y quepodrían afectar tus resultados.

Concluye y aplica

1. Identifica ¿Apoyaron los resultados tuhipótesis? Describe los puntos fuertes ydébiles de tu hipótesis.

2. Explica por qué los huevos tratados conpasta de dientes estaban mejor protegidosque las cáscaras de huevo no tratadas.

3. Identifica las marcas de pasta de dientes, sihubo alguna, que protegieron mejor a lascáscaras de huevo.

4. Evalúa la explicación científica para agregarflúor a la pasta de dientes y al agua potablepara evitar las caries.

5. Predice lo que les pasaría a los huevos pro-tegidos si los dejaras en los ácidos de los ali-mentos durante varias semanas.

6. Infiere por qué es buena idea cepillarse losdientes con una pasta con fluoruro.

Comunica tu información

Compara tus resultados con los de tus com-pañeros(as). Diseña un póster publicitariosobre los beneficios del fluoruro de sodio en lapasta de dientes.

Guía de estudio

Sección 1 Propiedades químicas y físicas1. La materia puede ser descrita usando sus

características o propiedades. Puede existiren diferentes estadosisolído, líquido ogaseoso.

2. Una propiedad física es una característicaque puedes observar sin alterar la composi-ción de la muestra.

3. Las propiedades físicas incluyen color, forma,olor, sabor y textura, además de cantidadesque puedes medir como la masa, volumen,densidad, punto de fusión y punto de ebulli-ción. ¿Cuál es el volumen de esta caja?

4. Una propiedad química es una característicaque no puedes observar sin alterar la mues-tra. ¿Cuál propiedad química se muestra abajo?

Sección 2 Propiedades y cambios químicos

1. Durante un cambio físico, la composiciónde la materia permanece igual, pero laapariencia cambia de alguna manera.

2. Los cambios físicos ocurren cuando la mate-ria se rasga, corta, desgarra o dobla ocuando la materia cambia de un estado aotro.

3. Un cambio químico ocurre cuando la com-posición de la materia cambia.

4. Señales de un cambio químico incluyencambios en la energía, el color, el olor y laproducción de gases o sólidos. ¿Qué indicioen la foto muestra un cambio químico?

5. Según la ley de la conservación de la masa,la masa no puede crearse o destruirse. Comoresultado, la masa de las sustancias queestaba presente antes del cambio físico oquímico es igual a la masa de las sustanciaspresentes después del cambio.

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Teacher Guide& Answers

Hands-On ActivitiesMiniLAB: Measuring Properties (page 3)

1. The mass of the water could not be measuredunless the water is in a container. The mass of thecontainer is subtracted from the total mass.

2. It would be unchanged.

MiniLAB: Identifying an Unknown Substance (page 3)1. Divide the mass and the volume of the unknown

and the result is its density.2. Answers will vary.3. Most substances are more soluble in hot water.

MiniLAB: Try at Home (page 4)1. The steel wool dipped in water turned orange.2. chemical, because the color changed

Lab (page 5)

Lab Preview1. To remind students to be careful of glass objects

that could break.2. Answers will vary but should include some of the

following: physical properties such as how some-thing looks, smells, sounds, or feels; the state it isin; its density or magnetic behavior; and chemicalproperties such as its ability to burn.

Conclude and Apply1. easy to identify: possible answers: color, texture,

physical state; required measurements: possibleanswers: mass, length; required calculations: pos-sible answer: density.

2. Answers will vary.3. Answers will vary.

Lab: Design Your Own (page 7)

Lab Preview1. The activity involves substances that can irritate

the skin or mucous membranes of the respiratorytract.

2. the effectiveness of various toothpaste brands

Analyze Your Data

Answers to Questions1. The untreated eggshell shows evidence of a chem-

ical reaction, while the treated eggshells do not.2. Answers will depend on the brands of toothpastes

tested.3. The eggshell in lemon juice should show more

evidence of a reaction.4. Answers will vary.

Conclude and Apply1. Answers will be determined by student hypotheses.2. The sodium fluoride in the toothpaste prevented

the eggshells from chemically reacting with the acid.3. Answers will vary.

4. Evidence indicates that fluoride prevents a compound similar to that in teeth from reactingwith food acids.

5. The protection would lose its effectiveness and theeggshells would react with the acids.

6. Regular brushing with fluoride toothpaste preventschemicals in teeth from reacting with food acids.

Laboratory Activity 1 (page 9)

Lab Note: Use scissors or a utility knife to cut the bot-toms off the dish detergent bottles ahead of time. Besure the mouth of the glass jar is slightly smaller thanthe upper part of the detergent bottle so the bottlecan be supported on the neck of the jar. Be sure to usea dishwashing liquid that is transparent enough sostudents will be able to see marbles falling through it.All marbles should be the same size. To save time inPart C, put one large bottle of syrup in a refrigeratoror in an ice bath and another large bottle of syrup in ahot–water bath at the beginning of the lab.

Data and ObservationsThe flow rates for water will vary depending on thebottle used. In comparison to water, the other threeliquids will flow more slowly—oil, dishwashing liquid,then syrup. Data will vary depending on brands used.

Questions and Conclusions1. water, oil, dishwashing liquid, syrup2. water, oil, dishwashing liquid, syrup3. If rankings don’t agree, some possible reasons

might be that timing in Part A was not accurateor that marbles in Part B were not dropped atexactly the same time in every trial.

4. The viscosity decreases as the temperature increases.5. The viscosity of the shampoo is 14.5 times higher

than that of the water.

Laboratory Activity 2 (page 13)Lab Note: Hydrogen peroxide is available in drug-stores. Keep the hydrogen peroxide container closedwhen not in use.Lab Note: Results in this procedure may vary. Thereaction with liver will show a greater temperaturechange than that with potato.Lab Note: Remind students that the bulb of the thermometer should not rest on the bottom of thetest tube.Lab Note: The temperature will increase morequickly if the piece of potato is broken into finepieces. The size of the liver and potato samples alsoaffects the rate of temperature change.


Table 1Data may vary but temperatures should rise, perhapsas much as 15°C, with the greatest rise occurring bymin 2. Averages will vary.

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Teacher Guide & Answers (continued)

Table 2Data may vary but temperatures should rise, perhapsas much as 4°C, with the greatest rise occurring bymin 2 1/2. Averages will vary.

Figure 2“Liver” line on graph should rise to a peak aroundmin 2 and taper off to end a few degrees above starting temperature. “Potato” line should be fairlyflat but show some increase with a peak around min 2 1/2.

Questions and Conclusions1. yes2. An increase in temperature shows that energy

was given off in the form of heat. Bubbling alsooccurs.

3. yes4. an increase in temperature and bubbling5. The heat that was given off and the bubbling

that occurred indicated a chemical change hadtaken place.

6. The number of trials increases the accuracy ofthe experiment.

7. to show that both animal and plant matter canproduce chemical changes

8. liver9. Bubbles were seen or given off in the hydrogen

peroxide.10. The bubbles could be oxygen.Lab Note: Have students use boiled potatoes and repeatPart B. No temperature change will occur. The enzymepresent in living tissue is destroyed during boiling.

Meeting Individual NeedsDirected Reading for Content Mastery (page 19)

Overview (page 19)1–3. solid, liquid, gas

4. composition5–6. color, odor

(For grouped answers, order of answers will vary.)7. T8. T9. T

10. F11. F

Section 1 (page 20)1. d2. c3. a4. e5. b6. Possible answers include: red, hard, rough

gravelly surface, rectangular solid7. Possible answers include: yellow, solid, approx

3/4 kg, soft at room temperature8. Possible answers include: yellow paint, wood

interior, solid, graphite core, 2–3 g

9. Possible answers include: shaped like a horse-shoe, often with the handle portion painted red,attracts steel, solid

10. Possible answers include: white with blue lines,flat, thin, 1–2 g, flammable, solid

11. Possible answers include: red/green/red & blue,cylindrical solid filled with liquid which has ahigh concentration of gas, 355 mL, pressureincreases if shaken

12. Possible answers include: color, rectangularsolid, made of paper and cardboard, include sizespecific mass and volume

13. Possible answers include: cylinder filled withclear liquid, 360 mL, density = 1 g/cm3,mp = 0°C, bp = 100°C

14. Possible answers include: flesh color (studentspecific), solid filled with liquids, 7 cm, movesthrough muscle and ligament connections

15. Possible answers include: steel, easily magnetized,3 1/4 cm ✕ 3/4 cm, silver, solid

Section 2 (page 21)1. physical2. chemical3. chemical4. physical5. chemical6. chemical7. chemical8. physical9. chemical

10. physical11. physical12. Physical changes change the way something

looks, but the substance stays the same. Chemi-cal changes result in a new substance.

13. law of conservation of mass

Key Terms (page 22)

Lectura dirigida para Dominio del contenido (pág. 23)

Sinopsis (pág. 23)1-3. sólido, líquido, gas

4. composición5-6. el color, el olor

(El orden de las respuestas para los grupos variará.)

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7. V8. V9. V

10. F11. F

Sección 1 (pág. 24)1. d2. c3. a4. e5. b6. Las posibles respuestas incluyen: rojo, duro,

superficie áspera tipo grava, sólido rectangular7. Las posibles respuestas incluyen: rojo, duro,

superficie áspera tipo grava, sólido rectangular8. Las posibles respuestas incluyen: amarillo pin-

tura, interior para interiores, sólido, núcleo degrafito, 2–3 g

9. Las posibles respuestas incluyen: en forma deherradura, a menudo con la porción del mangopintada de rojo, atrae el acero, sólido

10. Las posibles respuestas incluyen: blanco conlíneas azules, plano, delgado, 1–2 g, combustible,sólido

11. Las posibles respuestas incluyen: rojo/verde/rojo& azul, sólido cilíndrico lleno de líquido conalta concentración de gas, 355 mL, la presiónaumenta al sacudirlo

12. Las posibles respuestas incluyen: color, rectan-gular sólido, hecho de papel y cartón, incluyemasa y volumen específicos al tamaño

13. Las posibles respuestas incluyen: cilindro llenode líquido claro, 360 mL, densidad = 1 g/cm3,mp = 0°C, bp = 100°C

14. Las posibles respuestas incluyen: color de piel(específico al alumno), sólido lleno de líquidos,7 cm, se mueve a través de los músculos y lasconexiones de ligamentos

15. Las posibles respuestas incluyen: acero, se mag-netiza fácilmente, 3 1/4 cm X 3/4 cm, plata,sólido

Sección 2 (pág. 25)1. físico2. químico3. químico4. físico5. químico 6. químico7. químico8. físico 9. químico

10. físico 11. físico 12. Los cambios físicos varían la manera en que

algo luce, pero la sustancia permanece igual. Loscambios químicos resultan en una nueva sus-tancia.

13. ley de conservación de la masa

Términos claves (pág. 26)

Reinforcement (page 27)

Section 1 (page 27)1. d2. b3. f4. c5. e6. h7. a8. g9. j

10. i11. k12. l13. c14. b15. d

Section 2 (page 28)1. appearance2. state

3–4. liquid, solid5. freezes6. ice7. shape8. different9. color changes

10. gain11. energy12. gas13. Answers will vary.14. Answers will very.

Enrichment (page 29)

Section 1 (page 29)1. B; a, d, h2. C; c, e, f3. A; b, g, i

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Section 2 (page 30)1. You should never put a full, sealed bottle of water

in the freezer because the water will expand as itfreezes, breaking the bottle.

2. In hot weather, the matter that makes up thebridge expands. The expansion joints give thebridge some space to expand into. Without thesegaps, the bridge could buckle and crack.

3. As the hot liquid touches the glass, the glassbegins to expand, but not all at the same time.The side next to the hot liquid starts to expandbefore the side away from the hot liquid. The difference in expansion rates causes the glass tocrack.

4. When air temperature is at the freezing point ofwater, liquid water that has seeped into pavementcracks or small holes will freeze. The freezingwater expands, making pavement faults biggerand bigger until chunks of pavement are loose.These can eventually break off or be torn away bythe blade of a snowplow.

Note-taking Worksheet (page 31)Refer to Teacher Outline, student answers are underlined.

AssessmentChapter Review (page 35)

Part A. Vocabulary Review (page 35)1. chemical property (1/1)2. chemical change (4/2)3. conservation of mass (3/2)4. physical change (4/2)5. density (1/1)6. physical property (1/1)7. boiling point (1/1)8. behavior (1/1)9. volume (1/1)

10. melting point (1/1)11. state (2/1)12. appearance (1/1)

Part B. Concept Review (page 35)1. physical properties (1/1)2. chemical change (4/2)3. chemical (4/2)4. state (3/2)5. liquid state (2/1)6. amount (1/1)7. Density (1/1)8. melting or boiling (2/1)9. behavior (1/1)

10. chemical property (1/1)11. Deposition (3/2)12. Color (3/2)13. gained or released (4/2)14. gas or solid (3/2)15. mass, law of conservation of mass (4/2)

16. physical (4/2)17. physical (4/2)18. chemical (4/2)19. physical (4/2)20. chemical (4/2)21. physical (4/2)22. chemical (4/2)23. chemical (4/2)24. Answers may include mass, weight, volume. (1/1)25. Answers may include density, melting point,

boiling point, solubility, ability to attract a magnet, state of matter, color. (1/1)

Chapter Test (page 37)

I. Testing Concepts (page 37)1. j (4/2)2. b (2/1)3. e (1/1)4. h (1/1)5. k (1/1)6. f (3/2)7. g (4/2)8. d (4/2)9. a (1/1)

10. i (1/1)11. l (1/1)12. c (4/2)13. c (1/1)14. d (3/2)15. a (4/2)16. b (1/1)17. d (4/2)18. c (4/2)19. c (3/2)20. b (1/1)21. c (2/2)22. b (2/2)23. a (2/2)24. d (2/2)25. a (1/1)26. d (4/2)27. d (4/2)

II. Understanding Concepts (page 38)1. Possible answers include: coloring the paper,

crumpling the paper, tearing it, or dissolving it.(3/2)

2. Burn it or dissolve it in acid. (3/2)3. Most people cause physical changes because they

use notebook paper to take notes or write thingson. Very few people burn notebook paper. (3/2)

4. The tearing of paper is a physical change. Theonly changes in the paper caused by tearing arechanges in size and shape. The burning of paper isa chemical change. During this change, paper ischanged into ashes, smoke, and gases. (3/2)

5. Both change the substance from what is first seen.Chemical changes cause not easily reversedchanges to a substance. Physical changes just

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change the observable parts of a substance but thebasic substance is unchanged. (3/2)

III. Applying Concepts (page 39)1. The formation of the water drops indicates that

water vapor in the air has condensed, or changedto a liquid, on the sides of the glass. Condensationis a physical change. (4/2)

2. If the color change is caused by a reaction withinthe leaf, it is chemical. If it is caused by bird droppings or berry juice, it is physical. (3/2)

3. Heating caused a chemical change to take place.The chemical properties of the new product havechanged and a new substance has been formed.(4/2)

4. Dissolving sugar in water is a physical change.Making cookies with sugar is a chemical change.(3/2)

5. a. physical (1/1)b. physical (1/1)c. chemical (1/1)d. physical (1/1)e. chemical (1/1)

IV. Writing Skills (page 40)1. Mass, weight, and volume of an object are size

dependent; they are greater or less, depending onthe size of the object. Size-independent physicalproperties are the same, regardless of the paper’ssize. Density, which is mass divided by volume,does not change with size. (1/1)

2. Answers will vary. Look for answers that definechemical change and the law of conservation ofmass and relate the mass of fallen leaves to anequal amount of particles that could pollute theair. (4/2)

Section Focus Transparency 1 (page 42)

A Costly Trinket, Indeed

Transparency Teaching Tips■ This transparency introduces properties and

changes. Focusing the students’ attention on theblue diamond atop the display stand, ask the students to list its characteristics (color, cut,ability to transmit light like a prism, etc.).

■ Explain that these characteristics relate to how diamonds are formed, cut, and polished. Diamondsare crystalline structures of compressed carbon,formed deep within Earth (30,000 atmospheres ofpressure and temperatures over 1,000°C).

■ Point out that many characteristics of diamondsare related to the fact that each diamond particleis linked to other particles in a crystalline form,creating a very compact, strong structure. Thesemultiple bonds are difficult to break. In fact, adiamond can only be cut with another diamond.It can, however, be broken with a sharp blow atcertain points along its facets.

■ The diamond’s tight bonding also explains whydiamonds don’t react with many substances,including acids.

Content Background■ The world’s largest diamond, the Cullinan, was

found in South Africa in 1905. It weighed 3,106carats, or about .6 kilograms (1.3 pounds). It waslater cut into nine large and 96 smaller diamonds.One of these diamonds, the Star of Africa,remains the largest cut diamond at 530 carats.

■ The Hope diamond, pictured on the transparency,is now 45.5 carats. It is rumored to have beenstolen from the eye of a religious statue in India.The stone passed through many hands, includingthose of Louis XIV and Marie Antoinette. It wasnamed for owner Henry Phillip Hope and finallypurchased by American Evalyn Walsh McLean in1911. It was Mrs. McLean who pawned the stonein an effort to get the Lindbergh baby back. Afterher death, the diamond was given to the Smith-sonian Institution in Washington, D.C., where it isnow on public display.

Answers to Student Worksheet1. Answers will vary. It’s blue, oval shaped, many

faceted, it reflects light, etc.2. Answers will vary. Diamonds are used in industry

to cut hard metals with accuracy. They are set intodrill tips, and they are used to cut other diamonds.

Section Focus Transparency 2 (page 43)

About Due for a Vacation■ The concepts introduced here are physical and

chemical changes. Ask the students to discusswhether or not the fiery flow on the transparency iscomposed of several substances or just one.

■ Explain that the glowing material is all one sub-stance, lava, which is magma (molten rock) forcedup from earth’s core. It may have a temperature inexcess of 1,100°C (2,012°F).

■ As the lava cools, it hardens into rock formations.Ask the students whether such a change constitutesa physical or chemical change (physical).

■ In a physical change, the state or appearance ofmatter may change, but never its composition. Ina chemical change, a substance is changed into anew substance with a different composition.

Content Background■ Volcanic eruptions can be explosive or not,

depending on variations in lava content. Lavawith high water content or large amounts of silicaoften contains gas bubbles that can explode. Lavacontent also determines the type of rock thatforms after cooling.

■ Nonexplosive volcanoes extrude lava with a runnyconsistency. When it hardens, it forms basalt, oneof the most common rocks on Earth.

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■ Sometimes magma cools and solidifies before everreaching the surface. One of the rocks producedthis way is granite.

Answers to Student Worksheet1. Answers will vary. Students may mention the fiery

color, the flowing material, gas, steam, etc.2. Both reflect a change in state. In neither case does

their composition change.

Teaching Transparency (page 45)

Chemical Changes

Section 2

Transparency Teaching Tips■ Use the transparency to emphasize the signs that

help identify chemical changes and physicalchanges.

■ Emphasize to students that chemical changes suchas burning do not produce energy. These chemicalchanges only release energy stored in the bondsbetween the atoms of the material that burns.

Reteaching Suggestion■ Cut open an apple and have students observe the

color of the apple’s inside. Allow the apple to sitfor several minutes. Again have students observethe color. Point out that the color change indicatesa chemical change caused by chemicals in theapple combining with oxygen in the air.

ExtensionsActivity: Have students crush a small piece ofchalk. Ask them to describe how they knowwhether this is a physical or chemical change.Then have them place the chalk pieces in a papercup and add a small amount of vinegar. Ask themto describe how they know whether this is a phys-ical or chemical change.Research: Have students find out what a catalystis and how catalysts affect chemical changes. Askthem to give two examples of catalysts.

Answers to Student Worksheet1. chemical2. physical3. law of conservation of matter4. chemical5. composition of a substance6. appearance or state

Assessment Transparency (page 47)

Properties and Changes of Matter

Section 2

Answers1. D. Students must refer to the table to learn which

substance has a melting point around 119°C.2. G. Students must first recognize that if a substance

cannot remain solid at room temperature, it must bemelted, sublimated, or evaporated. Only choice G,

nitrogen, is not a solid at 24°C.3. A. Students must recognize that to exist as a gas

at room temperature, a substance would have toboil at or below 24°C. Only choice A, Hydrogen,would be a gas at room temperature.

Test-Taking TipEncourage students to carefully read the questionsand the answer choices before attempting an answer.

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