Glencoe Science
Chapter Resources
Properties and Changes of Matter Includes: Reproducible Student Pages ASSESSMENT
TRANSPARENCY ACTIVITIES
✔ Chapter Tests
✔ Section Focus Transparency Activities
✔ Chapter Review
✔ Teaching Transparency Activity
HANDS-ON ACTIVITIES
✔ Assessment Transparency Activity
✔ Lab Worksheets for each Student Edition Activity
Teacher Support and Planning
✔ Laboratory Activities
✔ Content Outline for Teaching
✔ Foldables–Reading and Study Skills activity sheet
✔ Spanish Resources ✔ Teacher Guide and Answers
MEETING INDIVIDUAL NEEDS ✔ Directed Reading for Content Mastery ✔ Directed Reading for Content Mastery in Spanish ✔ Reinforcement ✔ Enrichment ✔ Note-taking Worksheets
Glencoe Science Photo Credits Section Focus Transparency 1: Richard T. Nowitz/CORBIS; Section Focus Transparency 2: Peter French/The Stock Market; Teaching Transparency: (tl) Russell Illig/PhotoDisc, (tcl) John D. Cunningham/Visuals Unlimited, (tcr) Coco McCoy/Rainbow/PictureQuest, (tr) SuperStock, (bl) Bonnie Kamin/PhotoEdit, (br) SuperStock
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 Properties and Changes of Matter program. Any other reproduction, for use or sale, is prohibited without prior written permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill 8787 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
Table of Contents To the Teacher Reproducible Student Pages ■
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Hands-On Activities MiniLAB: Measuring Properties. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 MiniLAB: Identifying an Unknown Substance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 MiniLAB: Try at Home Comparing Changes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Lab: Finding the Difference. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Lab: Design Your Own Battle of the Toothpastes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Laboratory Activity 1: Comparing Viscosity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Laboratory Activity 2: Chemical Changes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Foldables: Reading and Study Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
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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
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Assessment Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
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Transparency Activities Section Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Teacher Support and Planning Content Outline for Teaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2 Spanish Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T5
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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To the Teacher This chapter-based booklet contains all of the resource materials to help you teach this 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 Activities
Laboratory Activities: These activities do not require elaborate supplies or extensive pre-lab preparations. These student-oriented labs are designed to explore science through a stimulating yet simple and relaxed approach to each topic. Helpful comments, suggestions, and answers 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 Skills activity written by renowned educator Dinah Zike that provides students with a tool that they can make themselves to organize some of the information in the chapter. Students may make an organizational study fold, a cause and effect study fold, or a compare and contrast study fold, to name a few. The accompanying Foldables worksheet found in this resource booklet provides an additional resource to help students demonstrate their grasp of the concepts. The worksheet may contain titles, subtitles, text, or graphics students need to complete the study fold.
Meeting Individual Needs (Extension and Intervention) Directed Reading for Content Mastery: These worksheets are designed to provide students with learning difficulties with an aid to learning and understanding the vocabulary and major concepts of each chapter. The Content Mastery worksheets contain a variety of formats to engage students as they master the basics of the chapter. Answers are provided in the Teacher Guide and Answers section.
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MiniLAB and Lab Worksheets: Each of these worksheets is an expanded version of each lab and MiniLAB found in the Student Edition. The materials lists, procedures, and questions are repeated so that students do not need their texts open during the lab. Write-on rules are included for any questions. Tables/charts/graphs are often included for students to record their observations. Additional lab preparation information is provided in the Teacher Guide and Answers section.
Directed Reading for Content Mastery (in Spanish): A Spanish version of the Directed Reading for Content Mastery is provided for those Spanish-speaking students who are learning English. Reinforcement: These worksheets provide an additional resource for reviewing the concepts 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 less on vocabulary, although knowledge of the section vocabulary supports understanding of the content. The worksheets are designed for the full range of students; however, they will be more challenging for your lower-ability students. Answers are provided in the Teacher Guide and Answers section. Enrichment: These worksheets are directed toward above-average students and allow them to explore further the information and concepts introduced in the section. A variety of formats 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 the teacher version—Content Outline for Teaching. They can be used to allow students to take notes during class, as an additional review of the material in the chapter, or as study notes for students who have been absent.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Assessment Chapter Review: These worksheets prepare students for the chapter test. The Chapter 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 will need to discover relationships among facts and concepts in some questions, and to use higher levels of critical thinking to apply concepts in other questions. Each chapter test normally consists of four parts: Testing Concepts measures recall and recognition of vocabulary and facts in the chapter; Understanding Concepts requires interpreting information and more comprehension than recognition and recall—students will interpret basic information and demonstrate 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 Activities Section Focus Transparencies: These transparencies are designed to generate interest and 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. The teacher material, located in the Teacher Guide and Answers section, includes Transparency Teaching Tips, a Content Background section, and Answers for each transparency. v
Teaching Transparencies: These transparencies relate to major concepts that will benefit from an extra visual learning aid. Most of these transparencies contain diagrams/photos from the Student Edition. There is one Teaching Transparency for each chapter. The Teaching Transparency Activity includes a black-and-white reproducible master of the transparency accompanied by a student worksheet that reviews the concept shown in the transparency. These masters are found in the Transparency Activities section. The teacher material includes Transparency Teaching Tips, a Reteaching Suggestion, Extensions, and Answers to Student Worksheet. This teacher material is located in the Teacher Guide and Answers section. Assessment Transparencies: An Assessment Transparency extends the chapter content and gives students the opportunity to practice interpreting and analyzing data presented in charts, graphs, and tables. Test-taking tips that help prepare students for success on standardized tests and answers to questions on the transparencies are provided in the Teacher Guide and Answers section.
Teacher Support and Planning Content 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 blanks in the students’ Note-taking Worksheets.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Spanish Resources: A Spanish version of the following chapter features are included in this section: objectives, vocabulary words and definitions, a chapter purpose, the chapter Activities, and content overviews for each section of the chapter.
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Reproducible Student Pages Reproducible Student Pages ■
Hands-On Activities MiniLAB: Measuring Properties . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 MiniLAB: Identifying an Unknown Substance . . . . . . . . . . . . . . . . . . . . 3 MiniLAB: Try at Home Comparing Changes . . . . . . . . . . . . . . . . . . . . . 4 Lab: Finding the Difference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Lab: Design Your Own Battle of the Toothpastes . . . . . . . . . . . . . . . . . . 7 Laboratory Activity 1: Comparing Viscosity . . . . . . . . . . . . . . . . . . . . . . 9 Laboratory Activity 2: Chemical Changes . . . . . . . . . . . . . . . . . . . . . . . 13 Foldables: Reading and Study Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
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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
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Assessment Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Chapter Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
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Transparency Activities Section Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . . 42 Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Assessment Transparency Activity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Properties and Changes of Matter
1
Hands-On Activities
Hands-On Activities
2 Properties and Changes of Matter
Date
Class
Hands-On Activities
Name
Measuring Properties Procedure 1. Measure the mass of a 10–mL graduated cylinder. 2. Fill the graduated cylinder with water to the 10–mL mark and remeasure the mass of the graduated cylinder with the water. 3. Determine the mass of the water by subtracting the mass of the graduated cylinder from the mass of the graduated cylinder and water. 4. Determine the density of water by dividing the mass of the water by the volume of the water.
Analysis 1. Why did you need to measure the mass of the empty graduated cylinder?
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
2. How would your calculated density be affected if you added more than 10 mL of 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 substance(s). 3. Using Table 2 in your book and the information you have, identify your unknown substance(s).
Analysis 1. 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. Properties and Changes of Matter
3
Name
Date
Class
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.
Analysis 1. 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?
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Comparing Changes
4 Properties and Changes of Matter
Name
Date
Class
Hands-On Activities
Finding the Difference 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 chemical properties to the properties of identified objects.
Real-World Question How can you tell what makes objects different from each other?
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Materials meterstick spring scale block of wood metal bar or metal ruler plastic bin drinking glass
water rubber ball paper carpet magnet
feather rock plant or flower soil sand
apple (or other fruit) a vegetable slice of bread dry cereal egg
Goals ■ ■ ■
Identify the physical properties of objects. Compare and contrast the properties. Categorize the objects based on their properties.
Safety Precautions
Procedure 1. List at least six properties that you will observe, measure, or calculate for each object. Describe how to determine each property. 2. Record your data in the table on the next page.
3. Complete your table by determining the properties for each object.
Properties and Changes of Matter
5
Name
Date
Class
(continued)
Table 1 Objects
Property
Property
Property
Property
Property
Property
Conclude and Apply 1. Describe Which properties were you able to observe easily? Which required making measurements? 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. Some examples 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?
Communicating Your Data Compare your results with those of other students in your class. Discuss the properties of objects that different groups included on their tables. Make a large table including all of the objects that students in the class studied.
6 Properties and Changes of Matter
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Data and Observations
Name
Date
Class
Design Your Own Hands-On Activities
Battle of the Toothpastes 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?
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Your teeth are made of a compound called hydroxyapatite (hi DRAHK see A puh tite). The sodium fluoride in toothpaste undergoes a chemical reaction with hydroxyapatite to form a new compound on the surface of your teeth. This compound resists food acids that cause tooth decay, another chemical change. In this activity, you will design an experiment to test the effectiveness of different toothpaste brands. The compound found in your teeth is similar to the mineral compound found in eggshells. Treating hard-boiled eggs with toothpaste is similar to brushing your teeth with toothpaste. Soaking the eggs in food acids such as vinegar for several days will produce similar conditions as eating foods, which contain acids that will produce a chemical change in your teeth, for several months.
Real-World Question
Test Your Hypothesis
How can you test the properties of a substance that helps protect your teeth?
Make a Plan
Form a Hypothesis Form a hypothesis about the effectiveness of different brands of toothpaste.
Goals ■
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Observe how toothpaste helps prevent tooth decay. Design an experiment to test the effectiveness of various types and brands of toothpaste.
Safety Precautions Possible Materials 2 or 3 different brands and types of toothpaste drinking glasses or bowls hard boiled eggs concentrated lemon juice apple juice artist’s paint brush water
1. 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 amount of protection each toothpaste brand provides.
Follow Your Plan 1. 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.
Properties and Changes of Matter
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(continued)
1. 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 Apply 1. 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.
Communicating Your Data Compare your results with the results of your classmates. Create a poster advertising the benefits of fluoride toothpaste. 8 Properties and Changes of Matter
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Analyze Your Data
Date
1
Laboratory Activity
Class
Comparing Viscosity
You have probably noticed that pushing a spoon with a small force moves it easily through a bowl of water. However, the same force moves a spoon through a thick milkshake much more slowly. Viscosity is a physical property of a fluid (liquids and gases) that tends to prevent it from flowing when it is subjected to an applied force. There are many ways to measure viscosity. One way is seeing how fast a fluid pours through a hole. The faster a fluid flows, the lower the viscosity of the fluid. Another way to measure viscosity is to see how fast a sphere falls through a fluid. If a fluid has a high viscosity, it strongly resists flow, so the sphere falls slowly. If the fluid has a low viscosity, it offers less resistance to flow, so the sphere falls faster. In this activity, you will use both methods to compare the viscosities of several liquids.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Strategy You 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. 2. Label the first line Start and label the Materials second line Stop. clear-plastic dish detergent bottle with pull top, 3. Close the pull top on the bottle. bottom removed 4. Place a ring of modeling clay around the marking pen top edge of the mouth of a jar. ruler modeling clay Figure 1 glass jar room temperature water timer, or clock with second hand vegetable oil dishwashing liquid corn syrup or molasses 4 50-mL graduated cylinders 4 glass marbles long-handled spoon 2 25-mL graduated cylinders 2 large beakers hot tap water ice water thermometer paper towels
Procedure Part A 1. Holding the detergent bottle upside down, use the marking pen to draw a straight line 2.5 cm from the bottom. Draw a second line 10 cm below the first line. Properties and Changes of Matter
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Hands-On Activities
Name
Name
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Laboratory Activity 1 (continued)
Part B 11. 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 graduated cylinder. 12. Put two of the graduated cylinders side by side and place them against a white background so you can clearly see what happens.
Figure 2
50
50
40
40
30
30
20
20
10
10
10 Properties and Changes of Matter
13. Hold a marble in each hand at the same distance above each of the graduated cylinders, as shown in Figure 2. 14. Release both marbles at exactly the same time and observe which reaches the bottom of the graduated cylinder first. Record your observations in Table 2. 15. Use a long-handled spoon to remove the marbles 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 C 17. 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 other graduated cylinder in second beaker full of ice water. 19. Allow both graduated cylinders to sit for 15 minutes. 20. After 15 minutes, measure the temperature of both samples of syrup. Record the temperatures in Table 3. 21. Remove the graduated cylinders from the beakers. 22. Hold a marble in each hand at the same distance above each of the graduated cylinders. 23. Release both marbles at exactly the same time and observe which reaches the bottom of the graduated cylinder first. Record your observations in Table 3.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
5. Stand the bottle upside down in the jar and mold the clay ring so that the bottle will stand upright without falling over. Do NOT push the bottle into the clay because you will need to be able to easily remove and replace the bottle. Your setup should look like Figure 1. 6. Fill the bottle to about 1 cm above the start line 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 level reaches the Start line. Stop the timer when the 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 the water and record the times in Table 1. 10. Repeat steps 6–8 for the oil, dishwashing liquid, and syrup, remembering to thoroughly clean your viscometer components between each type of liquid. Record your observations in Table 1.
Name
Date
Class
Hands-On Activities
Laboratory Activity 1 (continued) Data and Observations Table 1 Liquid
Trial 1 time (s)
Trial 2 time (s)
Trial 3 time (s)
Average time (s)
Water Oil Dishwashing liquid Syrup
Table 2 Liquids in which marble reached the bottom of the jar first
Liquids Water and oil Water and dishwashing liquid
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Water and syrup Oil and dishwashing liquid Oil and syrup Dishwashing liquid and syrup
Table 3 Temperature (⬚C)
Rate of marble drop
Hot syrup Cold syrup
Properties and Changes of Matter
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Laboratory Activity 1 (continued) 1. 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 the differences. 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 water is 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 times with that of water? Can you compare the viscosities of liquids by dropping glass marbles into samples of liquids? Can you observe how temperature affects the viscosity of a liquid?
12 Properties and Changes of Matter
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Hands-On Activities
Questions and Conclusions
Date
2
Laboratory Activity
Class
Chemical Changes
When a chemical change takes place, something new is produced. Chemical changes can happen in living matter. Energy is often given off during a chemical change. Energy that is given off may be in different forms, but one form that is easily measured is heat.
Strategy You 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%) 18 ✕ 150 mm test tubes (8) thermometer liver (raw)
test-tube rack clock or watch with second hand potato (raw)
Procedure
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Part A 1. 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 and record this as the temperature before adding the liver. Record all of your results in Table 1 in 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 and hydrogen peroxide every half minute for 6 min. See Figure 1. 6. Repeat the experiment three more times. Use new hydrogen peroxide, a new piece of liver, and a clean test tube for each trial.
5. Repeat the procedure three more times. Use new hydrogen peroxide, a new piece of potato, and a clean test tube for each trial.
Figure 1
Part B 1. Add 5 mL of hydrogen peroxide to a test tube. 2. Find the temperature of the hydrogen peroxide. Record your results in Table 2 in the 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 hydrogen peroxide every half minute for 6 min.
Properties and Changes of Matter
13
Hands-On Activities
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Name
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Class
Laboratory Activity 2 (continued) 1. Record your results in the tables. 2. For each table, total each column and find the average for each column.
Table 1 Temperature after adding liver Trial
Starting temperature
Minutes 1/2
1
11/2
2
2 1/2
3
3 1/2
4
4 1/2
5
51/2
6
5
5 1/2
6
1 2 3 4 Total Average
Table 2 Temperature after adding potato Trial
Starting temperature
Minutes 1/2
1 2 3 4 Total Average
14 Properties and Changes of Matter
1
1 1/2
2
2 1/2
3
3 1/2
4
4 1/2
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Data and Observations
Name
Date
Class
Hands-On Activities
Laboratory Activity 2 (continued) 3. Graph your average results for each table. Place a dot on the graph in Figure 2 for the average starting temperature and for each average temperature 1/2 min through 6 min. Connect the dots with lines. Use different colors for each line.
Figure 2
Questions and Conclusions
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
1. 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 hydrogen peroxide? 4. What is the evidence?
5. How does the evidence indicate that a physical or chemical change has taken place?
Properties and Changes of Matter
15
Name
Date
Class
Laboratory Activity 2 (continued)
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 see anything 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?
16 Properties and Changes of Matter
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
6. Why were four trials used for each part of the experiment?
Name
Date
Class
Hands-On Activities
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 Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Chemical Changes During this change, the composition of the matter stays the same, but the appearance is changed 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 of gases or solids. Properties and Changes of Matter
17
Meeting Individual Needs
Meeting Individual Needs
18 Properties and Changes of Matter
Name
Date
Overview Properties and Changes of Matter
Directions: Use the following terms to complete the concept map below. liquid color composition gas can be
Changes to matter
odor solid can be
physical
chemical
and affect one of three states
during which the
Meeting Individual Needs
Directed Reading for Content Mastery
Class
4. 3.
1.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
2.
of a substance is changed, a sign of which can be a change in
5.
6.
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 remains the same. 8. A substance produced during a chemical change cannot easily be changed 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 physical or chemical change. 11. Whenever you cut, tear, grind, or bend matter, you are causing a chemical change.
Properties and Changes of Matter
19
Name
Date
Directed Reading for Content Mastery
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
Column II a. mass
2. properties detected by the senses
b. melting point
3. measurement of how much matter an object contains
c. appearance
4. solid, liquid, gas
d. property
5. temperature at which a solid becomes a liquid
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
20 Properties and Changes of Matter
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
1. a characteristic of a substance
Name
Date
Directed Reading for Content Mastery
Section 2
Class ■
Physical and Chemical Changes
Directions: Identify each process below as a chemical or physical change with a check (✓) in the correct column. Chemical Change
Physical Change 1. wind erosion of rocks 2. food digesting in your body
Meeting Individual Needs
3. burning match 4. melting ice 5. copper penny turning dark 6. color changing in leaves 7. rusting car 8. boiling water
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
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 burning candle, you would observe that the total mass of material remains the same as before the candle was lit. What law does this example describe?
Properties and Changes of Matter
21
Name
Date
Directed Reading for Content Mastery
Class
Key Terms Properties and Changes of Matter
Directions: Use the following terms to complete the crossword puzzle. change
gas
conservation
solid
energy
physical color
property odor
1
4 5 6
7
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 same before 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
22 Properties and Changes of Matter
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
3
2
Fecha
Lectura dirigida para Dominio del contenido
Clase
Sinopsis Propiedades y cambios de la materia
Instrucciones: Usa los siguientes términos para completar el mapa de conceptos. líquido el color composición gas pueden ser
Cambios de la materia
el olor sólido
pueden ser
físicos
químicos
y afectar uno de los tres estados
durante los cuales
Satisface las necesidades individuales
Nombre
4. 3.
1.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
2.
de una sustancia cambia, de lo cual un indicio puede ser un cambio en
5.
6.
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 no sufre cambio. 8. Una sustancia producida durante un cambio químico no se puede convertir 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 un cambio físico o químico. 11. Siempre que cortas, rasgas, mueles o doblas la materia, estás causando un cambio químico. Propiedades y cambios de la materia
23
Nombre
Fecha
Lectura dirigida para Dominio del contenido
Clase
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
Columna II a. masa
2. propiedades que se detectan con los sentidos
b. punto de fusión
3. medida de la cantidad de materia que contiene un objeto
c. apariencia
4. sólido, líquido, gas
d. propiedad
5. temperatura a la cual un sólido se hace líquido
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
24 Propiedades y cambios de la materia
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Satisface las necesidades individuales
1. característica de una sustancia
Nombre
Fecha
Lectura dirigida para
Sección 2
Clase ■
Dominio del contenido
Cambios físicos y químicos
Instrucciones: Identifica cada proceso como un cambio físico o químico haciendo un (✓) en la columna correcta. Cambio químico
Cambio físico 1. erosión de las rocas por acción del viento
Satisface las necesidades individuales
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
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
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 que arde, observarías que la masa del material permanece igual que antes de que la vela fuera encendida. ¿Cuál ley describe este ejemplo?
Propiedades y cambios de la materia
25
Nombre
Fecha
Clase
Términos claves Propiedades y cambios de la materia
Lectura dirigida para Dominio del contenido
Instrucciones: Usa los siguientes términos para completar el crucigrama. cambio
gas
conservación
sólido
energía
físicas
propiedad
color
olor
Satisface las necesidades individuales
1 2
3
4 5 6
7
8
Horizontales
Verticales
3. Las propiedades de la materia pueden ser ______ o químicas.
1. La explosión de fuegos artificiales es un ejemplo de un(a) ______ química.
4. Propiedad que puedes oler 6. La ley de ______ de la masa establece que la masa total de la materia es la misma antes y después de un cambio físico o químico. 9. Otra palabra para una característica de una sustancia 26 Propiedades y cambios de la materia
2. Propiedad que puedes ver 5. Muchas sustancias absorben ______ para poder pasar por un cambio químico. 7. El estado ______ del agua es hielo. 8. Un estado de la materia
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
9
Name
Date
1
Reinforcement
Class
Physical and Chemical Properties
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 II
Column I
a. physical
1. often the first physical property noticed; for example, a lemon is yellow
c. behavior
3. physical properties detected by sight
d. color
4. how something acts e. melting point
5. temperature at which solid changes to liquid 6. a relationship between mass and volume
f. appearance
7. properties such as color and texture that can be observed without changing the makeup of the material
g. never h. density
8. how often you should taste lab experiments
i. senses
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
9. a characteristic that cannot be observed without altering the substance
j. chemical
10. you use these to detect the properties of matter 11. our atmosphere is this state
k. gas
12. temperature at which a liquid changes into a 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
a. deposition
14. a gas changing into a liquid
b. condensation
15. a solid changing directly into a gas, without ever becoming a liquid
c. vaporization d. sublimation
Properties and Changes of Matter
27
Meeting Individual Needs
b. mass
2. a physical property measured by how much matter an object contains
Name
2
Date
Reinforcement
Class
Physical and Chemical Changes
Directions: Complete the paragraphs using the terms listed below. liquid different gain
ice shape solid
color changes appearance state
energy gas freezes
Physical change involves changes in 1. _____________________. A common physical change
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.
28 Properties and Changes of Matter
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
occurs when matter changes from one 2. _____________________ to another, such as from a gas,
Name
Enrichment
Class
Properties of Carbon
Carbon is one of the most common elements in the world. It forms the tissue of every living creature from an elephant to a spinach leaf. It makes up the products we use to fuel our cars and heat our homes. In one form, it is so soft that it easily rubs off on paper. In another form, it is the hardest natural material known. For years, scientists have explored how the same element can make such very different substances. One answer is that each carbon atom has four electrons in its outer shell (or orbit).
Because the outer shells of most atoms can hold eight electrons, carbon atoms easily form bonds with many other kinds of atoms— including other carbon atoms. However, carbon atoms can bond in several different ways. The drawings below show three different forms of carbon. The circles represent atoms; the lines represent chemical bonds holding the atoms together. Which properties do you think go with each form of carbon?
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
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.
1. ______ Diamond—______, ______, ______ 2. ______ Graphite—______, ______, ______ 3. ______ Fullerene—______, ______, ______ a. the hardest natural structure b. a recently discovered type of carbon, also known as “buckeyballs” c. a soft type of carbon that rubs off easily on paper d. clear crystal e. used in pencil lead f. conducts heat and electricity g. scientists use it as a “cage” to hold other atoms h. used to cut glass and steel i. added lubricants Properties and Changes of Matter
29
Meeting Individual Needs
1
Date
Name
2
Date
Enrichment
Class
Things Are Heating Up
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?
30 Properties and Changes of Matter
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
Burning a piece of wood causes a chemical change to occur. The matter in the wood changes to produce gases and charcoal. Heat can cause many kinds of chemical 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, liquid to 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. Two exceptions to this rule are water and rubber. These substances expand when they are cooled and contract when they are heated. For example, when water freezes, it expands to fill a larger space than the liquid water did.
Name
Date
Note-taking Worksheet Section 1
Class
Properties and Changes of Matter
Physical and Chemical Properties
A. __________________ property—characteristic that can be observed without changing the composition of a substance 1. ____________________ includes things that can be observed with the senses.
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 the substance 1. Ability to ____________________ 2. Tendency to _______________ 3. _______________ to other substances such as acids
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Section 2
Physical and Chemical Changes
A. __________________ change—Form or appearance of matter changes, but composition stays the 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 __________________.
Properties and Changes of Matter
31
Meeting Individual Needs
2. Substances can be in a liquid, solid, or gas _______________.
Name
Date
Class
Note-taking Worksheet (continued) C. Chemical changes alter the _____________________ of substances; ____________ changes do 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
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
D. Law of ______________________________—particles of matter are not created or destroyed as the result of physical or chemical changes.
32 Properties and Changes of Matter
Assessment Assessment 34 Properties and Changes of Matter
Name
Date
Class
Properties and Changes of Matter
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 physical 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 with the 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
12. aaaceenrpp: properties you detect with your senses
Assessment
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
11. ttsae: solid, liquid or gas
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 in or 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 ______________________________. Properties and Changes of Matter
35
Name
Date
Class
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 on the 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
22. milk souring
Assessment
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.
36 Properties and Changes of Matter
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
21. sanding wood
Name
Date
Chapter Test
Class
Properties and Changes of Matter
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 II
Column I 1. an indication that a chemical change has taken place
a. state
2. temperature at which liquid changes to gas
b. boiling point
3. a physical property of matter
c. chemical change
4. size, shape, or state of matter
d. chemical property
5. measure of how much of an object there is
e. density
6. property that could be used to indicate physical or chemical change
f. color
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
8. The ability to burn is an example.
h. physical property
9. liquid, gas, or solid
i. behavior
10. how something acts
j. release of energy
11. a state of matter
k. mass
12. Rusting of iron is an example.
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 Sun b. 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 food b. freezing of water d. burning of paper
Properties and Changes of Matter
37
Assessment
g. physical change
7. Melting is an example.
Name
Date
Class
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 energy b. change in shape d. dissolving of a solid 20. The density of a material is ______. a. how much the material weighs b. the mass of a unit volume of the material c. how much space the material takes up d. 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 is called ______. a. sublimation b. condensation c. vaporization d. deposition
Assessment
25. An object’s odor is a ______. a. physical property b. chemical property
c. physical change d. chemical change
26. A change in an object’s odor is the result of a ______. a. physical property c. physical change b. chemical property d. chemical change 27. The precipitation of a solid can indicate a ______. a. physical property c. physical change b. 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?
38 Properties and Changes of Matter
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
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
Name
Date
Class
Chapter Test (continued) 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.
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 change is involved in this process?
2. When does the color change in a leaf indicate physical change and when does it indicate chemical change?
Properties and Changes of Matter
39
Assessment
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
5. Compare and contrast chemical and physical changes.
Name
Date
Class
Chapter Test (continued) 3. In a mixture of iron filings and sulfur powder, the particles of each substance are clearly visible and a magnet can be used to separate the iron from the sulfur. After the mixture is heated strongly, neither substance is recognizable and the resulting product is not magnetic. Explain what 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.
IV. Writing Skills Assessment
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 sizeindependent physical property?
2. Using what you know about chemical change and the law of conservation of mass, explain why you think many communities no longer allow residents to burn fallen leaves each autumn.
40 Properties and Changes of Matter
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
e. Its consumption produces 52 kJ of energy per teaspoon.
Transparency Activities
Transparency Activities
Properties and Changes of Matter
41
Name
1
Date
Section Focus Transparency Activity
Class
A Costly Trinket, Indeed
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Diamonds are not only beautiful, but also are the hardest substances in the world! The Hope diamond, shown below, is the largest deep blue diamond ever discovered. Since it was found in 1688, it has been lost, 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? 42 Properties and Changes of Matter
Name
2
Date
Section Focus Transparency Activity
Class
About Due for a Vacation
1. Describe what you see in the photo. 2. How is lava cooling similar to water turning to ice? Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Kilauea is a volcano located on the island of Hawaii. It is one of the most active volcanoes in the world; it has been erupting continuously since 1983.
Properties and Changes of Matter
43
Date
2 Teaching Transparency Activity
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Name Class
Chemical Changes
Properties and Changes of Matter
45
Name
Teaching Transparency Activity
Date
Class
(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, but they 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?
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
6. What changes in a physical change?
46 Properties and Changes of Matter
Name
Date
Assessment Transparency Activity
Class
Properties and Changes of Matter
1. According to the table, if an unknown substance begins to melt at 119°C, it is probably ___. A hydrogen C iron B nitrogen D sulfur 2. According to the table, which of the following substances cannot remain solid at room temperature (about 24°C)? F Lead G Nitrogen H Iron J Sulfur
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Directions: Carefully review the table and answer the following questions.
3. According to the table, which of the following substances must exist as a gas at room temperature (about 24°C)? A Hydrogen B Lead C Iron D Sulfur Properties and Changes of Matter
47
Teacher Support and Planning Teacher Support and Planning Content Outline for Teaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2 Spanish Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T5 Teacher Guide and Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T9
Properties and Changes of Matter
T1
Section 1
Properties and Changes of Matter
Physical and Chemical Properties
A. Physical property—characteristic that can be observed without changing the composition of a substance
Underlined words and phrases are to be filled in by students on the Note-taking Worksheet.
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 Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
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Content Outline for Teaching
T2 Properties and Changes of Matter
Section 2
Teacher Support & Planning
Content Outline for Teaching (continued) 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 not change 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.
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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; chemical change D. Law of Conservation of Mass—particles of matter are not created or destroyed as the result of physical 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.
Properties and Changes of Matter
T3
Propiedades y cambios de la materia
Propiedades químicas y físicas Lo que aprenderás ■
■
A identificar las propiedades físicas y químicas de la materia. A clasificar objetos en base a propiedades fisices.
Por qué es importante Comprender las diferentes propiedades de la materia te ayudará a describir mejor el mundo que te rodea.
Vocabulario physical property / propiedad física: característica que se puede observar usando los cinco sentidos, sin alterar o tratar de alterar la composición de una sustancia. chemical property / propiedad química: característica que no se puede observar sin alterar la sustancia.
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Encuentra la diferencia Puedes identificar un objeto desconocido comparando sus características físicas y químicas con las propiedades de objetos conocidos.
Preguntas del mundo real ¿Cómo puedes saber lo que hace a un objeto diferente de otros? Metas ■ Identificar las propiedades físicas de los objetos. ■ Comparar y contrastar las propiedades de los objetos. ■ Categorizar los objetos según sus propiedades. Materiales metro balanza de resorte bloque de madera barra de metal o regla de metal recipiente plástico vaso para beber agua
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Spanish Resources
pelota de goma papel alfombra imán roca planta o flor suelo arena manzana (u otra fruta) verdura rebanada de pan cereal seco huevo pluma Medidas de seguridad
Procedimiento 1. Enumera por lo menos seis propiedades que observarás, medirás o calcularás en cada objeto. Describe cómo determinarás cada propiedad. 2. En tu Diario de ciencias, haz una tabla con suficientes columnas para todas las propiedades que vas a identificar y suficientes hileras para el número de objetos que observarás. 3. Completa tu tabla determinando las propiedades de cada objeto.
Concluye y aplica 1. Describe ¿Cuáles propiedades pudiste observar con facilidad? ¿Cuáles necesitaron que tomaras mediciones? ¿Cuáles requirieron cálculos? 2. Compara y contrasta los objetos, según la información de tu tabla. 3. Saca conclusiones Escoge un grupo de categorías y agrupa tus objetos según esas categorías. Algunos ejemplos de categorías son grande/mediano/pequeño, brillante/moderado/opaco, sólido/líquido/gaseoso, etc. ¿Fueron las categorías que escogiste útiles para agrupar los objetos? Explica.
Propiedades y cambios de la materia
T5
Comunica tu información Compara tus resultados con los de otros estudiantes de tu clase. Comenta sobre las propiedades de los diferentes objetos incluídos en sus tablas. Haz una tabla grande que incluya todos los objetos estudiados en la clase.
Propiedades y cambios químicos Lo 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 vida todos los días.
Vocabulario physical change / cambio físico: cambio que experimenta la forma o apariencia de una sustancia pero sin alterar su composición. vaporization / vaporización: cambio de la materia de estado líquido a gaseoso. condensation / condensación: cambio de estado gaseoso a líquido. sublimation / sublimación: cambio de estado sólido a gaseoso. deposition / deposición: cambio de estado gaseoso a sólido. chemical change / cambio químico: transformación que experimenta la composición de una sustancia. law of conservation of mass / ley de la conservación de la masa: enuncia que la masa no se puede crear ni destruir, sino que sólo cambia de forma.
Diseña tu propio Batalla de las pastas de dientes Tus dientes están hechos de un material llamado hidroxiapatita. El fluoruro de sodio en la pasta de dientes sufre una reacción química con la hidroxiapatita para formar un compuesto nuevo sobre la superficie de los dientes. Este compuesto es resistente a los ácidos de los T6 Propiedades y cambios de la materia
alimentos que causan las caries, las cuales son otro cambio químico. En este laboratorio diseñarás un experimento para probar la efectividad de diferentes marcas de pasta de dientes. El compuesto en tus dientes es similar al compuesto mineral que se encuentra en la cáscara de huevo. Tratar huevos duros con pasta de dientes es similar a cepillarte los dientes con la pasta. Si los huevos se sumergen por varios días en ácidos de alimentos como vinagre, se producen condiciones similares a la ingestión de alimentos, los cuales contienen ácidos que producirían el cambio químico en tus dientes después de varios meses.
Preguntas del mundo real ¿Cómo puedes poner a prueba una sustancia que ayuda a proteger tus dientes?
Formula una hipótesis Formula una hipótesis acerca de la efectividad de 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 efectividad de varias marcas de pasta de dientes. Medidas de seguridad Posibles materiales 3 ó 4 marcas diferentes de pasta de dientes vasos o tazones huevos duros jugo de limón concentrado agua jugo de manzana brocha de pintar
Prueba tu hipótesis Diseña un plan 1. 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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4. Identifica el control y las variables que usarás en el experimento. 5. Crea una tabla de datos en tu Diario de ciencias para anotar tus observaciones, mediciones y resultados. 6. Describe cómo medirás la cantidad de protección que proporciona cada pasta de dientes. Sigue tu plan 1. 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 las medidas de seguridad. 3. Anota tus observaciones en la tabla de datos.
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Analiza tus datos 1. Compara las cáscaras de huevo no tratadas con las que trataste con pasta de dientes. 2. Compara el estado de las cáscaras de huevo que trataste con diferentes marcas de pasta de dientes. 3. Compara el estado de las cáscaras de huevo que remojaste en jugo de limón y jugo de manzana. 4. Identifica variables no intencionales que descubriste durante el experimento y que podrían afectar tus resultados.
Concluye y aplica 1. Identifica ¿Apoyaron los resultados tu hipótesis? Describe los puntos fuertes y débiles de tu hipótesis. 2. Explica por qué los huevos tratados con pasta de dientes estaban mejor protegidos que las cáscaras de huevo no tratadas. 3. Identifica las marcas de pasta de dientes, si hubo alguna, que protegieron mejor a las cáscaras de huevo. 4. Evalúa la explicación científica para agregar flúor a la pasta de dientes y al agua potable para evitar las caries. 5. Predice lo que les pasaría a los huevos protegidos si los dejaras en los ácidos de los alimentos durante varias semanas. 6. Infiere por qué es buena idea cepillarse los dientes con una pasta con fluoruro.
Comunica tu información Compara tus resultados con los de tus compañeros(as). Diseña un póster publicitario sobre los beneficios del fluoruro de sodio en la pasta de dientes.
Guía de estudio Sección 1 Propiedades químicas y físicas 1. La materia puede ser descrita usando sus características o propiedades. Puede existir en diferentes estadosisolído, líquido o gaseoso. 2. Una propiedad física es una característica que puedes observar sin alterar la composición de la muestra. 3. Las propiedades físicas incluyen color, forma, olor, sabor y textura, además de cantidades que puedes medir como la masa, volumen, densidad, punto de fusión y punto de ebullición. ¿Cuál es el volumen de esta caja? 4. Una propiedad química es una característica que no puedes observar sin alterar la muestra. ¿Cuál propiedad química se muestra abajo?
Sección 2 Propiedades y cambios químicos 1. Durante un cambio físico, la composición de la materia permanece igual, pero la apariencia cambia de alguna manera. 2. Los cambios físicos ocurren cuando la materia se rasga, corta, desgarra o dobla o cuando la materia cambia de un estado a otro. 3. Un cambio químico ocurre cuando la composición de la materia cambia. 4. Señales de un cambio químico incluyen cambios en la energía, el color, el olor y la producción de gases o sólidos. ¿Qué indicio en la foto muestra un cambio químico? 5. Según la ley de la conservación de la masa, la masa no puede crearse o destruirse. Como resultado, la masa de las sustancias que estaba presente antes del cambio físico o químico es igual a la masa de las sustancias presentes después del cambio.
Propiedades y cambios de la materia
T7
Teacher Support & Planning
Spanish Resources (continued)
Hands-On Activities MiniLAB: Measuring Properties (page 3) 1. The mass of the water could not be measured unless the water is in a container. The mass of the container 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
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Lab (page 5) Lab Preview 1. 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 something looks, smells, sounds, or feels; the state it is in; its density or magnetic behavior; and chemical properties such as its ability to burn. Conclude and Apply 1. easy to identify: possible answers: color, texture, physical state; required measurements: possible answers: mass, length; required calculations: possible answer: density. 2. Answers will vary. 3. Answers will vary.
Lab: Design Your Own (page 7) Lab Preview 1. The activity involves substances that can irritate the skin or mucous membranes of the respiratory tract. 2. the effectiveness of various toothpaste brands Analyze Your Data Answers to Questions 1. The untreated eggshell shows evidence of a chemical 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 Apply 1. 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 reacting with food acids. 5. The protection would lose its effectiveness and the eggshells would react with the acids. 6. Regular brushing with fluoride toothpaste prevents chemicals in teeth from reacting with food acids.
Laboratory Activity 1 (page 9) Lab Note: Use scissors or a utility knife to cut the bottoms off the dish detergent bottles ahead of time. Be sure the mouth of the glass jar is slightly smaller than the upper part of the detergent bottle so the bottle can be supported on the neck of the jar. Be sure to use a dishwashing liquid that is transparent enough so students will be able to see marbles falling through it. All marbles should be the same size. To save time in Part C, put one large bottle of syrup in a refrigerator or in an ice bath and another large bottle of syrup in a hot–water bath at the beginning of the lab. Data and Observations The flow rates for water will vary depending on the bottle used. In comparison to water, the other three liquids will flow more slowly—oil, dishwashing liquid, then syrup. Data will vary depending on brands used. Questions and Conclusions 1. water, oil, dishwashing liquid, syrup 2. water, oil, dishwashing liquid, syrup 3. If rankings don’t agree, some possible reasons might be that timing in Part A was not accurate or that marbles in Part B were not dropped at exactly 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 drugstores. Keep the hydrogen peroxide container closed when not in use. Lab Note: Results in this procedure may vary. The reaction with liver will show a greater temperature change than that with potato. Lab Note: Remind students that the bulb of the thermometer should not rest on the bottom of the test tube. Lab Note: The temperature will increase more quickly if the piece of potato is broken into fine pieces. The size of the liver and potato samples also affects the rate of temperature change. Data and Observations Table 1 Data may vary but temperatures should rise, perhaps as much as 15°C, with the greatest rise occurring by min 2. Averages will vary. Properties and Changes of Matter
T9
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Teacher Guide & Answers
Table 2 Data may vary but temperatures should rise, perhaps as much as 4°C, with the greatest rise occurring by min 2 1/2. Averages will vary. Figure 2 “Liver” line on graph should rise to a peak around min 2 and taper off to end a few degrees above starting temperature. “Potato” line should be fairly flat but show some increase with a peak around min 2 1/2. Questions and Conclusions 1. yes 2. An increase in temperature shows that energy was given off in the form of heat. Bubbling also occurs. 3. yes 4. an increase in temperature and bubbling 5. The heat that was given off and the bubbling that occurred indicated a chemical change had taken place. 6. The number of trials increases the accuracy of the experiment. 7. to show that both animal and plant matter can produce chemical changes 8. liver 9. Bubbles were seen or given off in the hydrogen peroxide. 10. The bubbles could be oxygen. Lab Note: Have students use boiled potatoes and repeat Part B. No temperature change will occur. The enzyme present in living tissue is destroyed during boiling.
Meeting Individual Needs Directed Reading for Content Mastery (page 19) Overview (page 19) 1–3. solid, liquid, gas 4. composition 5–6. color, odor (For grouped answers, order of answers will vary.) 7. T 8. T 9. T 10. F 11. F Section 1 (page 20) 1. d 2. c 3. a 4. e 5. b 6. Possible answers include: red, hard, rough gravelly surface, rectangular solid 7. Possible answers include: yellow, solid, approx 3/4 kg, soft at room temperature 8. Possible answers include: yellow paint, wood interior, solid, graphite core, 2–3 g
T10 Properties and Changes of Matter
9. Possible answers include: shaped like a horseshoe, 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 a high concentration of gas, 355 mL, pressure increases if shaken 12. Possible answers include: color, rectangular solid, made of paper and cardboard, include size specific mass and volume 13. Possible answers include: cylinder filled with clear liquid, 360 mL, density = 1 g/cm3, mp = 0°C, bp = 100°C 14. Possible answers include: flesh color (student specific), solid filled with liquids, 7 cm, moves through 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. physical 2. chemical 3. chemical 4. physical 5. chemical 6. chemical 7. chemical 8. physical 9. chemical 10. physical 11. physical 12. Physical changes change the way something looks, but the substance stays the same. Chemical changes result in a new substance. 13. law of conservation of mass Key Terms (page 22) 1
P H Y S I C A L R 3 2 C O L O R S 4 H P O D O R 5 A E G L 6 C O N S E R V A T I O N G T S D 7 E N E R G Y Lectura dirigida para Dominio del contenido (pág. 23) Sinopsis (pág. 23) 1-3. sólido, líquido, gas 4. composición 5-6. el color, el olor (El orden de las respuestas para los grupos variará.)
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7. V 8. V 9. V 10. F 11. F Sección 1 (pág. 24) 1. d 2. c 3. a 4. e 5. b 6. Las posibles respuestas incluyen: rojo, duro, superficie áspera tipo grava, sólido rectangular 7. Las posibles respuestas incluyen: rojo, duro, superficie áspera tipo grava, sólido rectangular 8. Las posibles respuestas incluyen: amarillo pintura, interior para interiores, sólido, núcleo de grafito, 2–3 g 9. Las posibles respuestas incluyen: en forma de herradura, a menudo con la porción del mango pintada de rojo, atrae el acero, sólido 10. Las posibles respuestas incluyen: blanco con líneas azules, plano, delgado, 1–2 g, combustible, sólido 11. Las posibles respuestas incluyen: rojo/verde/rojo & azul, sólido cilíndrico lleno de líquido con alta concentración de gas, 355 mL, la presión aumenta al sacudirlo 12. Las posibles respuestas incluyen: color, rectangular sólido, hecho de papel y cartón, incluye masa y volumen específicos al tamaño 13. Las posibles respuestas incluyen: cilindro lleno de 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 las conexiones de ligamentos 15. Las posibles respuestas incluyen: acero, se magnetiza fácilmente, 3 1/4 cm X 3/4 cm, plata, sólido Sección 2 (pág. 25) 1. físico 2. químico 3. químico 4. físico 5. químico 6. químico 7. químico 8. físico 9. químico 10. físico 11. físico 12. Los cambios físicos varían la manera en que algo luce, pero la sustancia permanece igual. Los cambios químicos resultan en una nueva sustancia. 13. ley de conservación de la masa
Teacher Support & Planning
Teacher Guide & Answers (continued) Términos claves (pág. 26)
Reinforcement (page 27) Section 1 (page 27) 1. d 2. b 3. f 4. c 5. e 6. h 7. a 8. g 9. j 10. i 11. k 12. l 13. c 14. b 15. d Section 2 (page 28) 1. appearance 2. state 3–4. liquid, solid 5. freezes 6. ice 7. shape 8. different 9. color changes 10. gain 11. energy 12. gas 13. Answers will vary. 14. Answers will very.
Enrichment (page 29) Section 1 (page 29) 1. B; a, d, h 2. C; c, e, f 3. A; b, g, i
Properties and Changes of Matter
T11
Section 2 (page 30) 1. You should never put a full, sealed bottle of water in the freezer because the water will expand as it freezes, breaking the bottle. 2. In hot weather, the matter that makes up the bridge expands. The expansion joints give the bridge some space to expand into. Without these gaps, the bridge could buckle and crack. 3. As the hot liquid touches the glass, the glass begins to expand, but not all at the same time. The side next to the hot liquid starts to expand before the side away from the hot liquid. The difference in expansion rates causes the glass to crack. 4. When air temperature is at the freezing point of water, liquid water that has seeped into pavement cracks or small holes will freeze. The freezing water expands, making pavement faults bigger and bigger until chunks of pavement are loose. These can eventually break off or be torn away by the blade of a snowplow.
Note-taking Worksheet (page 31) Refer to Teacher Outline, student answers are underlined.
Assessment Chapter 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)
T12 Properties and Changes of Matter
16. 17. 18. 19. 20. 21. 22. 23. 24. 25.
physical (4/2) physical (4/2) chemical (4/2) physical (4/2) chemical (4/2) physical (4/2) chemical (4/2) chemical (4/2) Answers may include mass, weight, volume. (1/1) 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 things on. Very few people burn notebook paper. (3/2) 4. The tearing of paper is a physical change. The only changes in the paper caused by tearing are changes in size and shape. The burning of paper is a chemical change. During this change, paper is changed into ashes, smoke, and gases. (3/2) 5. Both change the substance from what is first seen. Chemical changes cause not easily reversed changes to a substance. Physical changes just
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change the observable parts of a substance but the basic 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 changed to a liquid, on the sides of the glass. Condensation is a physical change. (4/2) 2. If the color change is caused by a reaction within the 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 have changed 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 on the size of the object. Size-independent physical properties are the same, regardless of the paper’s size. Density, which is mass divided by volume, does not change with size. (1/1) 2. Answers will vary. Look for answers that define chemical change and the law of conservation of mass and relate the mass of fallen leaves to an equal amount of particles that could pollute the air. (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 the blue 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. Diamonds are crystalline structures of compressed carbon, formed deep within Earth (30,000 atmospheres of pressure and temperatures over 1,000°C). ■ Point out that many characteristics of diamonds are related to the fact that each diamond particle is linked to other particles in a crystalline form, creating a very compact, strong structure. These multiple bonds are difficult to break. In fact, a diamond can only be cut with another diamond. It can, however, be broken with a sharp blow at certain points along its facets. ■
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The diamond’s tight bonding also explains why diamonds 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 3,106 carats, or about .6 kilograms (1.3 pounds). It was later 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 been stolen from the eye of a religious statue in India. The stone passed through many hands, including those of Louis XIV and Marie Antoinette. It was named for owner Henry Phillip Hope and finally purchased by American Evalyn Walsh McLean in 1911. It was Mrs. McLean who pawned the stone in an effort to get the Lindbergh baby back. After her death, the diamond was given to the Smithsonian Institution in Washington, D.C., where it is now on public display. Answers to Student Worksheet 1. 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 into drill 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 discuss whether or not the fiery flow on the transparency is composed of several substances or just one. ■ Explain that the glowing material is all one substance, lava, which is magma (molten rock) forced up from earth’s core. It may have a temperature in excess of 1,100°C (2,012°F). ■ As the lava cools, it hardens into rock formations. Ask the students whether such a change constitutes a physical or chemical change (physical). ■ In a physical change, the state or appearance of matter may change, but never its composition. In a chemical change, a substance is changed into a new substance with a different composition. Content Background ■ Volcanic eruptions can be explosive or not, depending on variations in lava content. Lava with high water content or large amounts of silica often contains gas bubbles that can explode. Lava content also determines the type of rock that forms after cooling. ■ Nonexplosive volcanoes extrude lava with a runny consistency. When it hardens, it forms basalt, one of the most common rocks on Earth.
Properties and Changes of Matter
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Sometimes magma cools and solidifies before ever reaching the surface. One of the rocks produced this way is granite. Answers to Student Worksheet 1. 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.
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 to boil at or below 24°C. Only choice A, Hydrogen, would be a gas at room temperature. Test-Taking Tip Encourage students to carefully read the questions and the answer choices before attempting an answer.
Teaching Transparency (page 45) Chemical Changes Section 2 Transparency Teaching Tips Use the transparency to emphasize the signs that help identify chemical changes and physical changes. ■ Emphasize to students that chemical changes such as burning do not produce energy. These chemical changes only release energy stored in the bonds between 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 sit for several minutes. Again have students observe the color. Point out that the color change indicates a chemical change caused by chemicals in the apple combining with oxygen in the air. Extensions Activity: Have students crush a small piece of chalk. Ask them to describe how they know whether this is a physical or chemical change. Then have them place the chalk pieces in a paper cup and add a small amount of vinegar. Ask them to describe how they know whether this is a physical or chemical change. Research: Have students find out what a catalyst is and how catalysts affect chemical changes. Ask them to give two examples of catalysts. Answers to Student Worksheet 1. chemical 2. physical 3. law of conservation of matter 4. chemical 5. composition of a substance 6. appearance or state ■
Assessment Transparency (page 47) Properties and Changes of Matter Section 2 Answers 1. 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 be melted, sublimated, or evaporated. Only choice G,
T14 Properties and Changes of Matter
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Teacher Support & Planning
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