Foundations Chemistry CHPTR Resources PDF

Chapter Resources for Differentiated Instruction
Foundations of Chemistry
Title
Page
Lesson
1
Lesson
2
Lesson
3
Lesson
4
Level
Get Ready to Read
all students
Quick Vocabulary
all students
Student Lab Safety Form
all students
Launch Lab
25
47
66
all students
Content Vocabulary ELL
26
48
67
all students
Lesson Outline ELL
10
27
49
68
all students
MiniLab
12
29
51
70
all students
Content Practice A
13
30
52
71
AL
OL
BL
Content Practice B
14
31
53
72
AL
OL
BL
Language Arts Support
32
all students
Math Skills
34
all students
School to Home
15
35
54
73
Key Concept Builders
16
36
55
74
Enrichment
20
40
59
78
Challenge
21
41
60
79
AL
OL
BL
Lesson Quiz A
22
44
63
80
AL
OL
BL
Lesson Quiz B
23
45
64
81
AL
OL
BL
42
61
Skill Practice
all students
AL
OL
BL
all students
all students
Lab A
8284
AL
OL
BL
Lab B
8587
AL
OL
BL
Lab C
88
AL
OL
BL
Chapter Key Concepts Builder
89
AL
OL
BL
Chapter Test A
9092
AL
OL
BL
Chapter Test B
9395
AL
OL
BL
Chapter Test C
9698
AL
OL
BL
Answers (with Lesson Outlines)

AL Approaching Level
T2T22
OL On Level
BL Beyond Level
ELL English-Language Learner
Teacher evaluation will determine which activities to use or modify to meet any ELL students proficiency level.
Copyright by The McGraw-Hill Companies, Inc. All rights reserved. Permission is

granted to reproduce the material contained herein on the condition that such materials
be reproduced only for classroom use; be provided to students, teachers, and families
without charge; and be used solely in conjunction with the Glencoe Middle School
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1 2 3 4 5 6 7 8 9 10 QWD 15 14 13 12 11 10
To The Teacher
This book contains reproducible pages that support the Student Edition. Descriptions and frequencies
of these resources are listed in the table that follows.
Title
Get Ready
to Read:
What do
you think?
Frequency
Appropriate
For
Overview
Using the Get Ready to Read anticipation guide
in the Student Edition? This page matches the
1/Chapter
anticipation guide in the Student Edition. Students can

complete this at the beginning of a chapter and check
their responses at the end.
all students
Need some options to preteach vocabulary and

help students with vocabulary development ? By
Quick
Vocabulary
1/Chapter
folding the Quick Vocabulary sheet in half, students will

have an easy reference tool. Lesson vocabulary, along
with academic vocabulary, review vocabulary, or
multiple-meaning words, are listed and defined. Students
can add other words that they need to remember as well.
all students
Need a standard lab safety form? Each FastFile
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Student Lab
Safety Form
Launch Lab
Content
Vocabulary*
Lesson
Outline*
MiniLab
1/Chapter
includes this form that students can complete prior to

each lab. Students indicate that they understand all
aspects of the lab. There is a place for the student and
you to sign it.
1/Lesson
Want a lab recording page for Student Edition

Launch Labs ? Each recording page matches the
1/Lesson
Want to help students who need more vocabulary

practice? Content Vocabulary pages provide review and
Student Edition Launch Labs, so students do not need

to use their textbooks in the lab.
reinforcement activities. Use these pages to help

students master content terms.
all students
all students
all students
Want an outline of the chapter for a substitute

teacher, for absent students, or for students to
use for review ? Lesson outlines follow the head and
1/Lesson
1/Lesson
subhead structure of the Lesson, emphasizing the major

content objectives. They can be used in many ways. In
addition to those listed above, they can help you
organize teaching notes and accompany student reading.
Want a lab recording page for Student Edition

MiniLabs ? This recording page matches the Student
Edition MiniLab, so students do not need to use their
textbooks in the lab.
OL On Level
BL Beyond Level
all students
all students
* ELL English-Language Learner
iii
Title
Frequency
Appropriate
For
Overview
Need more options for content review? Content
Content
Practice
(Leveled)
Practice A is designed to help students who have

difficulties learning and understanding the vocabulary
and Key Concepts of each lesson:
1/Lesson
Form Ahelps struggling students grasp lesson

content
AL
AL
AL
Form Bprovides on-level and beyond-level

reinforcement of lesson content
AL
OL
BL
Looking for a way to help students build reading

and writing skills in science? Language Arts
Language
Arts
Support
1/Chapter
Math Skills
1/Chapter
all students
Support pages provide practice using vocabulary,

language structure clues, and writing skills with science
content.
Want help for students who need to practice

math skills ? This page provides additional practice
all students
of the Math Skill in the Student Edition.
School to
Home
Enrichment
all students
for a home-learning partner to help a student better

understand the Big Idea of a chapter.
Have students who need more practice with Key

Concepts ? Key Concept Builders present the content
4/Lesson
1/Lesson
in a context different from the Student Edition. These

pages can be used whenever a student is struggling
with any of the lessons Key Concepts.
AL
Looking for ways to help students to broaden their

understanding of lesson concepts ? Use Enrichment
AL
AL
all students
pages to further explore information and Key Concepts

introduced in a lesson.
Want to motivate the independent learner ? The

Challenge
1/Lesson
Challenge activity extends information in the Student

Edition and challenges a students abilities. The activity
can be completed in class or at home.
AL
AL
BL
OL
BL
Need options to evaluate students after each

lesson? These quizzes are developed around the Key
Lesson
Quiz
(Leveled)
Concepts of a lesson:
1/Lesson
Quiz Aprovides more guided questions
AL
Quiz Bprovides more short-answer and completion

questions
AL
OL On Level
BL Beyond Level
iv
Key Concept
Builders
1/Lesson
Looking for a way to help students with the

content ? The School to Home page provides support
Title
Frequency
Appropriate
For
Overview
Need a lab recording page for the Skill Practice?
Skill
Practice
1/Chapter
This corresponds to the Skill Practice in the Student

Edition. Write-on lines are included for answers. Tables/
charts/graphs are included for recording observations,
or space is provided for drawing tables/charts/graphs.
Students do not need to use their textbooks in the lab.
all students
Want leveled lab recording pages for the Lab in

the Student Edition? These pages provide leveled
versions of the Student Edition Lab. Write-on lines are
included for answers. Tables/charts/graphs are often
included for recording observations, or space is provided
for creating tables/charts/graphs:
Lab
(Leveled)
Chapter Key
Concepts
Builder
1/Chapter
1/Chapter
Version AThis version follows the student edition

lab but each step of the procedure is broken down
sentence by sentence. Included are check-off boxes
that provide easier processing for struggling learners.
AL
AL
AL
Version BThis version is the student edition lab.
AL
OL
BL
Version CThis version is designed to be a challenge

for independent learners. Students must complete
version B before doing version C.
AL
AL
BL
AL
AL
AL
Version Aprovides students with more guided

questions
AL
AL
AL
Version Bmore short-answer and completion

questions
AL
OL
AL
Version Cchallenges students with more difficult

and open-ended questions
AL
AL
BL
Have students who need more practice with Key

Concepts related to the Big Idea? This practice
page is designed to reinforce chapter content for
struggling students before they take the chapter test.
Need options to assess each student according

to his or her abilities ? These leveled chapter tests
accommodate all students:
Chapter
Test
(Leveled)
1/Chapter
Teacher
Pages
Want all the answers in one place? These pages

contain the answers for all the practice pages.
OL On Level
BL Beyond Level
Name
Date
Class
Get Ready to Read
What do you think?
Before you read, decide whether you agree or disagree with each statement.
On the line before each statement, place an A if you agree or a D if you
disagree. As you read this chapter, see whether you change your mind
about any of the statements.
Before You
Read
Statements
After You
Read
1. The atoms in all objects are the same.
2. You cannot always tell by an objects appearance

whether it is made of more than one type of atom.
3. The weight of a material never changes, regardless of

where it is.
4. Boiling is one method used to separate parts of a mixture.
5. Heating a material decreases the energy of its particles.
6. When you stir sugar into water, the sugar and water
evenly mix.
7. When wood burns, new materials form.
8. Temperature can affect the rate at which chemical

changes occur.
What have you learned?

After you read each lesson, return to this worksheet to see whether you have
changed your mind about any of the statements related to that lesson. Place
a C after each statement that is correct or an I for those that are incorrect.
Name
Date
Class
Quick Vocabulary
Lesson 1
Lesson 2
atom small particle that is a building
bond force between atoms or groups
block of matter
compound substance containing

atoms of two or more different
elements chemically bonded
together
dissolve to form a solution by

mixing evenly
element substance that consists of

just one type of atom
heterogeneous mixture type of

mixture in which the individual
substances are not evenly mixed
of atoms
density mass per unit volume of a

substance
mass amount of matter in an object

physical property characteristic of
matter that you can observe or
measure without changing the
identity of the matter
property characteristic used to

describe something
solubility ability of one substance to

dissolve in another
homogeneous mixture type of
mixture in which the individual

substances are evenly mixed
matter anything that has mass and

takes up space
mixture matter that can vary in

composition
substance matter with a composition

that is always the same
unique having nothing else like it
Name
Date
Class
Quick Vocabulary
Lesson 3
Lesson 4
physical change change in size,
chemical change change in matter
shape, form, or state of matter in

which the matters identity stays
the same
in which the substances that make

up the matter change into other
substances with new physical and
chemical properties
chemical property characteristic of

matter that can be observed as it
changes to a different type of matter
concentration amount of substance

in a certain volume
Student Lab/Activity Safety Form

Teacher Approval Initials
Date of Approval
Student Name:
Date:
Lab/Activity Title:
Carefully read the entire lab and answer the following questions.
Return this completed and signed safety form to your teacher to initial before you
begin the lab/activity.
1. Describe what you will be doing during this lab/activity. Ask your teacher any questions
you might have regarding the lab/activity.
2. Will you be working alone, with a partner, or with a group? (Circle one.)
3. What safety precautions should you take while doing this lab/activity?
4. Write any steps in the procedure, additional safety concerns, or lab safety symbols that
you do not understand.
Student Signature
Lesson 1 | Classifying Matter

Student Labs and Activities
Page
Appropriate For:
Launch Lab
all students
all students
Lesson Outline ELL
10
all students
MiniLab
12
all students
Content Practice A
13
AL
AL
AL
Content Practice B
14
AL
OL
BL
School to Home
15
16
Enrichment
20
Challenge
21
AL
AL
BL
Lesson Quiz A
22
AL
AL
AL
Lesson Quiz B
23
AL
OL
BL
all students
AL
AL
AL
all students
Assessment
Teacher Support
T2
OL On Level
BL Beyond Level
Name
Date
Launch Lab
Class
LESSON 1: 15 minutes
How do you classify matter?

An object made of paper bound together might be classified as a book. Pointed metal objects
might be classified as nails or needles. How can you classify an item based on its description?
Procedure
1. Read and complete a lab safety form.
2. Place the objects on a table. Discuss
how you might separate the objects
into groups with these characteristics:
a. Every object is the same and has
only one part.
b. Every object is the same but is made
of more than one part.
c. Individual objects are different.

Some have one part, and others
have more than one part.
3. Identify the objects that meet the

requirements for group a, and record
them in the Data and Observations
section below. Repeat with groups b
and c. Any object can be in more than
one group.
Data and Observations
1. Does any object from the bag belong in all three of the groups (a, b, and c)? Explain.
2. What objects in your classroom would fit into group b?
3.
Key Concept What descriptions would you use to classify items around you?
Think About This
Name
Date
Class
Content Vocabulary
LESSON 1
Classifying Matter
Directions: Write the correct term in the boxes to the right of each clue. Then unscramble the letters in the shaded
boxes to spell a tenth term.
atom
compound
dissolve
element
heterogeneous mixture
homogeneous mixture
matter
mixture
substance
unique
1. has mass and takes up space

2. unlike anything else
3. oxygen or hydrogen, for example
4. Its composition is always the same.
5. Substances are evenly mixed in this.
6. building block of matter

7. Substances are not evenly mixed in
this.
8. water or carbon dioxide, for example

9. to form a solution by mixing evenly
10. When unscrambled, the letters in the shaded boxes spell
which is matter that can vary in composition.
Name
Date
Class
Lesson Outline
LESSON 1
Classifying Matter
A. Understanding Matter
1.
is anything that has mass and takes

up
2. A(n)
is a small particle that is a building block of matter.
B. Atoms
1. A(n)
is at the center of the atom.
a. The nucleus is made up of
, which have a(n)

charge, and
, which have
no charge.
b.
have a(n)
move quickly around the nucleus.
charge and
2. Not all atoms have the same numbers of protons,
, and
electrons.
C. Substances
1. A(n)
is matter with a composition that is always the same.

, which contains only one
type of atom.
a. Each type of atom contains a different number of
in
its nucleus.
b. The number of protons in an atom is called the
of
the atom.
c. Most elements consist of
atoms, but the atoms of
some elements exist in
3. A(n)
is a type of substance containing atoms of two or

more different elements chemically bonded together.
a. A chemical
is the combination of symbols and

that represents a compound.
b. The symbols in a chemical formula show the different

in the compound.
c. The number of each type of atom in a chemical formula is given by

a(n)
10
2. One type of substance is a(n)
Name
Date
Class
Lesson Outline continued

d. If no subscript is written, only
atom of the element is
in the chemical formula.
4. The properties of a(n)
are different from the properties
of the elements it contains.
D. Mixtures
1. A(n)
is matter that can vary in composition.
a. The components of a mixture are
blended together,
so they can be separated by
means.
b. The amounts of different components of a mixture can

from one sample to another.
2. In a(n)
mixture, the individual substances are not
evenly mixed.
3. In a(n)
mixture, the individual substances are evenly
mixed.
a. Another name for a homogeneous mixture is a(n)

b. In a solution, one or more
.
are dissolved in the
, which is the substance that is present in the largest

amount.
c. When something
, it forms a solution by mixing
evenly.
E. Compounds v. Solutions
1. Chemical formulas can be used to describe
not
2. The components of a compound are

components of a solution are
combined, but the

combined.
3. The composition of a(n)

of a(n)
but
can vary, but the composition

does not vary.
11
Name
Date
MiniLab
Class
How can you model an atom?

How can you model an atom out of its three basic parts?
Procedure
2. Twist the ends of a piece of florist
wire together to form a ring. Attach
two wires across the ring to form an X.
3. Use double-sided tape to join the

large pom-poms (protons and
neutrons), forming a nucleus. Hang
the nucleus from the center of the

X with fishing line.
4. Use fishing line to suspend each small

pom-pom (electron) from the ring so
they surround the nucleus.
5. Suspend your model as instructed by

your teacher.
Analyze and Conclude

1. Infer Based on your model, what can you infer about the relative sizes of protons,
neutrons, and electrons?
3.
12
Key Concept Compare your atom with those of other groups. How do they differ?
2. Model Why is it difficult to model the location of electrons?
Name
Date
Class
Content Practice A
LESSON 1
Classifying Matter
Directions: On the line before each definition, write the letter of the term that matches it correctly. Each term is
used only once.
1. anything that has mass and takes up space
A. atom
2. a small particle that is a building block of matter
B. compound
3. matter with a composition that is always the
C. element
same
4. a substance that consists of just one type of atom
D. dissolve
E. heterogeneous
mixture
5. a substance that contains atoms of two or more

elements chemically bonded together
F. homogeneous
mixture
6. matter that can vary in composition
G. matter
7. mixture in which the individual substances are
H. mixture
not evenly mixed
I. substance
8. mixture in which the individual substances are

evenly mixed
9. to form a solution by mixing evenly
13
Name
Date
Class
Content Practice B
LESSON 1
Classifying Matter
Directions: Answer each question or respond to each statement in the space provided.
Question
Answer
1. What particles make up atoms?
2. Describe the electrical charges of

the particles in atoms.
3. What are the two main

classifications of matter?
4. How do the two main

classifications of matter differ?
5. How are atoms related to

elements?
6. How are elements related to

compounds?
7. What can you learn about a

compound from its chemical
formula?
8. Compare a heterogeneous
mixture and a homogeneous
mixture.
9. Compare a solvent and a solute.
14
Name
Date
School to Home
Class
LESSON 1
Classifying Matter
Directions: Use your textbook to complete each activity.
1. Fill in the table to compare and contrast different types of matter. For each type of matter,
write a definition and provide at least one specific example.
Type of Matter
Definition
Example
element
compound
heterogeneous
mixture
homogeneous
mixture
2. In the space below, make a diagram that shows the general structure of an atom. Draw
and label the nucleus, protons, neutrons, and electrons.
15
Name
Date
Class
Key Concept Builder
LESSON 1
Classifying Matter
Key Concept What is a substance?
Directions: On each line, write the term from the word bank that correctly completes each sentence. Each term is
used only once.
atoms
combination
composition
elements
matter
substances
compounds
A substance is one of the two main kinds of (1.)

(2.)
of a substance is always the same. This means that a given
substance is always made up of (3.)

same (4.)
(5.)
(6.)
. The
in the
. Aluminum, oxygen, water, and sugar are examples of
. There are two main kinds of substances

and (7.)
Caption:
16
Directions: Draw an atom and label its parts in the space provided. Then write a caption explaining how atoms
are related to substances.
Name
Date
Class
Key Concept Builder
LESSON 1
Classifying Matter
Key Concept How do atoms of different elements differ?
Directions: On the line before each statement, write the letter of the correct answer.
1. An element consists of just one type of

A. atom.
B. mixture.
C. compound.
2. Each type of atom contains a different number of protons in its
A. neutron.
B. electron.
C. nucleus.
3. The number of protons in an atom determines an elements

A. composition.
B. atomic number.
C. chemical formula.
4. The atoms of most elements exist
A. as individual atoms.
B. in pairs.
C. in groups.
Directions: Write the correct term from the word bank on the line next to what it is identifying.
atomic number
Aluminum
5.
13
6.
Al
7.
name
symbol
17
Name
Date
Class
Key Concept Builder
LESSON 1
Classifying Matter
Key Concept How do mixtures differ from substances?
Directions: On the line before each statement, write S if the statement describes a substance, HE if the statement
describes a heterogeneous mixture, or HO if the statement describes a homogeneous mixture. Some statements may
have more than one correct answer.
1. is also known as a solution

2. can vary in composition
3. is chemically bonded together
4. does not vary in composition
5. is made of a solvent and solutes
6. is unevenly mixed
Directions: Answer each question on the lines provided.
8. What is a substance?
9. What is a mixture?
10. Can substances and mixtures be separated by physical means? Explain.
18
7. is evenly mixed
Name
Date
Class
Key Concept Builder
LESSON 1
Classifying Matter
Key Concept How can you classify matter?
Directions: Complete the chart with the correct terms or phrases on the lines provided.
Matter
anything that (1.)
most made of (2.)
two classifications of matter: (3.)
and
(4.)
Substances
Composition (5.)
vary.
two types of substances: (6.)
and (7.)
Elements
made of only one type of (8.)
organized on the (9.)
can be identified by its (10.)
Compounds
made of atoms of two or more different (11.)
that are (12.)
can be identified by its chemical (13.)
Mixtures
Composition (14.)
two types of mixtures: (15.)
vary.
and (16.)
Heterogeneous mixture
two or more (17.)
mixed substances
Homogeneous mixture
two or more (18.)
mixed substances
19
Name
Date
Class
Enrichment
LESSON 1
The Birth of an Element

What happens when you take two small
pieces of clay and smash them together?
The single piece that results is as big as the
two smaller pieces. This is similar to what
scientists do to synthesize a new element.
Synthesis is the combination of two or
more things to form something new.
In 1994, after ten years of work, a group
of researchers collided nickel and lead
atoms. The two elements fused, and a new,
much heavier synthetic element, number
110, was created. Although element 110
lasted only 0.001 seconds before breaking
down, its discovery helped provide a better
understanding of superheavy elements and
how they can be synthesized.
Adding to the Periodic Table
Gone in the Blink of an Eye

Element 116 was in existence for only
0.0012 seconds, and element 118 was
around for only 0.0002 seconds. Element
118 formed when scientists bombarded
lead with a million trillion krypton ions
for more than ten days. Three atoms of
element 118 came out of this experiment.
The atoms quickly broke down into
elements 116, 114, and other elements.
Because of this experiment, scientists
think they can make element 119 by
colliding bismuth and krypton. They
hypothesize that element 119 would break
down into elements 117, 115, and 113. The
periodic table of the elements contains
117 chemical elements whose discoveries
have been confirmed. Ninety-four are found
naturally on Earth, and the rest are synthetic
elements that have been produced in
particle accelerators.
Applying Critical-Thinking Skills

Directions: Respond to each statement.
1. Recognize Cause and Effect Use a periodic table of the elements to explain how colliding
lead and nickel atoms could produce an element assigned the atomic number of 110.
2. Interpret Data Name two solid, metal elements that scientists might use to synthesize
an element with an atomic number of 129.
20
Between 1994 and 1999, Russian,

German, and American scientists synthesized
many other new elements, including
elements 111, 112, 114, 116, and 118.
These elements were synthesized using a
device called a particle accelerator. It
accelerates atomic particles to a high speed.
When particles traveling close to the speed
of light collide, they form a new element.
Because these elements break down
within such a short period of time, scientists
have not been able to study their properties.

Element 114 lasted between 20 and
30 seconds. That is much longer than the
life span of elements 109 through 112,
so it was the first of the recently synthesized
elements that was considered to be
somewhat stable.
Name
Date
Class
Challenge
LESSON 1
Measuring Matter
Matter is defined as anything that has mass and takes up space. How do you know if
something has mass? How much mass does it have? Does it take up space? How much space
does it occupy? Mass, length, width, height, and volume are measurements that can be
applied to matter.
Choose Units and Tools and Measure Objects
Matter as small as a molecule can be measured in terms of metersnanometers 10-9
or picometers 10-12 . Practice measuring matter that is bigger than a molecule. Select a
measurement, an SI unit of measurement, and an appropriate measuring instrument to
measure each of the objects (matter) listed in the table below. In the last column, explain
your reason for choosing a unit of measurement and the instrument to measure it with.
Use the words below to help fill out the table.
grams
height
millimeter
metric ruler
balance scale
volume
mass
kilogram
meter
centimeter
graduated cylinder
meterstick
width
digital scale (in kg)
milliliter
length
Measuring Matter
Object
What You are

SI Unit of
Measuring Measurement
Measuring
Instrument
Actual
Reason for
Measurement Your Choices
science book
desk
backpack
with books
door
pencil
mound of salt
thickness of a
writing tablet
concrete slab
in a section
of sidewalk
small container
of water
21
Name
Date
Class
Lesson Quiz A
LESSON 1
Classifying Matter
Matching
used only once.
1. a small particle that is a building block of matter
A. atom
2. a substance that consists of just one type of atom
B. mixture
3. a combination of two or more substances
C. element
physically blended together
D. matter
Multiple Choice
Directions: On the line before each question or statement, write the letter of the correct answer.
5. Which item is a substance?

A. aluminum
B. apple juice
C. muddy water
7. H2O is an example of
A. an atomic number.
B. an element symbol.
C. a chemical formula.
8. The individual substances that make up a
A. compound
B. homogeneous mixture
C. heterogeneous mixture
22
are not evenly mixed.
6. The number of protons in an atom of an element is the elements

A. atomic mass.
B. atomic number.
C. element symbol.
Name
Date
Class
Lesson Quiz B
LESSON 1
Classifying Matter
Matching
Directions: On the line before each definition, write the letter of the term that matches it correctly. Not all terms
are used.
1. a small particle that is a building block

of matter
2. a substance that consists of just one type

of atom
3. a combination of two or more substances

physically blended together
A. atom
B. compound
C. mixture
D. element
E. electron
F. matter
Multiple Choice
5. Aluminum and carbon dioxide are examples of

A. mixtures.
B. solutions.
C. substances.
D. compounds.
6. The number of protons in an atom of an element is the elements
A. atomic mass.
B. atomic number.
C. element symbol.
D. chemical formula.
7. A kind of matter that is classified as a solution could also be classified as
A. a mixture.
B. an element.
C. a substance.
D. a compound.
8. A chemical formula represents the different
A. substances in a mixture.
B. properties of an element.
C. parts that make up an atom.
D. elements that make up compounds.
23
Lesson 2 | Physical Properties

Page
Appropriate For:
Launch Lab
25
all students
26
all students
Lesson Outline ELL
27
all students
MiniLab
29
all students
Content Practice A
30
AL
AL
AL
Content Practice B
31
AL
OL
BL
32
all students
Math Skills
34
all students
School to Home
35
all students
36
Enrichment
40
Challenge
41
Skill Practice
42
AL
AL
AL
all students
AL
AL
BL
all students
Assessment
Lesson Quiz A
44
AL
AL
AL
Lesson Quiz B
45
AL
OL
BL
Teacher Support
T4
OL On Level
BL Beyond Level
24
Name
Date
Launch Lab
Class
Can you follow the clues?

Clues are bits of information that help you solve a mystery. In this activity, you will use clues
to help identify an object in the classroom.
Procedure
2. Select one object in the room. Write a
different clue about the object on each
of five index cards. Clues might
include one or two words that describe
the objects color, size, texture, shape,
or any property you can observe with
your senses.
3. Stack your cards facedown. Have your

partner turn over one card and try to
identify the object. Respond either
yes or no.
4. Continue turning over cards until your

partner identifies your object or runs
out of cards. Repeat for your partners
object.
Think About This
1. What kind of clues are the most helpful in identifying an object?
2. How would your clues change if you were describing a substance, such as iron or water,
rather than an object?
3.
Key Concept How do you think you use similar clues in your daily life?
25
Name
Date
Class
Content Vocabulary
LESSON 2
Physical Properties
Directions: Read each statement below. If the statement is true, write T. If the statement is false, write F. Then
rewrite the statement, with corrections, on the lines provided.
1. Mass is the weight of an object.
2. Solubility and melting point are two examples of physical properties.
3. Atoms that make up a compound are bonded together; they cannot be separated by
physical means.
5. A physical property is a characteristic of matter that you cannot observe or measure

without changing the identity of the matter.
6. Every element and compound has a unique set of properties.
26
4. The density of an object can be calculated by dividing the objects length by its width.
Name
Date
Class
Lesson Outline
LESSON 2
Physical Properties
Physical Properties
1. A(n)
property is a characteristic of matter that you can

observe or measure without changing the identity of the matter.
2.
of matter is a physical property.
a. The common states of matter on Earth are solid, liquid,

and
b. The state of matter depends on how
the
particles are and how
they move.
3. Some physical properties are size-
, which means the

measurement of the property depends on how much matter is present.
4.
is a size-dependent property because it is a measure of

the amount of matter in a sample.
a. Mass is sometimes confused with

of
, which is the pull
on matter.
b. Weight changes with

5.
, but mass does not.

is the amount of space something takes up.
6. Other physical properties are size-
because they do not
depend on how much matter is present.
7.
point and
point are size-
independent properties.
a. Melting point is the temperature at which a(n)

changes to a(n)
b. The temperature at which a liquid changes to a gas is

the
8.
is the amount of mass per unit volume.
9.
is the ability of matter to carry an electric

current;
10.
is the ability of matter to carry thermal energy.

is the ability of one substance to dissolve in another.
27
Name
Date
Class

11. The parts of a mixture can be
using the physical
properties of the components.
a. Salt and water can be separated because the
of water
is much lower than that of salt.
b. A solid can be separated from a liquid by
if the solid
does not dissolve in the liquid.
c. Oil and water can be separated because they have

different
d. A(n)
.
can be used to separate materials that contain
from other materials.
28
Name
Date
MiniLab
Class
Can the weight of an object change?

When people go on a diet, both their mass and weight might change. Can the weight of an
object change without changing its mass? Lets find out.
Procedure
2. Use a balance to find the mass of five
metal washers. Record the mass in
grams in the Data and Observations
section below.
4. Lower just the washers into a 500-mL

beaker containing approximately
300 mL water. Record the weight in
newtons.
3. Hang the washers from the hook on a

spring scale. Record the weight in
newtons.

1. Draw Conclusions Did the weight of the washers change during the experiment? How
do you know?
2. Predict In what other ways might you change the weight of the washers?
3.
Key Concept What factors affect the weight of an object but not its mass?
29
Name
Date
Class
Content Practice A
LESSON 2
Physical Properties
Directions: Circle the term in parentheses that correctly completes each sentence.
1. A (physical property/chemical property) is a characteristic of matter that you can

observe or measure without changing the identity of the matter.
2. Water vapor is an example of a (solid/gas).

3. Mass is the amount of (matter/volume) in an object.
4. Mass is a (size-dependent/size-independent) property because its value depends on the
size of a sample.
5. (Weight/Density) is the pull of gravity on matter.

6. Volume is the amount of (matter/space) something takes up.
matter.
8. (Density/Weight) is the mass per unit volume of a substance.

9. Electrical conductivity is the ability of matter to (conduct/resist) an electric current.
10. Solubility is the ability of one substance to (melt/dissolve) in another.
30
7. Melting points and boiling points are (size-dependent/size-independent) properties of
Name
Date
Class
Content Practice B
LESSON 2
Physical Properties
Directions: Use the diagram to answer each question or respond to each statement on the lines provided.
Figure A
Figures B
Figure C
1. Which state of matter is represented by the particles in Figure A? Explain.
2. Which state of matter is represented by the particles in Figure B? Explain.
3. Which state of matter is represented by the particles in Figure C? Explain.
4. Give an example of water in each state of matter.
5. In addition to state, identify three other physical properties of matter.
6. Is it more difficult to change the shape of a solid or a liquid? Use the diagram to explain
your answer.
31
Name
Date
Class
LESSON 2
Language-Usage Activity: Using Prepositions

Prepositions such as in, at, or on give information about an objects location or the time at
which something occurs. An objects location also can be described by prepositions such as
above, below, and behind. The prepositions to and toward give information about an objects
movement. Of is sometimes used to express possession.
Different prepositions are used in different contexts. For example, you sit on a couch, but
you sit in a chair. You might have plans to see a friend at noon, not on noonbut you meet
your friend on Wednesday, not at Wednesday. For a sentence to make sense, it is important
to use the correct preposition.
Directions: On each line, write the preposition from the list that correctly completes each sentence. Some
prepositions may be used more than once.
above
at
below
in
of
on
1. Boiling point is a physical property
a substance.
2. Mass is the amount of matter
an object.
3. Water in the ocean is a liquid, but the water vapor in the air
4. The mass of an object is the same

5. The conservation
the Moon as it is on Earth.
mass occurs in physical and chemical
changes.
6. Sulfur is located directly

7. Hydrogen is found
oxygen in the periodic table.
the top of the left most column of the
periodic table.
32
the ocean is a gas.
Name
Date
Class
LESSON 2
Editing Activity: Run-on Sentences

A run-on sentence is two or more sentences incorrectly written as one sentence. To correct a
run-on sentence, divide it into separate sentences and add the necessary words or
punctuation to form separate sentences.
Run-on: The movie was long I ran out of popcorn.
Corrected: The movie was long. I ran out of popcorn.
Directions: Read each run-on sentence. Write a corrected version of the sentence on the lines below.
1. Read the chapter in your textbook use the glossary to look up any unfamiliar terms.
2. Cooking pots are often made of stainless steel the metal has high thermal conductivity.
3. Jamil used powdered drink mix to make lemonade the powder was soluble in water.
4. Oxygen and aluminum are elements they consist of one type of atom.
5. Emilia and Sofia went over their notes they memorized the information for the test.
33
Name
Date
Class
Math Skills
LESSON 2
Use Ratios
A ratio is a comparison of two numbers or measurements. One way to write a ratio is as
a fraction. To calculate the density of a substance, you write a ratio of mass to volume as
a fraction, and then simplify the fraction so that the value in the denominator is 1.
What is the density of a substance if a 32-g sample has a volume of 4 cm3?
Step 1 Use the information in the problem to write a ratio of mass to volume.
32 g
_____
4 cm3
Step 2 Simplify the fraction by dividing the numerator by the denominator.

32 g
8g
_____
= _____3
3
4 cm
1 cm
Step 3 Write the answer.

The density is 8 g/cm3.
Practice
1. A sample of aluminum (Al) has a mass
3
of 16.2 g and a volume of 6 cm . What

is the density of aluminum?
mass of 121.5 g. What is the density of

mercury?
3. A diamond is made of pure carbon (C).

3
A 1.6-cm sample of diamond has a

mass of 5.6 g. What is the density of
carbon?
34
volume of 14 cm3. What is the density

of copper?
5. A sample of lead (Pb) has a volume of

5 cm3 and a mass of 56.5 g. What is
the density of lead?
6. Helium gas (He) is less dense than air,

which is why a helium-filled balloon
rises in the air. A 1-g sample of He has
a volume of 5,000 cm3. What is the
density of helium?
2. A 9-cm3 sample of mercury (Hg) has a
4. A 124.6-g sample of copper (Cu) has a
Name
Date
School to Home
Class
LESSON 2
Physical Properties
Did you know?
Density is a size-independent physical property. The density of any material is its
mass per unit volume. The more mass per unit of volume an object has, the greater
its density will be. Solids, liquids, and gases can be described by their densities.
For this activity you will need the following materials: newspaper, a narrow, clear drinking
glass, food coloring (optional), and as many of the following liquids as possible: pancake
syrup or honey, vegetable oil, dishwashing liquid, rubbing alcohol, water.
Directions: With your learning partner, complete the density column as described below.
1. Cover your table or counter with newspaper. Place the drinking glass on top of the
newspaper. Be sure to work on a surface that will not be damaged by liquids. If you
1 cup of water and about
are using food coloring, add colors of your choice to about __
4
1
__ cup of rubbing alcohol.
4
2. Pour enough honey or pancake syrup into the bottom of the glass to form a visible
layer. Then, slowly pour enough dishwashing liquid into the glass to form a second
layer. Then, slowly add enough water to make a visible third layer. Follow with the
vegetable oil and then the rubbing alcohol. Pour each very slowly.
3. Complete the diagram below so it shows your density column. On the left side of the
diagram, add labels to identify each substance you added to the column. On the right
side of the diagram, label the arrow with the terms greatest density and lowest density.
4. List the materials in your density column from most dense to least dense.
35
Name
Date
Class
Key Concept Builder
LESSON 2
Physical Properties
Key Concept What are some physical properties of matter?
Directions: Answer each question in the space provided.
Question
Answer
1. What is a physical property?
2. What determines the physical

properties of matter?
3. What are the three states

of matter?
4. What determines the state

of matter?
5. How does mass differ from

weight?
6. What determines if a property is

size-dependent?
7. What change of state occurs

when a substance reaches its
melting point? What occurs
when it reaches its boiling point?
8. What two properties must you
know to determine density?
9. How does thermal conductivity

differ from electrical conductivity?
36
Name
Date
Class
Key Concept Builder
LESSON 2
Physical Properties
Key Concept What are some physical properties of matter?
Directions: Complete the chart with the correct terms or phrases in the space provided.
Physical Properties of Matter

Size-Dependent or
Size-Independent
Property
state of matter
2.
volume
melting/boiling points
7.
1.
whether something is a solid,

liquid, or gas
3.
the amount of matter in an

object
4.
size-independent
8.
conductivity
size-independent
10.
11.
Description of Property
5.
6.
the amount of mass per unit

of volume
9.
the ability of one substance to

dissolve in another
37
Name
Date
Key Concept Builder
Class
LESSON 2
Physical Properties
Key Concept How are physical properties used to separate mixtures?
Directions: Put a check mark on the line before each physical property that can be used to separate mixtures.
1. state of matter
2. mass
3. volume
4. boiling/melting point
5. density
6. conductivity
7. solubility
Directions: Draw how a mixture can be separated using magnetism in the space provided. Then write a caption
that describes the drawing.
Caption:
38
Name
Date
Class
Key Concept Builder
LESSON 2
Physical Properties
Key Concept How are physical properties used to separate mixtures?
Directions: Complete the chart with the correct information in the space provided.
Physical Property
Method Used to Separate Mixtures
1. state of matter
2. volume
3. boiling/melting points
4. density
5. solubility
6. magnetism
39
Name
Date
Enrichment
Class
LESSON 2
A Strange State
You have studied the three familiar
states of mattersolid, liquid, and gas
and have been introduced to a fourth state
of matter, plasma. But did you know that
there is a fifth state of matter? It is called
the Bose-Einstein Condensate (BEC).
What is a BEC?
Very Low Temperatures

What temperatures are necessary for a
BEC to form? These temperatures are within

Directions: Answer each question or respond to each statement.
1. Infer How does slowing the motion of a sample of atoms lower the temperature of the
sample?
2. Compare and Contrast In forming a BEC, the final cooling step takes place in a magnetic
field. How is this step similar to sweating?
40
The BEC began with work done by

Satyendra Nath Bose, a physicist from
India, in the 1920s. Bose worked with
complex mathematical equations in an
effort to understand packets of light called
photons. Albert Einstein applied some of
Boses equations to atoms. Atoms exist in
certain, defined energy levels. These levels
are called quantum levels, and the work
done by Bose and Einstein predicted that at
extremely low temperatures the atoms in a
gas would suddenly collapse into the
lowest possible quantum level.
This collapse defines the BEC. Like the
condensing of water vapor to liquid water,
the collapse is a change of state to a different,
denser state of matter. However, unlike liquid
water, all the atoms in a BEC occupy the
same spot. It is impossible to distinguish
them.
about 50 billionths of a degree of 0 K (Kelvin),

the lowest temperature possible. These
temperatures do not occur in nature and
were not possible in a laboratory until the
work of Eric Cornell and Carl Wieman in
the mid 1990s.
To reach these record low temperatures,
Cornell and Wieman had to develop new
techniques for cooling atoms. They were
able to get close to the necessary
temperatures by using lasers to slow the
motion of rubidium atoms. They bounced
the laser beam off the atoms to slow them.
To understand this process, think of leaves
being blown by the wind through a tunnel.
If a wind of equal force blew into the
opposite end of the tunnel, the leaves would
be trapped somewhere near the middle. Just
as the wind can exert a force that changes
the motion of leaves, a precisely tuned laser
can be used to change the motion of atoms
and slow them down.
To make the final step to the necessary
temperatures, the researchers used evaporative
cooling. A magnetic field strong enough to
hold the rubidium atoms was adjusted so
that the atoms with the most energy escaped,
leaving behind the atoms that had lower
energies.
Name
Date
Challenge
Class
LESSON 2
Properties of Sorts
Important physical properties that are useful for identifying and sorting things are color,
texture, shape, volume, and mass. Others are electric or thermal conductivity, density,
melting point, and boiling point. These are some of the properties of matter that are used to
separate materials in your local recycling facility in preparing them for processing.
Write a Brochure
Prepare a brochure to advertise the recycling facility in your community. If there is no
recycling facility in your community, use your brochure to design one that will work with
local resources. Make your brochure colorful and informative. Use several sheets of paper
taped end to end. Fold the brochure so it unfolds with a logical sequence of information.
In your brochure, provide the following information:
1. What is the address of the nearest recycling facility and its hours of operation?
2. What materials does the center accept, and how should the materials be sorted?
3. Should the materials be cleaned before recycling?
4. Does the center pay for certain materials? If it does, how much?
5. Does the community have curbside recycling and pickup? If it does, what is the
schedule, and what materials do they accept?
6. How can families design a recycling plan at home that includes placement and types of
recycling bins?
Discuss the following issues in your brochure:
7. Explain how materials can be identified and sorted for proper disposal in preparation
for recycling by understanding their physical properties.
8. Discuss how some mixtures can be separated so their components can be recycled.
9. Describe how some materials, such as aluminum, can be recycled easily and successfully
but some plastics cannot be recycled.
41
Name
Date
Skill Practice
Follow a Procedure
Class
How can following a procedure help you solve a crime?

Imagine that you are investigating a crime scene. You find several pieces of metal and broken
pieces of plastic that look as if they came from a cars tail light. You also have similar objects
collected from the suspect. How can you figure out if they are parts of the same objects?
Materials
triple-beam balance
50-mL graduated cylinder
paper towels
Also needed: objects collected from crime scene, objects collected from suspect
Learn It
To be sure you do the same tests on each object, it is helpful to follow a procedure.
A procedure tells you how to use the materials and what steps to take.
Try It
2. Use the table below to record your data.
3. Use the balance to find the mass of one object. Record the mass in the table.
Call this volume V1.
Object
Mass
(M) (g)
V1
(mL)
V2
(mL)
Volume of Object (V)

(V2 - V1) (mL)
Density of Object
M/V (g/mL)
1
2
3
4
5
6
42
4. Place about 25 mL of water in a graduated cylinder. Read and record the exact volume.
Name
Date
Class
Skill Practice continued

5. Carefully tilt the cylinder, and allow one of the objects to slide into the water. Read and
record the volume. Call this volume V2.
6. Repeat steps 35 for each of the other objects.
Apply It
7. Complete the table by calculating the volume and the density of each object.
8. What conclusions can you draw about the objects collected from the crime scene and
those collected from the suspect?
9.
Key Concept How could you use this procedure to help identify and compare
various objects?
43
Name
Date
Class
Lesson Quiz A
LESSON 2
Physical Properties
True or False
Directions: On the line before each statement, write T if the statement is true or F if the statement is false. If the
statement is false, change the underlined word(s) to make it true. Write your changes on the lines provided.
1. A characteristic of matter that can be observed without changing the identity of

the matter is a physical property.
2. The particles of a solid move very quickly and spread out to fill their container.
3. Weight is the amount of matter in an object.
4. Solubility is the ability of one substance to dissolve in another.
5. The parts of a compound can often be separated by physical properties.

Multiple Choice
Directions: On the line before each question, write the letter of the correct answer.
6. Which formula is used to calculate density?

A. density = mass volume
B. density = mass volume
C. density = mass + volume
7. Which substance contains particles that move most quickly?
A. gas
B. solid
C. liquid
8. Which property is size-independent?
A. mass
B. volume
C. conductivity
44
Name
Date
Class
Lesson Quiz B
LESSON 2
Physical Properties
Completion
Directions: On each line, write the term from the word bank that correctly completes each sentence. Not all terms
are used.
chemical
compound
density
gas
liquid
mass
mixture
solid
solubility
weight
1. The particles of a
move very quickly and spread out to fill
their containers.
2. A
property of matter can be observed without changing the
identity of the matter.
3.
is the ability of one substance to dissolve in another.
4.
is the amount of matter in an object.
5. The parts of a
can often be separated by physical means.
Multiple Choice
Directions: On the line before each question, write the letter of the correct answer.
6. Which phrase describes the particles of a solid?

A. fast moving
B. fill their container
C. very close together
D. flow past one another
7. A small block has a volume of 15 mL and a mass of 30 g. What is its density?
A. 15 g/mL
B. 45 g/mL
C. 0.5 g/mL
D. 2.0 g/mL
8. Which property would vary between two different-sized samples of the same
substance?
A. volume
B. solubility
C. magnetism
D. conductivity
45
Lesson 3 | Physical Changes

Page
Appropriate For:
Launch Lab
47
all students
48
all students
Lesson Outline ELL
49
all students
MiniLab
51
all students
Content Practice A
52
AL
AL
AL
Content Practice B
53
AL
OL
BL
School to Home
54
55
Enrichment
59
Challenge
60
Skill Practice
61
all students
AL
AL
AL
all students
AL
AL
BL
all students
Assessment
Lesson Quiz A
63
AL
AL
AL
Lesson Quiz B
64
AL
OL
BL
Teacher Support
T6
OL On Level
BL Beyond Level
46
Name
Date
Launch Lab
Class
Where did it go?

When you dissolve sugar in water, where does the sugar go? One way to find out is to measure
the mass of the water and sugar before and after mixing.
Procedure
2. Add sugar to a small paper cup
until the cup is approximately half full.
Using a funnel inserted into a
balloon, pour the sugar into the
balloon. Remove the funnel from the
balloon.
3. With the balloon hanging over the

side, stretch the neck of the balloon
over a flask half full of water.
4. Use a balance to find the mass of the

flask-balloon assembly. Record the
mass in the Data and Observations
section below.
5. Lift the end of the balloon, and empty

the sugar into the flask. Swirl until the
sugar dissolves. Measure and record the
mass of the flask-and-balloon assembly
again.
Think About This

1. Is the sugar still present after it dissolves? How do you know?
2.
Key Concept Based on your observations, what do you think happens to the mass
of objects when they dissolve? Explain.
47
Name
Date
Class
Content Vocabulary
LESSON 3
Physical Changes
Directions: Complete the concept map below. Provide an explanation as to why each example you list is
a physical change.
1.
is defined as
physical change
2.
48
3.
4.
three examples are
Name
Date
Class
Lesson Outline
LESSON 3
Physical Changes
A. Physical Changes
1. In a(n)
, the matters identity stays the same.
a. A physical change involves a change in size, shape, form,

or
b. Although the matters identity stays the same, its

might change.
2. When food is chewed, matter undergoes a physical change in

and size.
3. Matter undergoes a physical change when it changes from one

to another.
a. A change in state involves a change in the
of the
particles.
b. The energy of particles changes when
energy is
or removed.
4. When thermal energy is added to particles, they move

and temperature
a. When particles move faster, they can overcome the

forces that hold them together.
b. When enough energy is added to a solid for it to change to a liquid, the solid has
reached its
c. When enough energy is added to a liquid for it to change to a gas, the liquid has
reached its
d. Sometimes, when energy is added to a solid, it undergoes
in which it changes directly from a solid to a(n)

without first becoming a(n)
5. When thermal energy is removed from particles, they move

and temperature
a. When particles move slower, they are drawn closer together by

forces between them.
49
Name
Date
Class

b. When enough energy is removed from a gas for it to change to a liquid, the
gas
c. When enough energy is removed from a liquid for it to change to a solid, the
liquid
d. If a gas changes directly to a solid without first becoming a liquid, the gas
undergoes
6. Melting and
are reverse processes, as are

and boiling and
and deposition.
7.
, during which one substance evenly mixes with

another substance, is also a physical change.
8. Some types of physical changes are
, such as when
a solid changes to a liquid and then the liquid changes back into
a(n)
B. Conservation of Mass
1. The particles that are present before a physical change are also
after the change.
also is the same before and after a physical
change.
50
2. Therefore,
Name
Date
Class
MiniLab
Can you make ice without a freezer?

What happens when you keep removing energy from a substance?
Procedure
4. In the table shown in the Data and

Observations section below, record
the temperature of the water every
minute until the water freezes.
Continue to record the temperature
each minute until it drops to several
degrees below 0C.
2. Half fill a large test tube with

distilled water. Use a thermometer
to measure the temperature of the
water, then record it.
3. Place the test tube into a large foam

cup containing ice and salt. Use a
stirring rod to slowly stir the water
in the tube.

Time (min)
Temperature (C)

1. Organize Data Graph the data in your table. Label time on the x-axis and temperature
on the y-axis.
2. Interpret Data According to your data, what is the freezing point of water?
3.
Key Concept What caused the water to freeze?
51
Name
Date
Class
Content Practice A
LESSON 3
Physical Changes
Directions: Complete the concept map with the correct terms in the space provided.
Physical change
is a change in
Directions: On the line before each statement, write T if the statement is true or F if the statement is false. If the
statement is false, change the underlined word(s) to make it true. Write your changes on the lines provided.
1. The identity of matter changes during a physical change.
removed.
3. The total mass of matter does not change during a physical change.
52
2. To change the state of matter, electrical energy must be added or
Name
Date
Class
Content Practice B
LESSON 3
Physical Changes
Directions: On each line, write the term from the word bank that correctly completes each sentence. Some terms
may be used more than once.
shape
size
state of matter
1. Folding clothes is a change in
2. Splitting firewood is a change in

and
3. Melting a candle is a change in

and
4. Freezing water is a change in
5. Pouring juice from a bottle into a glass is a change in
6. Cutting an apple in half is a change in

and
Directions: Answer each question or respond to each statement on the lines provided.
7. Give an example of a physical change in matter.
8. Does the identity of matter change during a physical change? Explain.
9. Does the total mass of matter change when it goes through a physical change? Explain.
53
Name
Date
Class
School to Home
LESSON 3
Physical Changes
Directions: Use your textbook to respond to each statement.
1. Physical changes are changes in the size, shape, form, or state of matter.
The identity of the matter does not change as a result of a physical change.
Identify two specific ways the size or shape of an object can be changed.
2. When matter undergoes a change of state, the identity of the matter does
not change. Some changes of state occur when thermal energy is added to
a substance.
Identify two changes of state caused by the addition of thermal energy.
3. Some changes of state are the result of thermal energy being removed from
Describe two changes of state caused by thermal energy being removed from matter.
4. Dissolving is a type of physical change. Dissolving can easily be reversed,

because the original substance is still present after dissolving occurs.
Explain what happens when something dissolves.
5. When a substance undergoes a physical change, mass is conserved.

Explain what is meant by the phrase mass is conserved.
54
a substance.
Name
Date
Class
Key Concept Builder
LESSON 3
Physical Changes
Key Concept How can a change in energy affect the state of matter?
Directions: Label this diagram by writing the correct term from the word bank on each line. Each term
is used only once.
boiling
gas
liquid
melting
Boiling point
5.
4.
3.
Melting point
Temperature
1.
solid
2.
Adding thermal energy

Directions: Use the diagram to answer each question or respond to each statement on the lines provided.
6. Write a title for the graph.
7. What happens to a solid when it melts?
8. What happens to a liquid when it boils?
55
Name
Date
Class
Key Concept Builder
LESSON 3
Physical Changes
Key Concept How can a change in energy affect the state of matter?
Directions: Answer each question or respond to each statement in the space provided.
Question
Answer
1. How can you change the state of

matter?
2. Describe the movement of

particles when thermal energy is
added to a solid.
3. What is the melting point
of matter?
4. What is the boiling point

of matter?
5. What is sublimation?
6. Describe the movement of

particles when thermal energy is
removed from a gas.
7. What is condensation?
8. What is freezing?
9. What is deposition?
56
Name
Date
Class
Key Concept Builder
LESSON 3
Physical Changes
Key Concept What happens when something dissolves?
Directions: On each line, write the term from the word bank that correctly completes each sentence. Some terms
may be used more than once or not at all.
boil
dissolve
easy
freeze
hard
physical change
physical property
salt water
1. To
means to form a solution by mixing evenly.
2. Dissolving is a(n)
because the identities of the substances
are not changed.
3.
is an example of a solution that contains a dissolved

substance.
4. Like many physical changes, dissolving is usually

5. If you
to reverse.
salt water, the liquid water will change into water
vapor, leaving the salt behind.

Directions: In the space provided, draw a diagram showing how the salts in salt water can be separated
from the water.
57
Name
Date
Class
Key Concept Builder
LESSON 3
Physical Changes
Key Concept What is meant by conservation of mass?
Directions: Answer the following word problems on the lines provided. Show your work.
1. Maria has a sample of water that has a mass of 100 g. She added 20 g of salt to the
water. What is the final mass of the saltwater solution?
2. Cara has a sample of salt water with a mass of 382 g. She knows that 94 g of salt were
added to the solution. What is the mass of the solvent in the solution?
3. Jeremy has a solution with a mass of 228 g. He knows that the mass of the solvent was
224 g. How much is the mass of the solute in the solution?
4. During a physical change, the physical properties of matter

A. change.
B. disappear.
C. stay the same.
5. The total mass before and after a physical change
A. increases.
B. decreases.
C. stays the same.
6. Conservation of mass affects
A. only physical changes.
B. only chemical changes.
C. physical and chemical changes.
58
Name
Date
Enrichment
Class
LESSON 3
Supercooled glassliquid or legend?

Matter can change state in response to
temperature or pressure changes. Each type
of matter has a specific melting point and
boiling point.
What is glass?
Glass is a brittle, transparent or translucent
material that is used in items such as
windows and containers. What we call glass
can be made from many things. A common
ingredient in glass is silica, which can be a
component of sand. The most common
mineral in Earths continental crust is
quartz, and most silica sand is made up of
broken down quartz crystals.
Silica has a melting point of more than
2,300C, so to simplify processing, other
ingredients, such as sodium carbonate, are
added. With these additives, the glass
melting point is lowered to approximately
1,500C. Similarly, then, as water becomes
solid ice below 0C, a silica mixture becomes
solid glass below approximately 1,500C.
Supercooled Solids
A solid is highly organizedits millions
of atoms are aligned in a row or in a kind
of lattice framework. A liquid can be kept
in the liquid state below its freezing point
if no particle is introduced to the liquid that

the liquid can crystallize around. Supercooled
water exists often in stratiform and cumulus
clouds. These droplets crystallize abruptly
when they hit the ground and become
freezing rain.
Glass is not a solid in the usual sense. It
does not have the highly organized structure
of a typical solid. It has a structure typical
of a supercooled liquid before it crystallizes
into a solida state in between liquid and
solid.
Amorphous Solid
So, then, what is glass? The answer is
found in its atomic structure. A typical
solid has molecules that are ordered in a
rigidly bound regular lattice. A liquid has
molecules that are disordered and are not
rigidly bound. Glass has molecules that are
disordered but are rigidly bound. Many
scientists agree that this is another state of
matterthe amorphous solid.
There is much debate, however, about
the distinction between liquids and solids.
Some liquids are so viscous that they
appear to be solid, and some plastics are so
pliable that they can appear to be liquid.

1. Compare the molecular structure of a regular solid with the molecular structures of an
amorphous solid.
2. Infer what is meant by an amorphous solid.
59
Name
Date
Class
Challenge
LESSON 3
Separating Mixtures
Prepare a demonstration on how to separate mixtures by physical means. You will analyze
the components of each mixture, design a procedure for separating the components, and
make a list of the materials you will need to perform each separation. You will need a
different procedure and materials list for each mixture. Provide a rationale for each
separation procedure: How will your procedure work?
Mixture B:
Mixture C:
50 mL fine sand,
5 small steel washers
Stir components to mix.
4 g table salt, 5 g fine sand,

20 mL water
50 mL cooled coffee,
5 mL coffee grounds
Separation Procedure:
Additional Materials
Needed:
Needed:
Needed:
Rationale:
Rationale:
Rationale:
Demonstrate How to Separate Mixtures

Use the information in your completed table to gather your materials and prepare your
mixtures. Then, with your teachers permission, perform your demonstration for your class.
Use appropriate safety precautions, particularly with heat and breakable materials.
60
Mixture A:
Name
Date
Skill Practice
Class
Identify Variables and Controls
How can known substances help you identify

unknown substances?
While investigating a crime scene, you find several packets of white powder. Are they illegal
drugs or just harmless packets of candy? Heres one way to find out.
Materials
test tubes
plastic spoons
Also needed: watch glasses; stirring rods; magnifying lens; plastic bags containing samples
of ascorbic acid, cornstarch, baking soda, and sugar; dropping bottles of water, vinegar, and
iodine solution; red cabbage indicator
Learn It
A control is something that stays the same. If you determine how a known substance reacts
with other substances, you can use it as a control. Unknown substances are variables. They
might or might not react in the same way.
Try It
2. Use the data table below to record your data.
Substance
Appearance
Texture
Reaction
to
Water
Reaction
to
Iodine
Reaction
to
Vinegar
Red
Cabbage
Indicator
Baking soda
Sugar
Ascorbic acid
Cornstarch
Mystery powder
61
Name
Date
Class
Skill Practice continued

3. Use a magnifying lens to observe the appearance of each known substance.
4. Test small samples of each known substance for their reactions with a drop or two of
water, vinegar, and iodine solution.
5. Feel the texture of each substance.

6. Mix each substance with water, and add the red cabbage indicator.
7. After you complete your observations, ask your teacher for a mystery powder.
Repeat steps 36 using the mystery powder. Use the data you collect to identify the
powder.
Apply It
8. What test suggests that a substance might be cornstarch?
9. Why should you test the reactions of the substances with many different things?
Key Concept How did you use the properties of the controls to identify your
variable?
62
10.
Name
Date
Class
Lesson Quiz A
LESSON 3
Physical Changes
Multiple Choice
1. Dissolving is best described as

A. mixing evenly.
B. disappearing completely.
C. forming a new substance.
2. When matter undergoes a physical change, mass is
A. never conserved.
B. always conserved.
C. sometimes conserved.
Completion
Directions: On each line, write the term from the word bank that correctly completes each sentence. Each term
is used only once.
boiling point
condensation
deposition
freezing
melting
sublimation
3.
occurs when a solid changes directly to a gas.
4. The temperature at which a liquid changes to a gas is the

5. When a liquid becomes a solid,
.
occurs.
6. The change in state from a solid to a liquid is called

7.
occurs when a gas changes directly to a solid.
8.
is the change from a gas to a liquid.
63
Name
Date
Class
Lesson Quiz B
LESSON 3
Physical Changes
Multiple Choice
1. Dissolving and melting are similar because both

A. result in a change in mass.
B. are kinds of physical change.
C. involve even mixing of substances.
D. result in new substances being formed.
2. If 4 g of salt dissolved in 200 g of water, what would be the final mass of
this mixture?
A. 50 g
B. 196 g
C. 204 g
D. 800 g
Completion
Directions: On each line, write the term from the word bank that correctly completes each sentence. Not all
terms are used.
condensation
conservation
deposition
dissolving
freezing
melting
sublimation
3.
occurs when a solid changes directly to a gas.
4. The temperature at which a liquid changes to a gas is the

5. When a liquid becomes a solid,
.
occurs.
6. The change in state from a solid to a liquid is called
7.
occurs when a gas changes directly to a solid.
8.
is the change from a gas to a liquid.
64
boiling point
Lesson 4 | Chemical Properties and Changes

Page
Appropriate For:
Launch Lab
66
all students
67
all students
Lesson Outline ELL
68
all students
MiniLab
70
all students
Content Practice A
71
AL
AL
AL
Content Practice B
72
AL
OL
BL
School to Home
73
74
Enrichment
78
Challenge
79
AL
AL
BL
Lab A
82
AL
AL
AL
Lab B
85
AL
OL
BL
Lab C
88
AL
AL
BL
89
AL
AL
AL
Lesson Quiz A
80
AL
AL
AL
Lesson Quiz B
81
AL
OL
BL
Chapter Test A
90
AL
AL
AL
Chapter Test B
93
AL
OL
AL
Chapter Test C
96
AL
AL
BL
all students
AL
AL
AL
all students
Assessment
Teacher Support
T8
OL On Level
BL Beyond Level
65
Name
Date
Launch Lab
Class
What can colors tell you?

You mix red and blue paint to get purple paint. Iron changes color when it rusts. Are color
changes physical changes?
Procedure
2. Divide a paper towel into thirds.
Label one section RCJ, the second
section A, and the third section B.
3. Dip one end of three cotton swabs

into red cabbage juice (RCJ).
Observe the color, and set the swabs
on the paper towel, one in each of the
three sections.
changes, and record observations in

the Data and Observations section
below.
5. Repeat step 4 with substance B and

the swab in the B section.
6. Observe substances C and D in their

test tubes. Then pour C into D. Rock
the tube gently to mix. Record your
observations below.
4. Add one drop of substance A to the

swab in the A section. Observe any
1. What happened to the color of the red cabbage juice when substances A and B were
added?
2.
Key Concept Which of the changes you observed do you think was a physical
change? Explain your reasoning.
66
Think About This
Name
Date
Class
Content Vocabulary
LESSON 4
Chemical Properties and Changes

Directions: Complete the table by matching each example to the correct term and then writing the definition
of the term.
chemical change
Term
chemical property
concentration
Example
1.
Definition
4.
g/mL
2.
5.
rusting
3.
6.
ability to burn
67
Name
Date
Class
Lesson Outline
LESSON 4

A. Chemical Properties
1. A(n)
is a characteristic of matter that can be observed

as it changes to a different type of matter.
2. The ability of a fuel to
is one example of a chemical
property, and the ability of iron to
is another example.
B. Comparing Properties
1. All matter can be described by using its
its
properties and
properties.
2. The difference in the types of properties is whether or not the matter changed
while it was being observed.
C. Chemical Changes
1. A(n)
is a change in matter in which the substances

that make up the matter change into other substances that have new physical and
chemical properties.
2. New substances that have formed no longer have the same

.
D. Signs of Chemical Change

1. The formation of
2.
can indicate a chemical change.
is released during a fireworks explosion because

a chemical change occurred.
3. When fruit rots, changes in color and
show that
a chemical change occurred.
4. These signs of chemical change only show that a(n)
might
have occurred; some of these signs also occur during
5. The only sure sign that a chemical change occurred is when new
form.
E. Explaining Chemical Reactions

1. Another name for a chemical change is a(n)
2. A chemical reaction occurs when atoms
.
during a
chemical change.
68
because they no longer have the same
Name
Date
Class

3. A chemical reaction can be represented by a(n)
shows the
, which
of each substance in the reaction.
a. A(n)
indicates that a reaction takes place.
b. The formulas to the left of the arrow in the equation represent the
, which are the
present before the reaction began.
that were
c. The formulas to the right of the arrow in the equation represent the
, which are the
present after the reaction is complete.
that were
4. Chemical equations must be
, because mass is
during a chemical reaction.
a. When balancing a chemical equation, you cannot change the

of any reactant or product.
b. To balance the equation, numbers called
are placed
in front of the chemical formulas.
F. The Rate of Chemical Reactions

1. Higher
usually increases rate of reaction because the
particles move more
2.
and collide harder.

is the amount of substance in a certain volume.
Reaction rate increases when concentration
3.
affects reaction rate if at least one

is a solid. Reaction rate is faster if surface area
is
69
Name
Date
MiniLab
Class
Can you spot the clues for chemical change?

What are some clues that let you know a chemical change might have taken place?
Procedure
2. Add about 25 mL of roomtemperature water to a selfsealing plastic bag. Add two
dropperfuls of red cabbage juice.
3. Add one measuring scoop of

calcium chloride to the bag. Seal the
bag. Tilt the bag to mix the contents
until the solid disappears. Feel the
bottom of the bag. Record your

observations in the Data and
Observations section below.
4. Open the bag, and add one measuring

scoop of baking soda. Quickly press
the air from the bag and reseal it. Tilt
the bag to mix the contents. Observe
for several minutes. Record your
observations.
1. Observe What changes did you observe?
2. Infer Which of the changes suggested that a new substance formed? Explain.
3.
70
Key Concept Are changes in energy always a sign of a chemical change? Explain.
Name
Date
Content Practice A
Class
LESSON 4

Directions: Complete the concept map with the correct term from the word bank in the space provided. Each
term is used only once.
change in color
change in energy
change in odor
formation of bubbles
surface area
temperature
concentration
signs of change include
Chemical Change
rate of reaction can be increased by
71
Name
Date
Class
Content Practice B
LESSON 4

Directions: Complete the chart with the correct terms on the lines provided.
Balancing Chemical Equations

When methane (CH4) reacts with oxygen (O2), the reaction produces carbon dioxide (CO2) and water
(H2O). Write and balance a chemical equation for this reaction.
Step 1. Write the equation and check to see if it is balanced.
a. Write the chemical formulas with the
(1.)
of the arrow and the
on the left side
(2.)
of the arrow.
on the right side
b. Count the atoms of each

(3.)
and the products.
b. reactants products
in the reactants
Note which elements have a balanced

number of atoms on each side of the
(4.)
a. CH4 + O2 CO2 + H2O
C=1
H=4
C=1
H=2
(5.)
not balanced
O = 2 O = 1 (6.)
Step 2. Add coefficients to the chemical formulas to balance the equation.

a. Pick an element in the equation whose atoms
are not balanced, such as hydrogen. Write a
a. CH4 + O2 CO2 + 2H2O
(7.)
in front of a
reactant or a product that will
(8.)
the atoms of the
chosen element in the equation.
b. Recount the atoms of each element in the
(9.)
and the
(10.)
and note which
ones are balanced on each side of the
equation.
c. Repeat steps 2a and 2b until all atoms of each
element in the (11.)
equal those in the products.
b. C = 1
H=4
C=1
H=4
(12.)
balanced
O=2
O=4
(13.)
c. CH4 + 2O2 CO2 + 2H2O

C = 1 C = 1 (14.)
H = 4 H = 4 balanced
O = 2 O = 4 (15.)
Is the equation balanced?
(16.)
72
If all elements are balanced, the overall

equation is balanced. If not, go to step 2.
Name
Date
School to Home
Class
LESSON 4

Directions: Use your textbook to respond to each statement.
1. Matter has chemical properties in addition to physical properties. Physical

and chemical properties can be used to describe matter.
Define chemical property.
2. Changes in matter can be classified as physical changes or chemical changes.

All chemical changes result in the formation of a new substance, with
properties that are different from the starting materials.
Identify four signs that a chemical change might have occurred.
3. Mass is conserved during physical and chemical changes. Chemical equations

must show that mass is conserved.
Explain how the balancing of chemical equations shows that mass is conserved.
4. Some chemical changes occur rapidly, and some occur slowly. The rate of
chemical reactions can be changed using methods that increase the number
and energy of the collisions between particles.
Describe three factors that can increase the rate of chemical reactions.
73
Name
Date
Key Concept Builder
Class
LESSON 4

Key Concept What is a chemical property?
Directions: Complete the concept map with the correct terms in the space provided.
Chemical Property
examples include
1. ability to burn
2. ability to change state
3. ability to decompose
4. ability to rust
5. ability to change shape
74
Directions: On the line before each phrase, write C if the phrase describes a chemical property or P if the phrase
describes a physical property.
Name
Date
Key Concept Builder
Class
LESSON 4

Key Concept What are some signs of chemical change?
Directions: Put a check mark on the line before each sign of a chemical change.
1. change in odor
2. disappearance of a solute
3. change in energy
4. change in shape
5. formation of bubbles
6. change in state
7. change in color
8. change in size
Directions: Respond to each statement on the lines provided.
9. Describe a chemical change.
10. Give an example of a common chemical change.
75
Name
Date
Class
Key Concept Builder
LESSON 4

Key Concept Why are chemical equations useful?
Directions: Use the equation to answer each question on the lines provided.
Fe + S FeS
1. What does a chemical equation show?
2. What does the part of the equation to the left of the arrow represent?
3. What does the plus sign indicate?
5. What does the part of the equation to the right of the arrow represent?
6. What is the difference between products and reactants?
7. How are chemical equations helpful?
76
4. What does the arrow indicate?
Name
Date
Class
Key Concept Builder
LESSON 4

Key Concept What are some factors that affect the rate of chemical reactions?
1. What happens to the particles in matter when temperature is increased?
2. How does an increase in temperature affect the rate of a chemical reaction?
3. Give an everyday example of how temperature affects rates of chemical reaction.
4. What is concentration?
5. How does an increase in concentration affect the rate of a chemical reaction?
6. Give an everyday example of how concentration affects rates of chemical reaction.
7. How does an increase in surface area affect the rate of a chemical reaction?
8. Give an everyday example of how surface area affects rates of chemical reaction.
77
Name
Date
Class
Enrichment
LESSON 4
Whats the difference?

If you begin paying attention to all the
physical and chemical changes going on
around you, you will have countless
opportunities to become an expert at telling
the difference between them.
Dawn to Dusk
In the morning, the cold water you
place on the stove begins to boil for hot
cereal. You notice the condensation of
steam vapor on the bathroom mirror. After
breakfast, you put on your warm leather
jacket and thick-soled boots, because last
nights rain turned from water to ice on the
sidewalk.
You take a bus to meet a friend. Inside
the buss engine, gasoline is being burned
in the presence of oxygen; a release of
energy moves the bus. The burning fuel also
produces some exhaust in the form of

carbon monoxide and other chemicals. You
get off the bus near a big statue in your
towns main square. The statue has turned
green with a patina of hydrated copper
carbonate.
You and your friend meet and walk to
the library. Your breath comes out as steam
in the chilly air. You get your favorite
carbonated beverage to drink and watch as
bubbles come up out of the solution. You
board the bus for home, rubbing your
hands together rapidly to keep them warm.
Seeing Is Believing
Looking back on your day, you smile as
you realize how many chemical and physical
changes you noticedand how well you
understood them.
1. Identify each of the following changes as physical or chemical. Give a reason for each
answer.
a. cold water heating to its boiling point

b. gasoline and oxygen combining to release energy and waste products, including
carbon monoxide
c. carbon dioxide gas escaping from a solution in the form of bubbles

2. Draw Conclusions Methods for cleaning clothing have not always been as efficient as
they are today. Fabric was sometimes soaked in buttermilk and left in the Sun. The
lactic acid in the buttermilk combined with the sunlight, causing the fabric to bleach
white. Do you think that was a physical or a chemical change? Suppose you want to
bleach a stain out of your favorite white sweatshirt today. Would this require a physical
or chemical change? Why?
78
Name
Date
Challenge
Class
LESSON 4
Which change is which?

Using items from the materials list below, design an investigation that will result in a
physical change in a material and a chemical change in the same material.
For each investigation:
1. Write a hypothesis.
2. Write a procedure.
3. Carry out your procedure.
4. Record your observations.
5. Record your conclusions. Explain how you arrived at your conclusion.
Materials List:
two 50-mL beakers
one whole piece of sidewalk or blackboard chalk broken in half
30 mL household white vinegar, 9 percent solution
30 mL water
mortar and pestle

Hypothesis 1: Physical Change
Hypothesis 2: Chemical Change
Procedure 1:
Procedure 2:
Observations:
Observations:
Conclusion:
Conclusion:
79
Name
Date
Class
Lesson Quiz A
LESSON 4

Multiple Choice
1. Which situation is proof that a chemical change occurred?

A. change in color
B. appearance of bubbles
C. formation of a new substance
2. An increase in the temperature of the reactants would cause a chemical reaction to
A. explode.
B. speed up.
C. slow down.
3. Which equation contains 3 different elements?
A. Pb + S > PbS
B. Fe2 + 3O > Fe2O3
C. Ca + CO3 > CaCO3
Completion
Directions: On each line, write the term from the word bank that correctly completes each sentence. Each term is
used only once.
chemical equation
chemical property
energy change
4. A(n)
is a characteristic of matter that can be observed as it

changes to a different type of matter.
5. A(n)
always results in the formation of new substances.
6. A(n)
is one sign that a chemical change might have
occurred.
7. A(n)
80
must be balanced, because mass is conserved.
chemical change
Name
Date
Class
Lesson Quiz B
LESSON 4

Matching
Directions: On the line before each definition, write the letter of the term that matches it correctly. Not all
terms are used.
1. characteristic of matter that can be observed as it

changes to a different type of matter
A. chemical formula
B. chemical change
2. results in the formation of new substances
C. chemical equation
3. statement that describes a reaction
D. chemical property
Short Answer
4. Explain why chemical equations must be balanced.
5. List three signs that indicate a chemical change might have occurred.
6. Identify the evidence you would need to prove that a chemical reaction has occurred.
7. Relate the concentration of the reactants in a chemical reaction to the rate at which
the reaction occurs.
81
Name
Date
Lab A
Class
12 class periods
Design an Experiment to Solve a Crime

Recall how you can use properties to identify and compare substances. You now will apply
those ideas to solving a crime. You will be given evidence collected from the crime scene
and from the suspects house. As the investigator, decide whether evidence from the crime
scene matches evidence from the suspect. What tests will you use? What does the evidence
tell you?
Question
Determine which factors about the evidence you would like to investigate further. Consider
how you can describe and compare the properties of each piece of evidence. Evaluate the
properties you will observe and measure, and decide whether it would be an advantage to
classify them as physical properties or chemical properties. Will the changes that the evidence
will undergo be helpful to you? Think about controls, variables, and the equipment you have
available. Is there any way to match samples exactly?
Materials
laboratory equipment, such as a balance, test tubes, a graduated cylinder, stirrers, droppers,
a magnifying lens, and a magnet
testing substances, such as vinegar, iodine, red cabbage, or other indicator comparison
powders, such as baking soda, sugar, ascorbic acid, and cornstarch
objects collected from crime scene
water
Safety
Procedure
2. Write the procedures you will use to answer your question.
Include the materials and steps you will use to test each piece of evidence.
By the appropriate step in the procedure, list any safety procedures you should
observe while performing the investigation.
Organize your steps by putting them in the graphic organizer on the next page.
Have your teacher approve your procedures.
82
objects collected from suspect
Name
Date
Class
Lab A continued
crime scene
evidence
question
suspect
evidence
test 1
test 2
test 3
3. Begin by observing and recording your observations on each piece of evidence.
What can you learn by comparing physical properties? Are any of the samples
made of several parts?
4. Use the available materials to test the evidence.

Accurately record all observations and data for each piece of evidence.
5. Add any additional tests you think you need to answer your questions.
Lab Tips
Dont overlook simple ideas such as matching the edges of pieces.
Can you separate any of the samples into other parts?
Always get your teachers approval before trying any new test.
83
Name
Date
Class
Lab A continued
6. Examine the data you have collected. What does the evidence tell you about whether
the crime scene and the suspect are related?
7. Write your conclusions below. Be thorough because these are the notes you would
use if you had to testify in court about the case.
8.
Analyze Which data suggest that evidence from the crime scene was or wasnt
connected to the suspect?
Draw Conclusions If you were to testify in court,

what conclusions would you be able to state
confidently based on your findings?
Remember to use scientific

methods.
Make Observations
Ask a Question
Form a Hypothesis
Test your Hypothesis
10.
The Big Idea How does understanding physical

and chemical properties of matter help you to solve
problems?

Communicate Results
Communicate Your Results

Compare your results with those of other teams. Discuss the kinds of evidence that might
be strong enough to convict a suspect.
84
9.
Name
Date
Lab B
Class
12 class periods
Design an Experiment to Solve a Crime

Recall how you can use properties to identify and compare substances. You now will apply
those ideas to solving a crime. You will be given evidence collected from the crime scene
and from the suspects house. As the investigator, decide whether evidence from the crime
scene matches evidence from the suspect. What tests will you use? What does the evidence
tell you?
Question
Determine which factors about the evidence you would like to investigate further. Consider
how you can describe and compare the properties of each piece of evidence. Evaluate the
properties you will observe and measure, and decide whether it would be an advantage to
classify them as physical properties or chemical properties. Will the changes that the evidence
will undergo be helpful to you? Think about controls, variables, and the equipment you
have available. Is there any way to match samples exactly?
Materials
laboratory equipment, such as a balance, test tubes, a graduated cylinder, stirrers, droppers,
a magnifying lens, and a magnet
testing substances, such as vinegar, iodine, red cabbage, or other indicator comparison
powders, such as baking soda, sugar, ascorbic acid, and cornstarch
objects collected from crime scene
objects collected from suspect
water
Safety
Procedure
2. Write the procedures you will use to answer your question. Include the materials and
steps you will use to test each piece of evidence. By the appropriate step in the procedure,
list any safety procedures you should observe while performing the investigation. Organize
your steps by putting them in the graphic organizer on the next page. Have your teacher
approve your procedures.
85
Name
Date
Class
Lab B continued
crime scene
evidence
question
suspect
evidence
test 1
test 2
test 3
3. Begin by observing and recording your observations on each piece of evidence. What
can you learn by comparing physical properties? Are any of the samples made of
several parts?
data for each piece of evidence.
5. Add any additional tests you think you need to answer your questions.
Lab Tips
Dont overlook simple ideas such as matching the edges of pieces.
Can you separate any of the samples into other parts?
Always get your teachers approval before trying any new test.
86
4. Use the available materials to test the evidence. Accurately record all observations and
Name
Date
Class
Lab B continued
6. Examine the data you have collected. What does the evidence tell you about whether
the crime scene and the suspect are related?
7. Write your conclusions below. Be thorough because these are the notes you would use
if you had to testify in court about the case.
8. Analyze Which data suggest that evidence from the crime scene was or wasnt connected
to the suspect?
9. Draw Conclusions If you were to testify in court, what conclusions would you be able
to state confidently based on your findings?
10.
The Big Idea How does understanding physical and

chemical properties of matter help you to solve problems?
Remember to use scientific

methods.
Make Observations
Ask a Question
Form a Hypothesis
Communicate Your Results

Compare your results with those of other teams. Discuss
the kinds of evidence that might be strong enough to
convict a suspect.
Test your Hypothesis

Communicate Results
Extension
Research the difference between individual and class evidence used in forensics. Decide
which class of evidence your tests provided.
87
Name
Date
Class
Lab C
Investigating Rates of Reactions

Directions: Use the information and data from the Lab Design an Experiment to Solve a Crime to perform
this lab.
You have learned that the physical and chemical properties of matter can be used to solve
problems. In Lab B, you investigated evidence of your choice to help solve a crime. Now
use materials that you have been provided with to demonstrate that surface area and
concentration are two characteristics that determine the rate of reactions.
Please note you must complete Lab B before beginning Lab C. Also, have your teacher
approve your design and safety procedures before beginning your experiment.
88
Name
Date
Class
End-of-Chapter Practice
Directions: Work with a group to design a model desalination plant.
Desalination changes salt water into freshwater, which can then be used for drinking and
other purposes. Find out more about desalination plants. Have different group members
research and report on the following questions:
How do desalination plants work?
What are the advantages and disadvantages of

different desalination methods?
As a group, use your research results to decide how to make a model desalination plant.
Answer the following questions:
Which design will we

use?
Which source of
energy will we use?
Which materials will

we need?
How will we evaluate

the models
performance?
Assign responsibilities to each group member. Then construct and test your model.
Afterwards, evaluate your model.
What was the easiest part of making your
model? The hardest part?
What improvements could you make?
Model requirements:
includes research component
includes data from multiple trials
includes recommendations for improvements
includes contributions from all group members
89
Name
Date
Class
Chapter Test A
Multiple Choice
1. Chemical equations are used to describe

A. changes in state.
B. chemical changes.
C. chemical properties.
2. Magnetism is a physical property that could be used to separate a mixture of
A. sugar and salt.
B. salt and water.
C. iron filings and sand.
3. Color change, odor change, and bubbles are signs that a(n)
might have
occurred.
A. energy change
B. physical change
C. chemical change
Matching
Matching Set 1
4. occurs when thermal energy is added to a liquid
A. melting
5. occurs when a solute mixes evenly in a solvent
B. dissolving
6. occurs when thermal energy is added to a solid

7. occurs when thermal energy is removed from a
C. boiling
D. freezing
liquid
Matching Set 2
8. matter that consists of just one kind of atom
A. element
9. matter in which individual substances are not
B. compound
evenly mixed
10. matter containing atoms of two or more elements

chemically bonded together
C. homogeneous mixture
D. heterogeneous
mixture
11. matter in which substances are evenly mixed but

not chemically bonded
90
used only once.
Name
Date
Class
Chapter Test A continued

Interpreting a Diagram
Directions: Complete this concept map by choosing terms from the word bank and writing them in the correct
spaces. Each term is used only once.
ability to burn
chemical changes
chemical properties
deposition
melting point
physical changes
physical properties
rusting
Matter
has characteristics
that are classified as
12.
13.
can be changed by
14.
15.
which are
which are
which are
which are
characteristics of
matter that can be
observed without
changing the
identity of the
matter,
characteristics of
matter that can be
observed only as it
changes to a
different kind of
matter,
changes in
which the matters
identity stays the
same,
changes in matter
that result in the
formation of new
substances,
such as
such as
such as
such as
16.
17.
18.
19.
91
Name
Date
Class
Chapter Test A continued

Short Answer
20. Define substance.
21. Identify two ways that the rate of a chemical reaction could be increased.
22. Distinguish Tell one way that the nucleus of a boron atom (atomic number 5) differs
from the nucleus of an oxygen atom (atomic number 8).
Directions: Respond to each statement on the lines provided. Use complete sentences.
23. Identify the process that occurs when sugar is stirred into hot tea. Then identify one
way that the sugar and the tea could be separated.
24. Infer Burning is a chemical reaction. Use what you know about chemical reactions to
infer the total mass of the ashes and invisible gases, such as carbon dioxide, produced
when a 1 kg log burns. Explain your answer.
92
Concept Application
Name
Date
Class
Chapter Test B
Multiple Choice
1. The chemical equation for the reaction that occurs when propane gas burns is
shown below. What are the products of this reaction?
C3H8 + 5O2 3CO2 + 4H2O

A.
B.
C.
D.
C3H8 and 5O2

5O2 and 3CO2
4H2O and C3H8
3CO2 and 4H2O
2. Which physical property would be most useful for separating the substances in
a saltwater solution?
A. mass
B. density
C. magnetism
D. boiling point
3. A change in
A. size
B. state
C. smell
D. shape
is a sign that a chemical change might have occurred.
Matching
Directions: On the line before each definition, write the letter of the term that matches it correctly. Not all terms are used.
4. occurs when thermal energy is added to a liquid

5. occurs when a solute mixes evenly in a solvent
A. heterogeneous
mixture
B. melting
6. occurs when thermal energy is added to a solid
C. condensation
7. occurs when thermal energy is removed from a liquid
D. element
8. matter that consists of just one kind of atom
E. dissolving
9. matter in which substance are not evenly mixed
F. homogeneous
10. matter containing atoms of two or more elements

chemically bonded together
11. matter in which substances are evenly mixed but

not chemically bonded
mixture
G. boiling
H. freezing
I. compound
93
Name
Date
Class
Chapter Test B continued

spaces. Not all terms are used.
ability to burn
chemical changes
chemical properties
deposition
elements
matter
melting point
physical changes
physical properties
solution
rusting
Matter
has characteristics
12.
14.
15.
which are
which are
which are
characteristics of
matter that can be
observed without
changing the
identity of the
matter,
characteristics of
matter that can be
observed only as it
changes to a
different kind of
matter,
changes in
which the matters
identity stays the
same,
changes in matter
that result in the
formation of new
substances,
such as
such as
such as
such as
17.
18.
19.
which are
16.
94
13.
can be changed by
Name
Date
Class
Chapter Test B continued

Short Answer
20. Oxygen and carbon dioxide are two kinds of substances. What are two other specific
kinds of matter that are substances? Explain why each is classified as a substance.
21. Relate In a chemical reaction between a solid and a liquid, relate the amount of surface
area of the solid to the rate at which the reaction occurs.
22. Analyze What question could you ask about the components of two atoms to find out
if the atoms are of the same element or of different elements?
23. Model Why can the equation shown below be used to model conservation of mass?
CH4 + 2O2 CO2 + 2H2O
Concept Application
Directions: Respond to the statement on the lines provided. Use complete sentences.
24. At the beach, you scoop up a bucket of sandy salt water. Apply what you know about
physical properties and separating mixtures to explain how you could separate the
sand, the salt, and the water.
95
Name
Date
Class
Chapter Test C
Multiple Choice
1. Which item is NOT shown in a balanced chemical equation?

A. the products of the reaction
B. the rate at which the reaction occurs
C. the reactants present before the reaction
D. the conservation of mass during the reaction
2.
A.
B.
C.
D.
is least likely to be useful in separating the substances in a mixture.

mass
density
solubility
magnetism
3. Which activity could be a sign that a chemical change has occurred?

A. a solid melts
B. a substance dissolves
C. a liquid changes color
D. an object change shape
Directions: On each line, write the term that correctly completes each sentence.
4.
is the change in state that occurs when thermal energy is

added to a liquid.
5.
occurs when a solute mixes evenly in a solvent.
6.
is the physical change that occurs when thermal energy is

added to a solid.
7. When thermal energy is removed from a liquid,

8. A(n)
9. In a(n)
can occur.
is a type of matter made up of just one kind of atom.

, substances are not evenly mixed and are not
chemically bonded.
10. Matter containing atoms of two or more elements that are chemically bonded
together is called a(n)
11. In a(n)
.
, substances are evenly mixed but not chemically
bonded.
96
Completion
Name
Date
Class
Chapter Test C continued

spaces. Not all terms are used.
ability to burn
chemical changes
chemical properties
deposition
elements
matter
melting point
physical changes
physical properties
solution
rusting
Matter
has characteristics
12.
13.
can be changed by
14.
15.
which are
which are
which are
which are
characteristics of
matter that can be
observed without
changing the
identity of the
matter,
characteristics of
matter that can be
observed only as it
changes to a
different kind of
matter,
changes in
which the matters
identity stays the
same,
changes in matter
that result in the
formation of new
substances,
such as
such as
such as
such as
16.
17.
18.
19.
97
Name
Date
Class
Chapter Test C continued

Short Answer
20. Evaluate the following statement: Carbon dioxide is not a substance, because it is
made up of more than one kind of atom. Is this statement correct or incorrect?
21. Summarize Increasing temperature, increasing concentration, and increasing surface

area increase the rate at which chemical reactions occur. Write a sentence that summarizes
the single reason why all these factors increase reaction rate.
22. Relate Balance the following chemical reaction. Then write a sentence that explains
how the balancing of equations is related to conservation of mass.
C3H8 + O2 CO2 + H2O
Defend your position using information about changes in matter.
Concept Application
Directions: Respond to the statement on the lines provided. Use complete sentences.
24. Assess Long ago, alchemists tried to change common metals and other elements into
gold. Identify how alchemists would have had to change an atom for it to become an
atom of a different element.
98
23. A friend states that ice and water are two completely different substances. You disagree.
Teacher Pages
Lesson Outlines for Teaching
T10
Answers
T2
T1
Lesson Outline for Teaching

Lesson 1: Classifying Matter
A. Understanding Matter
1. Matter is anything that has mass and takes up space.
2. A(n) atom is a small particle that is a building block of matter.
B. Atoms
1. A(n) nucleus is at the center of the atom.
a. The nucleus is made up of protons, which have a(n) positive charge, and
neutrons, which have no charge.
b. Electrons have a(n) negative charge and move quickly around the nucleus.
2. Not all atoms have the same numbers of protons, neutrons, and electrons.
C. Substances
1. A(n) substance is matter with a composition that is always the same.
2. One type of substance is a(n) element, which contains only one type of atom.
a. Each type of atom contains a different number of protons in its nucleus.
b. The number of protons in an atom is called the atomic number of the atom.
c. Most elements consist of individual atoms, but the atoms of some elements exist
in groups.
3. A(n) compound is a type of substance containing atoms of two or more different

a. A chemical formula is the combination of symbols and numbers that represents
a compound.
b. The symbols in a chemical formula show the different elements in the compound.
c. The number of each type of atom in a chemical formula is given by a(n) subscript.
d. If no subscript is written, only one atom of the element is in the chemical formula.
4. The properties of a(n) compound are different from the properties of the elements
it contains.
D. Mixtures
1. A(n) mixture is matter that can vary in composition.
a. The components of a mixture are physically blended together, so they can be
separated by physical means.
b. The amounts of different components of a mixture can vary from one sample to
another.
2. In a(n) heterogeneous mixture, the individual substances are not evenly mixed.
T2
elements chemically bonded together.

3. In a(n) homogeneous mixture, the individual substances are evenly mixed.
a. Another name for a homogeneous mixture is a(n) solution.
b. In a solution, one or more solutes are dissolved in the solvent, which is the
substance that is present in the largest amount.
c. When something dissolves, it forms a solution by mixing evenly.

E. Compounds v. Solutions
1. Chemical formulas can be used to describe compounds but not solutions.
2. The components of a compound are chemically combined, but the components of
a solution are physically combined.
3. The composition of a(n) solution can vary, but the composition of a(n) compound
does not vary.
Discussion Question
Methane contains the elements carbon and hydrogen. What else do you need to know to
find out whether methane is a compound or a mixture?
You need to know whether the elements are chemically combined or physically combined.
T3

Lesson 2: Physical Properties
Physical Properties
1. A(n) physical property is a characteristic of matter that you can observe or measure
2. State of matter is a physical property.

a. The common states of matter on Earth are solid, liquid, and gas.
b. The state of matter depends on how close the particles are and how quickly they
move.
3. Some physical properties are size-dependent, which means the measurement of the
property depends on how much matter is present.
4. Mass is a size-dependent property because it is a measure of the amount of matter

in a sample.
a. Mass is sometimes confused with weight, which is the pull of gravity on matter.
b. Weight changes with location, but mass does not.
5. Volume is the amount of space something takes up.
6. Other physical properties are size-independent because they do not depend on how
much matter is present.
7. Melting point and boiling point are size-independent properties.

a. Melting point is the temperature at which a(n) solid changes to a(n) liquid.
8. Density is the amount of mass per unit volume.

9. Electrical conductivity is the ability of matter to carry an electric current; thermal
conductivity is the ability of matter to carry thermal energy.
10. Solubility is the ability of one substance to dissolve in another.

11. The parts of a mixture can be separated using the physical properties of the
components.
a. Salt and water can be separated because the boiling point of water is much lower
than that of salt.
b. A solid can be separated from a liquid by filtering if the solid does not dissolve in
the liquid.
c. Oil and water can be separated because they have different densities.
d. A(n) magnet can be used to separate materials that contain iron from other
materials.
T4
b. The temperature at which a liquid changes to a gas is the boiling point.

Discussion Question
Give an example of two substances you could separate using the boiling-point method and
two substances you could separate using the filtering method.
Sample answers: boiling pointsugar and water; filteringsand and water
T5

Lesson 3: Physical Changes
A. Physical Changes
1. In a(n) physical change, the matters identity stays the same.
a. A physical change involves a change in size, shape, form, or state.
b. Although the matters identity stays the same, its properties might change.
2. When food is chewed, matter undergoes a physical change in shape and size.
3. Matter undergoes a physical change when it changes from one state to another.
a. A change in state involves a change in the energy of the particles.
b. The energy of particles changes when thermal energy is added or removed.
4. When thermal energy is added to particles, they move faster and temperature
increases.
a. When particles move faster, they can overcome the attractive forces that hold
them together.
b. When enough energy is added to a solid for it to change to a liquid, the solid has
reached its melting point.
c. When enough energy is added to a liquid for it to change to a gas, the liquid has
reached its boiling point.
d. Sometimes, when energy is added to a solid, it undergoes sublimation, in which

it changes directly from a solid to a(n) gas without first becoming a(n) liquid.
decreases.
a. When particles move slower, they are drawn closer together by attractive forces
between them.
b. When enough energy is removed from a gas for it to change to a liquid, the gas
condenses.
c. When enough energy is removed from a liquid for it to change to a solid, the
liquid freezes.
d. If a gas changes directly to a solid without first becoming a liquid, the gas
undergoes deposition.
6. Melting and freezing are reverse processes, as are condensation and boiling and
sublimation and deposition.
7. Dissolving, during which one substance evenly mixes with another substance, is
also a physical change.
8. Some types of physical changes are reversible, such as when a solid changes to a
liquid and then the liquid changes back into a(n) solid.
T6
5. When thermal energy is removed from particles, they move slower and temperature

B. Conservation of Mass
1. The particles that are present before a physical change are also present after the
change.
2. Therefore, mass also is the same before and after a physical change.
Discussion Question
Are all physical changes reversible? Explain.
No; changes in shape or size (such as cutting paper) are not reversible, though changes in
state and dissolving are reversible.
T7

Lesson 4: Chemical Properties and Changes
A. Chemical Properties
1. A(n) chemical property is a characteristic of matter that can be observed as it
changes to a different type of matter.
2. The ability of a fuel to burn is one example of a chemical property, and the ability
of iron to rust is another example.
B. Comparing Properties
1. All matter can be described by using its physical properties and its chemical
properties.
2. The difference in the types of properties is whether or not the matter changed
identity while it was being observed.
C. Chemical Changes
1. A(n) chemical change is a change in matter in which the substances that make up
the matter change into other substances that have new physical and chemical
properties.
2. New substances that are formed no longer have the same identity because they no
longer have the same properties.
D. Signs of Chemical Change

1. The formation of bubbles can indicate a chemical change.
3. When fruit rots, changes in color and odor show that a chemical change occurred.
4. These signs of chemical change only show that a(n) chemical change might have
occurred; some of these signs also occur during physical changes.
5. The only sure sign that a chemical change occurred is when new substances form.
E. Explaining Chemical Reactions
1. Another name for a chemical change is a(n) chemical reaction.
2. A chemical reaction occurs when atoms rearrange during a chemical change.
3. A chemical reaction can be represented by a(n) chemical equation, which shows
the chemical formula of each substance in the reaction.
a. A(n) arrow indicates that a reaction takes place.

b. The formulas to the left of the arrow in the equation represent the reactants,
which are the substances that are present before the reaction began.
c. The formulas to the right of the arrow in the equation represent the products,
which are the substances that are present after the reaction is complete.
T8
2. Energy is released during a fireworks explosion because a chemical change occurred.

4. Chemical equations must be balanced, because mass is conserved during a chemical
reaction.
a. When balancing a chemical equation, you cannot change the chemical formula
of any reactant or product.
b. To balance the equation, numbers called coefficients are placed in front of the
chemical formulas.
F. The Rate of Chemical Reactions

1. Higher temperature usually increases rate of reaction because the particles move
more quickly and collide harder.
2. Concentration is the amount of substance in a certain volume. Reaction rate

increases when concentration increases.
3. Surface area affects reaction rate if at least one reactant is a solid. Reaction rate is
faster if surface area is large.
Discussion Question
What can a baker do to slow down the chemical reaction that causes bread to mold?
He or she can reduce the temperature at which the bread is kept or increase the
concentration of anything added to keep the bread fresh.
T9
Answers
What do you think? (page 1)
MiniLab (page 12)
1. Disagree; different substances contain different

types of atoms.
1. Protons and neutrons are about the same size,

but they are much larger than electrons.
2. Agree; tests must be performed to determine

whether the object is an element, a compound,
or a mixture.
2. Electrons are constantly in motion and form a

cloud around the nucleus. This model doesnt
have much movement.
3. Disagree; mass never changes based on

location, but weight can.
3. Answers will vary. Possible answer: They are

made of the same three types of particles. The
number of electrons and protons is the same
for each atom. For different elements, the
number of protons in an atom is different.
4. Agree; each part of a mixture has a unique

boiling point.
5. Disagree; heating a material increases the
energy of its particles.
Content Practice A (page 13)
6. Disagree; when you stir sugar into water, the

particles mix but do not bond together.
1. G
7. Agree; when wood burns, new materials such

as water and carbon dioxide form.
3. I
8. Agree; increased temperature increases the

rate of chemical change.
5. B
2. A
4. C
6. H
Lesson 1
7. E
Launch Lab (page 8)
8. F
1. No; each object has one part or more than

one part, so the same object could not go into
both Groups A and B. Objects from Groups A
and B can go into Group C, as long as no
objects that are identical to them are already
in the group.
3. Answers will vary. Possible answer: I could

group things that look like one substance,
such as aluminum foil, clear glass, or water,
into one group and objects that clearly are
made from more than one substance, such as
soil or wood, into another group.
Content Vocabulary (page 9)

1. matter
2. unique
3. element
4. substance
5. homogeneous mixture
6. atom
7. heterogeneous mixture
Content Practice B (page 14)

1. protons, neutrons, and electrons
2. Protons have a positive charge. Neutrons
have no charge. Electrons have a negative
charge.
3. substances and mixtures
4. Substances do not vary in composition.
Mixtures can vary in composition.
5. Each element is made of one type of atom.
6. Each compound is made of atoms of two or
more different elements chemically bonded
together.
7. You can determine the different atoms that
make up a compound. You also can determine
how the atoms combine.
8. A heterogeneous mixture contains substances
that are unevenly mixed. A homogeneous
mixture contains substances that are evenly
mixed.
9. A solvent is the substance that is present in
the largest amount in a solution. All other
substances in a solution are called solutes.
8. compound
9. dissolve
10. mixture
T10
2. Answers will vary. Possible answers: books

(covers and pages), chairs (seats, legs, backs,
screws).
9. D
Answers continued
4. A
School to Home (page 15)

1.
5. name
6. atomic number
Type of Matter
element
Definition
Example
An element is a
substance that
consists of one
type of atom.
Sample
answer:
aluminum,
gold, boron
A compound is a
substance
containing atoms
of two or more
different elements
chemically bonded
together.
Sample
answer:
carbon
dioxide,
table salt,
pure water
heterogeneous
mixture
A heterogeneous
mixture is a
mixture in which
the individual
substances are not
evenly mixed.
Sample
answer:
sandy
water, fruit
salad
homogeneous
mixture
A homogeneous
mixture is a
mixture in which
the individual
substances are
evenly mixed.
Sample
answer:
apple juice,
salt water
7. symbol
Key Concept Builder (page 18)

1. HO
2. HE, HO
3. S
compound
4. S
5. HO
6. HE
7. HO
8. matter with a composition that is always
the same
9. matter that can vary in composition
10. Mixtures can be separated by physical
means because they are not chemically
combined. Substances are chemically
combined, so they cannot be separated by
physical means.

1. has mass and takes up space
2. atoms
34. (in either order) substances, mixtures
5. does not
67. (in either order) elements, compounds
2. Students diagrams should include a central

nucleus containing the protons and neutrons
and show electrons moving around the nucleus.

1. matter
2. composition
3. atoms
4. combination
5. substances
67. (in either order) elements, compounds
Drawing: Student drawings should show
protons and neutrons in the nucleus of the
atom. Electrons should be in the electron
cloud outside of the nucleus. (Possible caption)
Atoms make up most matter on Earth, including
substances. A given substance is always made
of one or more kinds of atoms in the same
combination.

1. A
8. atom
9. periodic table
10. atomic number
11. elements
12. chemically bonded
13. formula
14. can
1516. (in either order) heterogeneous mixture,
homogeneous mixture
17. unevenly
18. evenly
Enrichment (page 20)

1. Lead has an atomic number of 82, and nickel
has an atomic number of 28. The sum of the
two numbers is 110.
2. Students should choose any two solid, metal
elements whose atomic masses add up to 129.
Examples include silver 47 plus lead 82 and
palladium 46 plus bismuth 83.
2. C
3. B
T11
Answers continued
Challenge (page 21)
3. T
Students will have a choice of which dimension to

measure. Their choices should be stated clearly
because it will affect the instrument they use and
the unit they choose. Check that measures are
accurate and that their choices are reasonable. For
example, a book should be measured in centimeters,
not meters. Therefore, a metric ruler is the most
reasonable choice, not a meterstick.
4. F; The density of an object can be calculated

by dividing the objects mass by its volume.
For completed table, see page T21.
Lesson Quiz A (page 22)

Matching
1. A
2. C
3. B
4. D
Multiple Choice
5. A
5. F; A physical property is a characteristic

of matter that you can observe or measure
6. T
MiniLab (page 29)

1. Yes; the weight changed, as shown by a
change in reading on the scale.
2. Students might suggest that they could partially
support the washers with their hand or weigh
them on the Moon.
3. Weight is dependent on gravity, but mass is not.

1. physical property
2. gas
6. B
3. matter
7. C
4. size-dependent
8. C
5. Weight
Lesson Quiz B (page 23)
6. space
Matching
1. A
7. size-independent
8. Density
2. D
9. conduct
3. C
10. dissolve
4. F
6. B
7. A
8. D
Lesson 2
Launch Lab (page 25)
1. Answers will vary. Possible answer: Clues that
are specific enough to narrow down the
possibilities are the most helpful.
2. Students might realize that it is easier to
describe an object than a substance because
an object has specific measurable properties,
such as shape and size. This might encourage
them to think about properties that can be
measured, such as boiling point or density.
3. Answers will vary. Possible answer: I use similar
clues to recognize people, places, and things
around me.

1. Figure A represents a solid. Its particles are
very close together.
2. Figure B represents a liquid. Its particles are
slightly farther apart than those in a solid and
closer together than those in a gas.
3. Figure C represents a gas. Its particles are
farther apart than those in a solid or liquid,
and they are moving very quickly.
4. (Possible answer) An iceburg is a solid. The
water in the ocean is a liquid. Water vapor in
the air is a gas.
5. (Possible answers include any three of the
following.) mass, volume, melting point,
boiling point, density, conductivity, solubility
6. It is more difficult to change the shape of a
solid. Its particles are very close together and
can vibrate only back and forth. The particles
of a liquid can move past one another.
Language Arts Support (page 32)

1. of
2. in
1. F; Mass is the amount of matter in an object.
3. above
2. T
4. on
T12
Multiple Choice
5. C
Answers continued
5. of
8. mass and volume
6. below
9. Thermal conductivity is the ability of a

material to conduct thermal energy. Electrical
conductivity is the ability of matter to
conduct electric current.
7. at
Language Arts Support (page 33)

Answers will vary. Possible answers:
1. size-independent
2. Cooking pots are often made of stainless steel

because the metal has high thermal
conductivity.
3. size-dependent
3. Jamil used powdered drink mix to make

lemonade. The powder was soluble in water.
4. Oxygen and aluminum are elements. They
consist of one type of atom.
5. Emilia and Sofia went over their notes, and
memorized the information for the test.
Math Skills (page 34)

1. 2.7 g/cm3
2. 13.5 g/cm3
3. 3.5 g/cm3
4. 8.9 g/cm3
5. 11.3 g/cm3
6. 0.0002 g/cm3
1. Read the chapter in your textbook and use the

glossary to look up any unfamiliar terms.
3. Students diagrams will vary based on the

products they have included in their density
columns. Students should note that the
materials with the lowest density are at the
top of the column of liquids and that those
with the greatest density are at the bottom of
the column of liquids.
4. Students lists will vary depending on the
materials included in the columns. Sample
answer: pancake syrup or honey; dishwashing
liquid, water, vegetable oil, rubbing alcohol

1. a characteristic of matter that you can observe
or measure without changing the identity of
the matter
2. the arrangement of atoms
3. solid, liquid, gas
4. how close the particles are to one another in
the matter and how fast they move
5. Mass is the amount of matter in something.
Weight is the pull of gravity on matter.
6. A property is size-dependent if its value
depends on the size of a sample.
7. A substance changes from a solid to a liquid
when it reaches its melting point. It changes
from a liquid to a gas when it reaches its
boiling point.
2. mass
4. size-dependent
5. the amount of space something occupies
6. the temperature at which a material changes
state
7. density
8. size-independent
9. the ability of matter to conduct electricity or
heat
10. solubility
11. size-independent

Students should put check marks before 1, 3, 4, 5,
and 7.
Student drawings will vary. A drawing might show a
magnet held over a mixture containing paper clips
and erasers. The paper clips would be attracted to
the magnet. The caption might read: A magnet can
be used to separate a mixture of metal paper clips
and rubber erasers.

(Possible answers)
1. Pour a liquid off a solid.
2. Separate mixtures into their parts by
filtration.
3. Heat a mixture until one part melts or boils.
4. Observe which objects sink; objects with
greater density sink in objects with less
density.
5. Dissolve a soluble material to separate it from
a material that has less solubility.
6. Attract iron from a mixture of materials.

1. Temperature is a measure of the average
kinetic energy, or energy of motion, in a
sample of atoms. By definition, slowing
the average speed of the atoms lowers the
temperature of the sample.
2. Sweating and the final cooling step in the
magnetic field rely on evaporative cooling. In
the case of sweating, particles with higher
energy are more likely to escape the liquid
sweat and go into the gaseous state. In the
T13
Answers continued
magnetic trap, particles that have higher
energy are more likely to escape the trap,
leaving behind lower-energy particles. Because
temperature is a measure of the average
kinetic energy of the particles, lower energies
translate into lower temperatures.
Challenge (page 41)

1. Most communities have some kind of
recycling program, and if yours doesnt,
chances are that a community or city nearby
does. Responses will vary according to the
availability of a facility.
2. Policies vary with the recycling center. Most
centers accept aluminum, paper, cardboard,
glass, and some plastics according to the
stamped code on the container. There is
usually some provision made for hazardous
materials.
3. Some containers need to be rinsed, if not for
the recycling center, then for reducing pests
while materials are waiting to be recycled.
Hazardous materials have special rules set by
the center.
4. This will vary. Some centers will pay for
aluminum.
5. Larger cities have curbside pickup, which
may require sorted paper, plastics, glass, and
aluminum set out in special containers. Other
cities have single-stream recycling, which
allows residents to place all recyclables in one
cart rather than sorting them.
7. Some materials can be identified by sight,

such as aluminum and glass. Others can be
sorted by measuring other physical properties,
such as density, color, and mass. Plastics can
be sorted by their recycling codes.
8. Mixtures can be separated by distillation,
filtration, evaporation, and magnetism.
Separation by hand is still best for recycling.
9. Some materials such as aluminum and
glass can be melted and remolded without
changing their chemical composition. Some
plastics react chemically when they are
melted and cannot be separated into their
original components.
Skill Practice (pages 4243)

7. Volumes and densities will depend on the
objects used. The density of metals will
generally range from 2.7 g/mL (Al) to 8 g/mL
T14
8. Students might say that one or more of the

materials from the two bags had similar
densities. They should NOT say that they are
from the same source unless they can actually
match broken edges.
9. This procedure can be used or modified to
calculate the density of any solid object. The
density of unknown objects can be compared
with known objects to help identify them.

True or False
1. T
2. F; gas
3. F; mass
4. T
5. F; mixture
Multiple Choice
6. A
7. A
8. C

Completion
1. gas
2. physical
3. Solubility
4. Mass
5. mixture
Multiple Choice
6. C
7. D
8. A
Lesson 3
1. Students might say that the sugar is still
present because sugar water tastes sweet like
sugar, and the mass doesnt change.
2. When matter undergoes a physical change
such as dissolving or changing state, its mass
stays the same because the same amount of
matter is still present.

1. a change in size, shape, form, or state of matter
in which the matters identity stays the same
2. Possible answer: When food is being chewed;
The chewing breaks food into smaller pieces,
changing its size and shape but not its
composition.
6. Students should include in a plan that bins

should be located conveniently, yet out
of the way. Also, containers should be
labeled for sorted materials, and they should
identify who is responsible for delivery to
the center and how often materials should be
collected.
or more if you use a metal such as lead. Plastics

generally have densities ranging from
0.6 g/mL to 0.9 g/mL.
Answers continued
3. Possible answer: Ice melting into water; The
matter changes state, but the matters identity
stays the same.
4. Possible answer: Dissolving salt into water;
The salt disappears in the water, but if the
water is boiled off, the salt particles remain.
MiniLab (page 51)

1. The graph should have a negative slope at first
and then level out at 0C for several minutes.
It will then begin to drop again. The x-axis is
labeled Time; the y-axis is labeled Temperature.
All graphs should have an appropriate title.
1. solid
2. melting
3. liquid
4. boiling
5. gas
6. (Possible answer) Changes in State of Matter
7. When a solid melts, it changes into a liquid.
8. When a solid melts, it changes into a gas.
2. The water changed to ice at 0C.
1. You can add or remove thermal energy.
3. The ice/salt mixture was colder than the

water, so energy moved from the water into
the mixture. At 0C, the water lost so much
energy that it changed to a solid.
2. The particles speed up and move farther apart.

Concept Map: (in any order) size, shape, form, state
of matter
1. F; remains the same
2. F; thermal energy
3. T

1. shape
2. (in either order) size; shape
3. (in either order) shape; state of matter
4. state of matter
5. shape
3. the temperature at which a solid changes into

a liquid
4. the temperature at which a liquid changes
into a solid
5. Sublimation occurs when a solid changes
directly into a gas without first becoming
a liquid.
6. The particles slow down and move closer
together.
7. Condensation occurs when a gas changes into
a liquid.
8. Freezing occurs when a liquid changes into
a solid.
9. Deposition occurs when a gas changes into
a solid without first becoming a liquid.
6. (in either order) size; shape
1. dissolve
7. (Possible answer) cutting up food into small

pieces
2. physical change
8. No; the identity of matter does not change

only its physical properties change.
4. easy
9. No; the total mass of matter stays the same

because the particles are the same before and
after a physical change.

1. Sample answer: Chewing food changes the
size of food particles; folding clothes changes
the shape of clothing.
3. Salt water
5. boil
Drawing: Students may show a solution of salt water
in a beaker placed on a hot plate. As the solution
boils, the liquid water evaporates and the salts
remain behind. Accept all reasonable drawings.

1. 100 g + 20 g = 120 g
2. Sample answer: melting, boiling, and

sublimation
2. 382 g - 94 g = 288 g
3. Sample answer: condensation, freezing, or

deposition
4. A
4. Sample answer: When something dissolves, it

mixes evenly into a solvent to form a solution.
5. Sample answer: Mass is conserved means that
the amount of mass present before the
physical change is equal to the amount of
mass present after the physical change.
3. 228 g = 224 g = 4 g
5. C
6. C

1. A regular solid is highly organized in a rigidly
bound latticelike molecular structure. An
amorphous solid is rigidly bound but does not
T15
Answers continued
have the highly organized lattice or crystalline
molecular structure of a regular solid.
2. In this article, an amorphous solid might
make a fifth state of matter: gas, liquid, solid,
plasma, and amorphous solid. Other states of
matter may be discovered in the future as the
behavior of matter is observed more closely
and classified.
Challenge (page 60)
of reactions of their unknown substance with

the results from testing the controls.

Multiple Choice
1. A
2. B
Completion
3. Sublimation
Students should review some of the methods of

separating mixtures by physical means before
designing their demonstrations, such as filtration,
evaporation, centrifuging, decanting, and magnetic
separation.
4. boiling point
Mixture A
Separation Procedure: The washers can be extracted
from the sand by using a magnet.
8. Condensation
Additional Materials Needed: one bar or horseshoe

magnet
Rationale: This is a unique way of separating this
mixture, and it is efficient. Another way to separate
this mixture is to filter the sand out with a fine
sieve, leaving the washers behind.
Rationale: Each of the components has to be

separated by a different step. First, the salt will
dissolve in the water. If it were not for the water, the
salt and sand would be difficult to separate. With
the salt dissolved, the sand is easy to remove.
Mixture C
Separation Procedure: The coffee grounds can be
separated from the coffee by filtration.
Additional Materials Needed: one coffee filter held
in a sieve or in place by a rubber band over a small
bowl or beaker
Rationale: The coffee is a liquid, and the grounds are
solids that will not dissolve. They can be separated
most easily by simple filtration.
Skill Practice (pages 6162)

8. The substance turns black or purple with
iodine.
9. You have to find something each substance
does that no other substance does.
10. Responses will depend on the variable.
Students should compare the reactions or lack
T16
6. melting
7. Deposition

Multiple Choice
1. B
2. C
Completion
3. Sublimation
4. boiling point
5. freezing
6. melting
7. Deposition
8. Condensation
Lesson 4
1. The juice turned from purple to pink with
Substance A and from purple to blue with
Substance B.
2. Students might say that mixing the food
coloring was a physical change because they
were colored in the first place and the colors
just mixed. Substances A and B were colorless,
but the colors still changed.

1. concentration
2. chemical change
3. chemical property
4. Concentration is the amount of substance in
a certain volume.
5. A chemical change is a change in matter in
which the substances that make up the matter
change into other substances that have new
physical and chemical properties.
6. A chemical property is a characteristic of
matter that can be observed as it changes to
a different type of matter.
Mixture B
Separation Procedure: The salt will dissolve in the
water. The salty water can be decanted, leaving the
sand behind, or the entire mixture can be poured
through a filter. Then the salty water can be heated
until the water evaporates, leaving the salt crystals
behind.
Additional Materials Needed: one piece of filter
paper held in place by a rubber band over a small
bowl, electric hot plate, beaker
5. freezing
Answers continued
MiniLab (page 70)
1. When the calcium chloride was added, the
juice or indicator changed from purple to
blue. The bag became warm as the calcium
chloride dissolved. When the baking soda was
added, bubbles formed. Over several minutes,
the bubbles decreased and a white solid
formed. The color changed to pinkish-purple.
2. Sample answer: The color change, the bubbles,
and the white solid that formed indicate that
something new has been produced.
3. Sample answer: Not all energy changes indicate
a chemical change, because energy is gained
and lost during a change of state, which is a
physical change.

Top Row: (in any order) formation of bubbles,
change in color, change in energy, change in odor
Bottom Row: (in any order) concentration, surface
area, temperature

1. reactants
2. products

Concept Map (in any order): ability to burn, ability
to rust, ability to decompose
1. C
2. P
3. C
4. C
5. P

Students should put check marks before numbers 1,
3, 5, and 7.
9. A chemical change occurs when the
substances that make up matter change into
new substances that have different physical
and chemical properties.
10. (Possible answer) Iron and oxygen react to
form rust.
4. equation
1. A chemical equation shows the chemical

formula of each substance in a chemical
reaction.
5. balanced
2. It represents the reactants (iron and sulfur).
6. not balanced
3. It indicates that atoms are reacting to form a

new substance.
3. element
7. coefficient
increasing the concentration of at least one of

the reactants, and increasing the surface area
of a solid reactant.
8. balance
910. (in any order) reactants, products
11. reactants
12. balanced
13. not balanced
14. balanced
15. balanced
16. yes

1. A chemical property is a characteristic of
matter that can be observed as it changes to
a different type of matter.
2. Four signs that indicate that a chemical
reaction might have occurred are bubbles and
changes in the energy, odor, or color of the
substance.
3. When a chemical equation is balanced, the
number of atoms before the reaction is equal
to the number of atoms after the reaction,
showing that mass is conserved.
4. The rate at which a chemical reaction occurs
can be increased by increasing temperature,
4. It indicates that a reaction has taken place.

5. It indicates the products.
6. Reactants are the substances that are present
before a chemical reaction takes place.
Products are the substances that are present
after a chemical reaction.
7. (Possible answer) They help you understand
what occurs during a chemical reaction.

1. The particles move faster and spread apart.
2. It increases the rate of a chemical reaction.
3. (Possible answer) Turning up the temperature
in an oven makes food cook faster.
4. the amount of substance in a certain volume
6. (Possible answer) Exposing statues to strong
acid rain increases the rate of chemical
weathering.
8. (Possible answer) Breaking an antacid tablet
into smaller pieces increases the rate of
reaction.
T17
Answers continued
1. a. Physical; there are no new compounds in
boiling water.
b. Chemical; the reaction produces new
products.
c. Physical; carbon dioxide that was under
pressure escapes solution.
2. The bleaching action of lactic acid and
sunlight is a chemical reaction that changes
the molecules that cause color in the fabric.
Today, you might use chlorine bleach (sodium
hypochlorite) to remove a stain; this would
also involve a chemical change.
Challenge (page 79)

For completed table, see page T22.

Multiple Choice
1. C
2. B
3. C
Completion
4. chemical property
5. chemical change
6. energy change
7. chemical equation
9. Unless students have pieces of broken reflector

plastic that match, they will only be able to
conclude that the substances are or are not
similar. They will not be able to state with
certainty that they came from the same source.
10. Among other things, chemical and physical
properties can be used to identify substances,
compare substances, separate mixtures, and
produce new substances.
Communicate Your Results After students have
compared their results, discuss what they would and
would not be able to testify to in court.
B. Extension Students should find that most of the
tests they performed gave them class evidence. Only
when specific and unique properties match, such as
marks made by a specific tool or matching edges,
can evidence be linked to an individual.
Lab C (page 88)

Please note:
Students must complete Lab B before they are
assigned Lab C.
The procedure given below is just one
possibility of many.
If you have students perform the labs they
design, make sure proper safety precautions
are included before allowing them to proceed.
2. B
Sample procedure:
3. C
Ask a Question How can I demonstrate that surface

area and concentration are two factors that will
affect the rate of reactions?
Short Answer
4. Chemical equations must be balanced,
because mass is conserved during chemical
reactions. Students might also state that mass
is also conserved during physical reactions.
5. Students should list three of the following
four: bubbles, energy change, odor change,
color change
6. The formation of a new substance is proof
that a chemical reaction has occurred.
7. Sample answers: As the concentration of the
reactants increase, the reaction rate increases.
As the concentration of the reactants
decrease, the reaction rate decreases.
Labs A and B (pages 82, 85)

6. Students might conclude that objects or
substances are related if they have similar
properties.
7. Depending on the samples they were given,
students might conclude that one or more
objects have similar properties. Their conclusions
should not reach beyond the evidence.
T18
Form a Hypothesis Student hypotheses will vary,

but the following is an example: If I crush one
antacid tablet and leave another one whole, then
the antacid tablet that has been crushed will
dissolve faster because it will have more surface
area for the reaction between the tablet and the
water to take place.
If I dilute one graduated cylinder of vinegar and
leave the other graduated cylinder of vinegar full
strength, then the reaction between the full-strength
vinegar and baking soda will occur faster because it
is a higher concentration than the diluted vinegar.
Test Your Hypothesis Testing procedures will vary, but
the following is an example:
Pour equal amounts of water into two beakers.
Crush one antacid tablet and leave another
one whole. Add the antacid tablets to each
beaker at the same rate and compare rates of
reactions occurring in the two beakers.
Pour vinegar in one graduated cylinder and
dilute the second graduated cylinder to half
Matching
1. D
8. Densities of solids or liquids might be the

same, edges might match, or powders might
react in a similar way to a test substance (or
they might not).
Answers continued
strength so there is an equal amount of fluid
in each graduated cylinder. Pour equal
amounts of baking soda into each of two
balloons. Stretch the balloons over the
mouths of the graduated cylinders and lift the
tips of the balloons at the same time so the
baking soda falls into the vinegar. Compare
the rates of reaction by monitoring the
inflation rate of the balloons.
Analyze and Conclude Students should present an
analysis of their data and some conclusion.
Chapter Key Concepts Builder (page 89)

Students might find that solar energy and thermal
energy provide the best energy sources for their
model desalination plants. Suggest that students
sketch their designs before they construct the
models. If time permits, allow students to
incorporate improvements and retest the models.
Chapter Test A (page 90)

Multiple Choice
1. B
2. C
3. C
Matching Set 1
4. C
reactant
22. Sample answer: The nucleus of a boron atom
has 5 protons; the nucleus of an oxygen atom
has 8 protons.
Concept Application
23. Sample answer: When sugar is stirred into hot
tea, dissolution occurs. I would separate the
tea and the sugar using the differences in the
physical property of boiling point; I would
boil away the tea, which would leave the solid
sugar in the container.
24. Sample answer: I can infer that the mass of
the ashes and the invisible gases produced is
equal to the mass of the log, 1 kg, because
mass is conserved during chemical reactions.
Chapter Test B (page 93)

Multiple Choice
1. D
2. D
3. C
Matching
4. G
5. E
6. B
5. B
7. H
6. A
8. D
7. D
9. A
Matching Set 2
8. E
9. H
10. F
11. G
10. I
11. F

12. physical properties
13. chemical properties
14. physical changes

15. chemical changes
16. melting point
17. ability to burn
18. deposition
16. melting point
19. rusting
17. ability to burn

18. deposition
19. rusting

Short Answer
20. A substance is matter that has a composition
that is always the same.
21. Sample answer: increase the surface area of
a solid reactant; increase the temperature;
increase the concentration of at least one

Short Answer
20. Sample answer: Pure water is a substance,
because it is a compound, and all compounds
are substances. Aluminum is also a substance,
because it is an element, and all elements are
substances.
21. In a reaction between a solid and a liquid, the
greater the surface area of the solid, the faster
the rate of reaction.
22. Sample answer: How many protons are in the
T19
Answers continued
nucleus of each atom?
23. Sample answer: A balanced chemical equation
shows the same number of atoms of each
element before the reaction and after the
reaction. This means the mass of the reactants
equals the mass of the products, so mass is
conserved. A balanced equation models
conservation of mass.
Concept Application
24. Sample answer: I would first use filtration to
separate the sand from the salt water. I would
then boil away the water to separate the salt
and the water.
Chapter Test C (page 96)

Multiple Choice
1. B
2. A
3. C
Completion
4. Boiling
5. Dissolving
6. Melting
7. freezing
8. element
9. heterogeneous mixture
10. compound
11. solution or homogeneous mixture
T20

16. melting point
17. ability to burn
18. deposition
19. rusting

Short Answer
20. This statement is incorrect. Substances are
defined as matter with a composition that
is always the same. So, elements and
compounds are substances. Carbon dioxide
is a compound, so it is a substance.
21. All three of these actions increase the rate of
chemical reactions because these actions
increase the number and energy of the
collisions between the particles in the
reactants.
22. Balanced equation: C3H8 + 5O2 3CO2 + 4H2O
Chemical equations are balanced because
mass is conserved during chemical reactions.
The mass of the products must equal the mass
of the reactants.
23. Sample answer: I know that the change from
water to ice is a state change, which is a kind
of physical change. During a physical change,
no new substances are formed. So, ice and
water cannot be entirely different substances,
because the change between them is a
physical change.
Concept Application
24. To change an atom of one element into
another element, the number of protons in
the atom needs to be changed.
Answers continued
Charts and Tables
Challenge (page 21)
Measuring Matter
Object
What You Are

Measuring
(Student may
choose one of the
dimensions listed.)
SI Unit of
Measurement
Measuring
Instrument
Actual
Measurement
Reason for
Your Choices
science book
length, width, or
height
centimeters
metric ruler
Check for reasonable

accuracy.
Check for logic

of choices.
desk
length, width, or
height
centimeters or
meters
metric ruler

accuracy.
Check for logic

of choices.
backpack with
books
mass
kilograms
digital scale

accuracy.
Check for logic

of choices.
door
length, width (or

thickness), or
height
centimeters or
meters
metric ruler or
meterstick

accuracy.
Check for logic

of choices.
pencil
length
centimeters
metric ruler

accuracy.
Check for logic

of choices.
mound of salt
mass
grams
balance scale

accuracy.
Check for logic

of choices.
thickness of a
writing tablet
width or thickness
millimeters
metric ruler

accuracy.
Check for logic

of choices.
concrete slab in
a section of
sidewalk
length
meters
meterstick

accuracy.
Check for logic

of choices.
small container
of water
volume
milliliters
graduated
cylinder

accuracy.
Check for logic

of choices.
T21
Answers continued
Challenge (page 79)
Possible answers:
Hypothesis 1: Physical Change

If limestone in chalk is tested in water, there will not be a
reaction because crushing the chalk is a physical change
and no new products form.
Hypothesis 2: Chemical Change

If limestone in chalk is tested in vinegar, which is a weak
acid, there will be a reaction because a chemical change
has taken place and new products form.
Procedure 1:
1. Crush half of the chalk in the mortar and pestle.
2. Place the crushed chalk in the beaker, add the water,
and stir.
3. Record observations.
Procedure 2:
1. Pour the vinegar into the beaker.
2. Drop the half stick of chalk into the vinegar.
3. Record observations.
Observations:
The crushed chalk swirled into the water while stirring
and then quickly settled to the bottom of the beaker.
Observations:
Bubbles began forming immediately as the chalk and
vinegar reacted. The bubbling continued until the chalk
fell apart and disappeared.
Conclusion:
My hypothesis was supported by the experimental
results. The limestone in the chalk did not have a
chemical reaction with water. Crushing the chalk was a
physical change, and no new products were formed. The
mixture could be separated by filtration and distillation.
Conclusion:
My hypothesis was supported by the experimental
results. The chalk and vinegar reacted to form new
products. The bubbles were carbon dioxide. Students
might investigate and find that the products of this
reaction are carbon dioxide, a salt, and water. This was a
chemical reaction.
T22

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