What Is This Module About?

As you have learned in the first part of this module, all objects, life-forms and materials
around us are forms of matter. Just as buildings have different forms and features, matter also has
different physical characteristics and properties such as color, shape and texture. Matter also
exists in different forms. It also undergoes physical and chemical changes.
This module has three lessons:
Lesson 5 – States of Matter
Lesson 6 – Properties of Matter
Lesson 7 – Changes in Matter

What Will You Learn From This Module?

After reading this module, you should be able to:

♦ identify the state of a certain substance;
♦ discuss the physical and chemical properties of matter;
♦ identify the different physical properties of matter;
♦ distinguish between physical and chemical changes; and
♦ discuss how understanding changes in matter can help you deal with daily life
situations.

Let’s See What You Already Know

Before you start studying this module, take the following simple test first to find out how well
you know the topics to be discussed.
A. Read each statement carefully. Write True if the sentence is correct and write False if
it is not, then give a reason for your answer.
____1. When butter melts, it turns to liquid and fills the container. This proves that
the quantity of matter increases when matter is melted.
Reason:
_____________________________________________________________
_____________________________________________________________

____2. Carbon dioxide can exist in two states — solid and gas. Carbon dioxide
when used by plants in manufacturing food is in the solid state.
Reason:
_________________________________________________________
_________________________________________________________

1
 ____3. A chemical change takes place when paper is burned.
Reason:
_________________________________________________________
_________________________________________________________
____4. Sugar crystals undergo a physical change when ground.
Reason:
_________________________________________________________
_________________________________________________________
B. Encircle the letter of the best answer to each question and give the reason for your
choice.
1. Matter can exist in three states — solid, liquid and gas. Which of the following
materials is in the liquid state?
a. ice
b. dry ice
c. margarine
d. unleaded gasoline
Reason:
_____________________________________________________________
_____________________________________________________________
2. Matter can undergo either physical or chemical changes. Which of the following is
a chemical change?
a. evaporating alcohol
b. salt dissolving completely in water
c. sugar fermenting into alcohol
d. copper wire conducting electricity
Reason:
_____________________________________________________________
_____________________________________________________________
3. Oil and rice hulls (palay) float in water. What intensive property of matter can
best explain this observation?
a. mass
b. weight
c. volume
d. density
Reason:
_____________________________________________________________
_____________________________________________________________

2
 4. The physical properties of matter can be further classified as either intensive or
extensive. Which of the following shows an intensive property of matter?
a. mass of air in a balloon
b. temperature of boiling water
c. length of time required to melt ice
d. lot area occupied by a house
Reason:
_____________________________________________________________
_____________________________________________________________

5. Matter can undergo either physical or chemical changes. Which of the following
illustrates a physical change?
a. fruits ripening
b. candles melting
c. milk turning sour
d. firewood burning
Reason:
_____________________________________________________________
_____________________________________________________________
6. Which of the following are products of physical and chemical changes
respectively?
a. crumpled paper and torn paper
b. broken egg and hardboiled egg
c. melted ice and frozen water
d. cut fingernails and cut toenails
Reason:
_____________________________________________________________
_____________________________________________________________
Well, how was it? Do you think you fared well? Compare your answers with those found in
the Answer Key on page 42.
If all your answers are correct, very good! This shows that you already know much about
the topics in this module. You may still study the module to review what you already know. Who
knows, you might learn a few more new things as well.
If you got a low score, don’t feel bad. This means that this module is for you. It will help you
understand important concepts that you can apply in your daily life. If you study this module
carefully, you will learn the answers to all the items in the test and a lot more! Are you ready?
You may go now to the next page to begin Lesson 1.

3
 LESSON 5

States of Matter

Now you know that matter can be classified into pure substances and mixtures. Pure
substances can be further divided into elements and compounds. But did you know that matter
can exist in different states?
You will learn about the three states of matter in this lesson.

Let’s Try This

You will need the following materials:

ice cube
drinking cup or glass
kettle
stove
Do the following:
1. Touch the ice cube and study it closely.
2. Place the ice cube in the drinking cup or glass. Wait until it has melted. Then touch the
resulting material. How is it different from what it was before it melted?
3. Transfer the melted ice cube to the kettle and heat the kettle over the stove. Wait for
the melted ice cube to boil. Afterward, inspect the material inside the kettle. What
happened to it?

Let’s Think About This

1. What happened to the ice cube when it melted? How did its appearance change?
_________________________________________________________________
_________________________________________________________________
2. What happened to the melted ice when you heated it? Where did it go? What did the
smoke rising from the kettle signify?
_________________________________________________________________
_________________________________________________________________
Compare your answers with those found in the Answer Key on page 43.

4
 Let’s Learn

When we say state of matter, we are referring to the physical condition of matter. There are
three states of matter—solid, liquid and gas.
Recall the activity that you did. The material that you studied in the activity is water. The ice
cube represents the solid state of water. When the ice melted, what you saw is the liquid state of
water. This is the state of water you are most familiar with. When you boiled the water, its
molecules or particles escaped into the air. This is because the water has changed from a liquid
into a gas.

Let’s Try This

What characteristics distinguish solids, liquids and gases from one another?
You will find the answers through this activity.
You will need the following:
♦ pebbles or stones
♦ an empty feeding bottle
♦ soft drink bottle full of colored water
♦ a widemouthed jar (a mayonnaise or sandwich spread bottle)
♦ a narrow-mouthed bottle (a soft drink or mineral water bottle)
♦ a plastic ice bag
♦ a balloon
Do the following:

1. Note the shapes of the pebbles or stones.

2. Transfer them into the widemouthed jar. Note

their shapes again.

5
3. Transfer them into the narrow-mouthed bottle. Take
note of their shapes.

4. Put 150 milliliters (mL) of water in the feeding bottle.

Then add the pebbles from the narrow-mouthed bottle
to it. What happened? Did the water level in the bottle
increase? What does this mean?

5. Note the shape of the colored water inside the soft

drink bottle.

6. Transfer the colored water to the wide-

mouthed bottle then to the narrow-
mouthed one. Note the shape of the
water again.

6
7. Put it back in the feeding bottle. What did you
notice about its volume? Did it change? What
does this mean?

8. Blow some air into the plastic ice bag. Tie the
open end tightly. Note its shape.

9. Do the same to the balloon. Is there a

difference in the shape of the air inside the ice
bag and in the balloon?

Answer the following questions briefly.

1. Did the shapes of the pebbles change when they were moved from one container to
another?
_________________________________________________________________
_________________________________________________________________
2. Did the shape of the colored water change when it was transferred from one container
to another?
_________________________________________________________________
_________________________________________________________________
3. Did the shape of the air change when it was blown into two different containers?
_________________________________________________________________
_________________________________________________________________
4. Did the volume of the water in the feeding bottle increase when the pebbles were
added to it? What does this mean?
_________________________________________________________________
_________________________________________________________________

7
 5. How much water did the soft drink bottle contain? Did the volume of the water change
when it was transferred to another container? What does this mean?
_________________________________________________________________
_________________________________________________________________
Do you think your findings are correct?
Compare them with my findings below.
1. The shapes of the pebbles did not change even when they were transferred from one
container to another.
2. The shape of the colored water changed when it was transferred from one container to
another.
3. The shape of the air blown into the ice bag was different from its shape when blown
into the balloon.
4. Yes, its volume increased. The additional weight of the pebbles appeared to increase
the volume of the water inside the feeding bottle. Actually, this just shows that both the
pebbles and the water occupy space.
5. The soft drink bottle originally contained 150 mL of water. No, its volume did not
change. This means that even if its volume seemed to change, it really does not. The
water just followed the shapes of the containers it was put into.
A solid has a definite shape while a liquid and a gas have no definite shape. Liquids and
gases take the shape of their container.
Did you know that the pebbles, water and air occupy space? The space they occupy is
called their volume. Based on the results of the preceding activity, what can you conclude about
their volumes?
_____________________________________________________________________
_____________________________________________________________________
When the pebbles were added to the water in the feeding bottle, the water level increased.
This increase was due to the volume of the pebbles. But when water was transferred from one
container to another, its shape changed but its volume did not.
When you blew air into the ice bag, the air filled the bag and assumed the shape of the bag.
The volume of the air in the bag can be determined by the size of the bag. Suppose you used an
ice candy bag, which of the two will have a bigger volume?
The plastic ice bag will have a bigger volume than the ice candy bag because it is bigger than
an ice candy bag.
If you release some of the air inside the ice bag, what would happen to its volume? Why?
Its volume will decrease because some air was released.
Did you get the same answers? If you did, very good!
Solids and liquids have a definite volume while gases have an indefinite volume.

8
 The table below lists the properties of solids, liquids and gases you learned about so far.

Solids Liqu
Shape definite indefinite
Volume definite definite

Let’s Try This

How the Particles of Solids, Liquids

and Gases Are Arranged
This activity aims to teach you how the particles that make up solids, liquids and gases are
arranged. The arrangements of these particles are related to the shapes and volumes of the
different states of matter.
You will need the following materials:
stone bottle of vinegar
block of wood inflated rubber balloon
hammer empty glass
glass of water
Do the following:
1. Press your hand against the stone. What happened to the stone?
2. Do the same thing to the block of wood. Observe what happens.
3. Slowly pour the water inside the glass into the empty glass. Describe the flow of water
as it was transferred from one glass to the other.
4. Do the same for the bottle of vinegar. Did the vinegar flow like water?
5. Press the inflated rubber balloon with both your hands. Observe any change in the
balloon.

Let’s Think About This

1. What happened to the wood and the stone when you pressed your hand against them?
___________________________________________________________________
__________________________________________________________________
2. Did the water and vinegar flow easily as they were transferred from one container to
another?
___________________________________________________________________
__________________________________________________________________

9
 3. Did the shape of the balloon change when you pressed it with both hands?
___________________________________________________________________
__________________________________________________________________
4. Do you think there is a difference in the way the particles of solids, liquids and gases
are arranged? Why do you say so?
___________________________________________________________________
__________________________________________________________________
Compare your answers with those found in the Answer Key on page 43.

Let’s Learn

Why were there no changes in the shapes of the stone and wood as you pressed your hand
against them? The answer lies in the way the particles of solids are arranged. Look at the
following diagram.

Solid molecules

How will you describe the arrangements of the particles in the two solids?

You will note from the diagram that solid particles are very close to one another. They are
held tightly together in fixed positions. As such, solid particles find it very difficult to move in any
direction. Each solid particle is very attracted to another solid particle. For this reason, solids can
not be easily deformed or compressed.
Let us now discuss the arrangements of the particles of water and vinegar. Did the water
and vinegar flow when you transferred each of them to a different container?
You observed that water and vinegar flowed when they were transferred from one container
to another. They are liquids. Thus we say that liquids flow. Why do you think so?

10
 Liquids flow because of the arrangement of their particles. Take a look at this diagram.

Liquid particles

How will you describe the arrangement of particles in a liquid?

Note that there are spaces between the particles of a liquid. These particles are less tightly
held in comparison with solids. They can move past one another. For this reason, liquids flow.
Let us now discuss what happened to the inflated rubber balloon. What happened to the
balloon when you pressed it with both hands? Why was it deformed?
Look at this diagram. This shows how gas particles are arranged in a container.

Gas particles

How will you describe the arrangement of particles in a gas? Compare the distance between
liquid particles with that between gas particles.
There is a greater distance between two gas particles than between two liquid particles. Gas
particles are much more weakly attracted to one another than liquid particles. Hence, gas
particles have more freedom to move in all directions. They tend to fill up all the spaces in a
container.
Can you now tell why the rubber balloon was deformed?
When you pressed your hands against the inflated rubber balloon, the gas particles inside it
moved closer to one another. By pressing the balloon, you decreased the volume that the gas
particles occupied. As a result, the rubber balloon was slightly deformed. When you removed
your hands, the gas particles were free to move apart again.

11
 From our discussions, you learned that:
♦ Solid particles are held tightly together in fixed positions.
♦ Liquid particles are held less tightly than solid particles hence, they flow.
♦ Gas particles are less tightly held than liquid particles. They move freely and tend to
fill the container.

Let’s Try This

Get an egg and separate the white from the yolk. Beat the egg white with a fork until it
becomes stiff. Look at the egg white. Does it look like a solid, liquid or gas?
Very gently place a 25-centavo coin on top of the egg white. Does the egg white behave like
a solid, liquid or gas?
Rub a little of the egg white between your thumb and index finger. Does it feel like a solid,
liquid or gas?
It’s not always easy to say definitely that a substance is a solid, liquid or gas. Some materials
behave like both a solid and a liquid.
The beaten egg white in the activity, for instance, is a liquid with gas bubbles mixed in it.
Hence, it displays the properties of both a solid and a liquid.

Let’s Learn

Recall the activity that you did in “Let’s Try This” on page 4. The ice cube that you tested
underwent changes in phase. It started out as a solid (ice) then it changed into a liquid (water) and
then into a gas (water vapor). How can you change the state of a material into another state?
How were you able to melt the ice cube? You took it from the freezer, which has a low
temperature, and placed it outside where the temperature is higher. The process of changing a
solid into a liquid is called melting. You were able to change the solid ice cube into liquid water
by increasing the temperature. This means that you added heat to the ice cube to enable it to
change from one state to another.
Let us look at this simple equation:
melting
s

Solid Liquid
s

solidification

The reverse of melting is solidification. This occurs when a liquid changes into a solid, as
indicated by the reverse arrow. How will you be able to change a liquid into a solid? By removing
heat, of course. In the case of liquid water, you do this by placing the water in the freezer where it
will change into ice.

12
 How were you able to change the liquid water into gas? Again, you were able to do so by
adding heat. You did this by boiling the water. When a liquid changes into a gas, we call the
process evaporation. Look at the following equation:
evaporation

s
Liquid Gas
s

condensation

The reverse process of evaporation is condensation. You will be able to change a gas into a
liquid by removing heat. Water vapor, for instance, rises into the air. The higher it goes, the cooler
the temperature of its surroundings. It condenses and forms a cluster of tiny water droplets that
you recognize as a cloud.

Let’s Think About This

Why is it that droplets of water form on the outside of a glass of cold water? What process
is responsible for this?
______________________________________________________________________
______________________________________________________________________
Compare your answer with those found in the Answer Key on page 43.

Let’s Try This

Is it possible for a solid to change into a gas without changing into a liquid first? Find out in
this activity.
You will need the following:
naphthalene or mothballs
dry ice (You may ask for a piece from stores that sell frozen products such as ice cream.)
Put the mothballs in your closet. After two weeks, check the appearance of the mothballs.
Did their size change? What could be the reason for this?
Put the dry ice on a table. Observe what happens to it. Did its size change? Did it melt?
Some solids are capable of changing into gases without going through the liquid state. The
process of transforming a solid into a gas is called sublimation. Did you notice how the
mothballs and the dry ice became smaller after some time? This is because part of the two solids
had changed into gas and escaped into the air.

13
 Let’s See What You Have Learned

A. In what state of matter does each of these substances and mixtures occur? Write your
answer on the line before the number.
______ 1. ashes
______ 2. palay grains
______ 3. fish scales
______ 4. air
______ 5. water in the creek
______ 6. melted ice
______ 7. mothball
______ 8. dried stalks of palay
______ 9. water vapor
______ 10. coconut oil
B. Identify each of the following characteristics as that of a solid, liquid or gas.
______ 1. Maintains its own volume but takes the shape of its container
______ 2. Has little or no attraction between particles
______ 3. Has a fixed arrangement of particles
______ 4. A substance that has particles that are very strongly attracted to one
another
______ 5. Does not have definite volume nor a definite shape
Compare your answers with those found in the Answer Key on page 43. Did you get a
perfect score? If you did, that means you are really a good learner. If you did not get everything
right, don’t worry. Just review the items you missed. Afterward, you may proceed to the next
lesson.

Let’s Remember

♦ The state of matter refers to the physical condition of matter.

♦ Matter exists in three states: solid, liquid and gas.
♦ A solid has a definite shape and definite volume. A liquid has an indefinite shape and
definite volume. A gas has an indefinite shape and volume.
♦ The particles of solids are closely packed. The particles of liquids are far apart, giving
them freedom to move. The particles of gases are even farther apart than those of
solids. Their freedom to move in different directions is greater than that of liquid
particles. Thus, they tend to fill up all the spaces inside a container.

14
 LESSON 6

Properties of Matter

This lesson deals with the physical and chemical characteristics or properties of matter. It
also looks at the two kinds of properties of matter—intensive and extensive properties. Those
that depend on the kind or quality of matter are called intensive properties. Color and texture
are intensive properties. Extensive properties are those that depend on the amount of matter.
Mass and volume are extensive properties. During the lesson, you will learn to classify the
properties of matter as physical or chemical properties and as intensive or extensive properties.

Let’s Try This

Choose any one of the materials listed in the table. Name its characteristics. Write these in
the appropriate column. Use the appropriate adjectives (words used to describe a particular
thing or object). Follow the example in the table.

Material Chara
Pencil Long, golden yellow
Box
Pot
Ball
Can
Dust pan

Were you able to give appropriate adjectives to describe your chosen materials? If you
were, that’s great!
The adjectives you wrote are the properties of your chosen material.
When we talk about our properties in our conversations with our friends and family, we
refer to the things we own. Our properties may be
a hectare of rice field, a tricycle, a passenger jeep
or a fish pond. In chemistry, how do we define the
properties of matter?
The properties of matter are characteristics
that make it easy to identify that particular matter.
For example, you can easily identify your dog from
among the dogs in your neighborhood. Why?
Because your dog has characteristics that are
different from those of other dogs. These
characteristics include the color of its fur, the shape

15
of its ears and its legs and tail. Here is another example. Even if there are several clothes hanging
on the clothesline, you still know which ones are yours. You can identify your clothes through their
colors and probably the way you hung them on the clothesline.

Let’s Try This

Describe each of the things in the list. The first one has been done for you.

Materials Chara
Wooden stairs They are smooth, s
brown.
Bamboo pole
Pawid (dried cogon)
Young banana leaf
Mature coconut husk

How did you describe the listed materials? Are they similar to the descriptions below?
A bamboo pole is long and slippery.
It is hard with a color that can range from
green to brown.
Pawid is brown. It is used as a roof
for nipa huts. It easily catches fire.
A young banana leaf is soft and has
a yellowish-green color. When it is slightly
heated and wiped, it becomes shiny. It is
used for wrapping suman and other
native delicacies.
A mature coconut husk is brownish in color. It easily catches fire. It is used for polishing
floors.
Are there properties of wooden stairs that are similar to those of the other items listed in the
table?
Like the wooden stairs, the bamboo pole is also hard. The coconut husk has the same color
as the stairs.
You have just described the properties of a number of materials. What is the importance
then of identifying the different properties of materials?

16
 Let’s Read

Read the following paragraph:

Most Ilocanos prefer the clay banga over the

aluminum pot in cooking pinakbet and paksiw.
However, the clay banga breaks easily when it is
dropped. Care must be observed when using it. On
the other hand, cooking is done faster in an
aluminum pot. It is a metal, thus it quickly absorbs
heat. The clay banga does not heat easily. The heat it
absorbs however tends to stay inside longer and
does not escape. Heat is confined inside and is thus
good for keeping cooked food warm longer.

Let’s Think About This

1. What are the properties of banga that explain why it is favored over the aluminum pot?
_________________________________________________________________
_________________________________________________________________
2. What is the disadvantage of using the clay banga?
_________________________________________________________________
_________________________________________________________________
3. What are the attractive properties of the aluminum pot?
_________________________________________________________________
_________________________________________________________________
Compare your answers with those found in the Answer Key on page 44.

17
 Let’s Learn

We have been discussing the properties of materials. Is your knowledge of the properties of
materials very important?
Knowledge of the properties of materials is important in solving problems and making
decisions in daily life. The table below shows the properties and uses of common materials.

Material Properties
Stainless steel Hard; resists corrosion

Polyvinyl chloride Tough plastic

(PVC)
Fertilizers Can increase the nitrogen
content of soil
Aluminum foil Light; good conductor of
heat
Lye Basic
Baking soda Basic
Limewater (apog) Basic
Copper Good conductor of
electricity; resists corrosio

The properties of matter may be classified as physical or chemical properties. Get a sheet of
yellow paper. Observe its appearance. When you describe its color, size, thickness, mass and
length, you are naming its physical properties.
If you burn the paper, what happens to it? Will it still have the same physical properties as it
did before it was burned? The paper changed into black ashes when it was burned. It lost its
identity when it was completely burned. The property shown by the paper upon burning is a
chemical property.

Let’s Try This

In this activity, you will observe the physical properties of matter.

You will need the following materials:
3 × 5-inch cardboard
scissors

18
 Do the following:
1. Observe the color, shape, size and texture of the cardboard.
2. Fold the cardboard lengthwise in half.
3. Look at this diagram:

Cut along the lines.

1”
→
s
→

→
1” 4
4

→
1 1
a. All the cuts to be made on the cardboard must be inch apart and at least
4 4
inch from the edge.

b. The cuts will alternate between the folded edge and the open edge.

1
4. Start at one end. Make the first cut across the fold. Stop when you are inch from
4
the folded edge.
1
5. Start the second cut on the open edge. Stop when you are inch from the folded
4
edge.

6. Stretch the card open. Did it form a long chain?

7. Observe the color, shape, size and structure of the cardboard again.
What changes did you observe in the paper? Did its shape and size change? How about its
color? Its texture? Only the shape and size of the paper changed. Its color and texture remained
the same.

19
 Let’s Learn

From the preceding activity, you observed that the color and texture of the cardboard did
not change, but the size and shape of the card did. It was a 3 × 5-inch rectangular cardboard but
cutting it changed it into a zigzag chain long enough to slip around your neck.
Color, texture, size and shape are among the physical properties of the cardboard you
studied. How were you able to describe these properties of cardboard?
You were able to describe the physical properties of the cardboard by looking at it and
touching it.
Let us look at the other physical properties of matter.

Let’s Study and Analyze

Read each sentence below. Underline the word or phrase that describes a physical
property.
1. Halu-halo tastes sweet.
2. Boiled sweet potatoes are soft.
3. Raul is having chills. His body temperature is 38°C.
4. One sack of rice weighs 50 kilograms.
5. Maria has long black hair.
Did you underline the following words?
1. tastes sweet
2. soft
3. body temperature is 38°C
4. 50 kilograms
5. long, black hair
Taste, hardness temperature, mass and length are some other physical properties.
Recall the properties of the metals and nonmetals that you compared in Lesson 2. Those are
all physical properties too.

Physical properties are those that can be observed by looking, touching, tasting,
smelling and feeling the material being observed. Color, length, mass, temperature,
taste and texture are some physical properties.

20
 Let’s Study and Analyze

Read the following paragraph. Underline the phrases that describe the physical properties of
copper.
Copper is a bright, shiny metal. It can be hammered into thin sheets and drawn into thin
wires. It is also a good conductor of electricity and heat. It melts at 1083°C and boils at 2567°C.
Pure copper always has these properties.
Are these the phrases you underlined?
♦ bright, shiny metal
♦ can be hammered
♦ can be pulled into thin wires
♦ good conductor of electricity
♦ melts at 1083°C
♦ boils at 2567°C

Let’s Learn

Unlike physical properties, the chemical properties of a material cannot be determined just
by looking at, touching, smelling and tasting the material. A chemical property describes how
one kind of matter reacts with another kind of matter to form a new substance.
When you burned the piece of yellow paper, it combined with oxygen in the air to form
ashes. The ability of a material to burn is called flammability. Flammability, therefore, is a
chemical property.

Let’s Try This

Camote or sweet potato is a root crop. It tastes sweet especially when it is boiled, fried and
cooked with sugar. It comes in different shapes. Aside from these physical properties, camote
also exhibits chemical properties. You will study one such property in this activity.
You will need the following materials:
camote
sharp knife
kamias extract or kalamansi juice

21
 Do the following:

1 2

3 4

1. Cut the camote in half.

2. Spread the kamias extract or kalamansi juice over the exposed surface of one camote
half.
3. Leave both halves uncovered for ten minutes.
4. Observe the color of each camote half.

Let’s Think About This

1. What happened to the untreated camote half after ten minutes? What do you think is
responsible for the change in the camote?
_________________________________________________________________
_________________________________________________________________
2. What happened to the camote half with the kamias extract/kalamansi juice? Why do
you think this happened?
_________________________________________________________________
_________________________________________________________________
Are your observations the same as these?
The exposed surface of the untreated camote half turned brown after ten minutes. The
treated camote half remained the same even after ten minutes. The untreated camote half reacted
with the oxygen in the air, causing it to change color. This ability of a material to react with oxygen
is a chemical property.
Why didn’t the treated camote half change in color? This is because the kamias extract/
kalamansi juice reacted with substances in the camote, preventing them from reacting with oxygen
in the air.

22
 Can you think of other foods that decolorize when peeled and exposed to air? Among these
are bananas, apples and cassavas.
Do you know now how to prevent these foods from turning brown when exposed to air?

Let’s Try This

Read each of the items below. Encircle the word or phrase that describes a chemical
property.
1. Milk turns sour after twelve hours.
2. Pancit spoils easily when it is not refrigerated.
3. Acid rain damages the surfaces of buildings and monuments.
4. Barbed wire rusts when it exposed to moisture and oxygen in the air.
5. Dry leaves and twigs burn fast.
Did you encircle the following words and phrases?
1. turns sour
2. spoils easily
3. damages the surfaces
4. rusts
5. burn

Let’s Learn

All the words and phrases you encircled indicate that the materials underwent changes in
composition. Milk turns sour because of a change in its composition.
The occurrence of a change in the composition of a material indicates a chemical property of
that material.

The chemical properties of a material are those properties that can be observed when
the material undergoes changes in its composition. Souring shows a chemical property of
milk. Rust formation shows a chemical property of barbed wire.

Here are other examples of chemical properties of matter. Encircle the words or phrases
that describe them.
1. Copper turns green when it is exposed to the atmosphere for a long time. The surface
reacts with moisture, oxygen and carbon dioxide in the atmosphere to produce a new
substance called copper carbonate.
2. Gold does not change when it is exposed to air. When it is dissolved in a mixture of
hydrochloric and nitric acids, a new yellow solution is produced. This new substance is
called gold chloride.

23
 Did you encircle the following phrases?
♦ turns green
♦ does not change when it is
exposed to air
♦ yellow solution is produced

Some common materials and their chemical properties are listed in the table below.

Item Che
Gasoline Flammable
Pesticides and insecticides Poisonous
Matches Flammable
Burning candle Flammable
Liquefied petroleum gas (LPG) Flammable

If you have these in your household, where will you keep them? Why?
You must keep them out of reach of children to avoid accidents. You should also keep
flammable materials from high-temperature areas.

Let’s Review

Fill up the following table.

Item Physical Property

Paper white
Candle
Broom
Wheel
Plastic bag
Detergent
Water
Sugarcane

Compare your answers with those found in the Answer Key on page 44.

24
 Let’s Study and Analyze

What are the physical and chemical properties indicated in the following sentence?
The temperature of the land is an important factor for the ripening of kalamansi because it
affects the evaporation of water and the humidity of the surrounding air.
Compare your answers with those found in the Answer Key on page 44.

Let’s Learn

Physical properties are classified into intensive properties and extensive properties. As I
mentioned in the beginning of this lesson, intensive properties are properties that depend on the
quality or kind of material. Extensive properties, on the other hand, depend on the amount of
material.
Can you name some intensive properties? How about some extensive properties?
Odor, color, boiling point and melting point are some intensive properties. Mass, length and
volume are extensive properties.
How about density? Density is the ratio of the mass of a material to its volume. Given that
both mass and volume are extensive properties, is it safe to say that density is also an extensive
property? Well, no. Density is a property characteristic of the kind of material.

Let’s Try This

Measuring the Density of Water

This activity will explain why density is an intensive property rather than an extensive
property.
You will need the following materials:
water notebook
weighing scale clean drinking glass
pencil clean feeding bottle
Do the following:
1. Weigh the clean drinking glass. Record its
mass in grams as m1 .

2. Measure 200 mL of water into the clean

feeding bottle. Record the volume. This is
v.
3. Pour the measured volume of water into
the drinking glass.

25
 4. Weigh the glass with water. Get its mass in grams. (This is m2 .)
5. Subtract m1 from m2 . The difference is m3 , the mass of 200 mL of water.

6. Divide m3 by v. The quotient is the density of the water.

7. Repeat the procedure but this time, use 100 mL of water for the second trial and
50 mL of water for the third trial.
Fill up the table below.

Theoretical Density of Computed Density of

Water (CD)
1 gram/milliliter (g/mL)

Let’s Think About This

From the results of this activity, do you agree that density is an intensive property of matter?
Why?
________________________________________________________________________
______________________________________________________________________
________________________________________________________________________

Let’s Learn

Density is an intensive property of matter. It refers to the amount of material that occupies a
given volume of matter. It is measured in grams per milliliter or grams per liter. The theoretical
density of water is 1 gram per milliliter. Each gram of water occupies a volume of one milliliter.
Let us consider other intensive properties.
Water boils at 100°C. This is the accepted standard. Two cups of water will boil at 100°C
or lower. Three cups of water will also boil at 100°C or lower. A kettle full of water will also boil
at 100°C or lower. Thus, regardless of its amount, water still boils at 100°C or slightly lower.
Boiling point (the temperature at which a liquid boils) is another intensive property of matter.

26
 Let us consider the physical properties of copper as mentioned previously in this lesson.
♦ bright, shiny metal
♦ can be beaten into different shapes
without breaking
♦ can be pulled into thin wires
♦ good conductor of electricity
♦ melts at 1083°C
♦ boils at 2567°C
These properties are all intensive properties. They remain the same no matter how much
copper you have.

Let’s Try This

Measuring the Volume of Two Liquids

Volume is one of the extensive properties of matter. Why? The answer to this question will
be answered by this activity.
You will need the following:
clear glass jar masking tape
cup of sugar marking pen
2 similar cups
Do the following:
A. Making a Measuring Jar

1. Place a strip of masking tape down the outer

wall of the glassjar.

2. Pour 1 cup of water into the jar.

3. Mark with the marking pen the water level on

the tape.

27
 4. Pour another cup of water into the jar. Mark
again the water level on the tape.

5. Empty the measuring jar. Then wipe it dry.

B. Measuring Volume

1. Pour 1 cup of sugar into the jar. See to it the

sugar level is at the 1-cup mark on
the tape.

2. Add 1 cup of water.

3. Stir the solution.

Let’s Think About This

1. Is the level of the sugar-water mixture at the 2-cup mark? _______

2. Why is the volume of the mixture not equal to 2 cups?
_________________________________________________________________
_________________________________________________________________
Compare your answers with those found in the Answer Key on page 44.

28
 Let’s Learn

Water and sugar are matter. They cannot occupy the same space at the same time. The cup
of sugar is not made up of sugar crystals tightly packed all throughout. There are spaces or gaps
between the crystals. Water fills in these gaps resulting in a volume that is less than equal to 2
cups.
Volume is a property that is dependent on the amount of a material.

Let’s Try This

Below is a list of common samples of matter. Name some of their extensive properties.
1. rice field
2. gasoline
3. stone
4. tomato
5. balloon

Compare your answers with those found in the Answer Key on page 44.

Let’s See What You Have Learned

A. Identify whether each statement describes a physical property or a chemical property.

_________ 1. An iron nail is attracted to a magnet.

_________ 2. A silver spoon is tarnished when exposed to air for some time.
_________ 3. Ice floats on liquid water.
_________ 4. Water boils at 78°C on top of an 18500-foot mountain.
_________ 5. Hemoglobin molecules are red.
_________ 6. When a glass of water is left out in the sun, the water gradually
disappears.
_________ 7. During photosynthesis, plants convert carbon dioxide in air into
more complex molecules that serve as a source of energy.
_________ 8. Acid rain corrodes statues and other structures.
_________ 9. All metals are hard except for a few, such as sodium.
_________10. Copper sulfate pentahydrate is blue.
B. Determine whether each of the following phrases describes an intensive or extensive
property.
_________ 1. mass of air in a balloon
_________ 2. temperature of boiling water
_________ 3. area of a lot
_________ 4. volume of liquefied petroleum gas
_________ 5. texture of the skin

29
 _________ 6. boiling point of rubbing alcohol
_________ 7. mass of a one-month-old baby
_________ 8. distance covered by a moving tricycle
_________ 9. colors of the rainbow
_________10. softness of cotton balls
Compare your answers with those found in the Answer Key on page 45.
Did you get everything right? If you did, that’s very good. You may move on to Lesson 7. If
you did not, don’t worry. Just review the parts of this lesson that you did not understand well.
Afterward, you may proceed to the next lesson.

Let’s Remember

♦ The properties of matter are characteristics that make it easy to identify them.
♦ The physical properties of matter are those that can be observed without changing the
taste, color or the composition of matter.
♦ The chemical properties of matter are those that can be observed when matter
undergoes a change in taste, color or when a new substance with new properties is
formed.
♦ The intensive properties of matter are those that are dependent on the quality or kind
of matter.
♦ The extensive properties of matter are those that are dependent on the amount of
matter.

30
 LESSON 7

Changes in Matter

Changes in matter take place all the time

around us. Water from the oceans and seas
evaporate. Fruits ripen. Dead plants and animals
decay and soon become part of the soil. Scientists
continuously change one form of a substance into
another. Those who lived before us millions of years
ago converted blocks of clay into pots and
limestone rocks into building materials.

Most consumer products these days are prepared

through chemical changes. Iron ore is converted into
steel and is used for making cars. Simple chemicals are
transformed into nylon and other synthetic materials
used in the production of textile products.

Let’s Try This

Do the following activities:

1. Get a piece of eggshell. Dry it. Pulverize it. What
happened to it?

2. Measure three cups of rice. Winnow it. Rinse it once

with water. What happened to the rice?

31
 3. Slice a ripe banana. Place it in a bowl containing a
mixture of sugar and water. What happened?

Let’s Think About This

1. Were there changes in any of the materials that you tested? What are these changes, if
any?
_____________________________________________________________________
____________________________________________________________________
2. Did the activities that you performed on the materials change the composition of the
materials? Or did the materials retain their respective identities? Why do you say so?
_____________________________________________________________________
____________________________________________________________________
Compare your answers with those found in the Answer Key on page 45.

Let’s Learn

All the activities that you performed on the materials caused only a physical change in the
materials. Why do we say so? That’s because only the appearance of the materials changed, not
their composition. Take a look at the eggshell that you pulverized. Do you think that when you
pulverized it, you changed its makeup or composition? No. The pulverized eggshell is made up of
the same matter that the whole eggshell was made of. The rice retained its identity even after you
winnowed and soaked it in water. So did the banana even after you sliced it and put the slices in
sugar and water.
Therefore, we can say that a physical change occurs when only the look or appearance of
the material changes and not its composition.
Recall the changes in the state or phase of matter that you learned in Lesson 6. Is the
transformation of matter from one state or phase into another also a physical change? Yes, it is.
When ice melts into liquid water, it does not change in composition. Every molecule of the water
is still made up of two hydrogen atoms and one oxygen atom. When water evaporates, the water
vapor formed still has the same composition as the liquid water and the ice.
Therefore, we say that phase changes are physical changes.

32
 Let’s Try This

Recall the piece of yellow paper that you burned in the activity in Lesson 6. Are the
properties of the yellow paper the same as those of the black ash that formed when the paper
was burned? They are not. This is because the black ash is an entirely different material from the
yellow paper. Hence, we say that a chemical change took place.
Do the following activity: Get an antacid tablet and put it in a glass of water. What happened
to the antacid?
Did you notice the appearance of bubbles in the water? This indicates that a chemical
change was taking place as the antacid was reacting with the water to form a new substance.

Let’s Learn

A chemical change takes place when a substance changes into an entirely new substance
with different properties.
Can you think of other examples of chemical changes?
When you use Clorox, a bleaching agent, to remove stains
on your clothes, you are making a chemical change. See, the
grease on the clothes combines with the active ingredient of
Clorox, sodium hypochlorite, and they form a new substance that
is readily washed away with water.
There are other good examples of chemical changes. The
rusting of iron nail produces a reddish brown compound, iron (III)
oxide or ferric oxide. Electrolysis of water produces two
elements, hydrogen and oxygen. Burning wood in a forest
produces ashes. The tearing off of paint from statues and
monuments produces a new compound, calcium sulfate.

Let’s Try This

This activity is aimed at teaching you how rusting of iron takes place and how it can be
prevented.
You will need the following materials:
steel wool
scissors
3 small water containers
4 plates
4 table napkins on paper towels
vinegar
pencil
powdered soap
33
Do the following:

1. Cut the steel wool into four equal parts.

2. Rinse one of the pieces of steel wool in warm water.

3. Put some vinegar in one water container. Sprinkle

some soap powder all over another piece of steel
wool. Then soak it in the vinegar.

4. Put some vinegar in another water container. Soak

the third piece of steel wool in this vinegar.

5. Label the table napkins/paper towels 1, 2, 3 and 4.

34
6. Lay each napkin/towel on a plate.

7. Remove the pieces of steel wool from the vinegar.

Squeeze the pieces to remove excess liquid.

8. Place the steel wool pieces on the plates in this

order:
Tissue 1: Dry piece of steel wool
Tissue 2: Piece of wool rinsed in warm water
Tissue 3: Piece of wool with soap and soaked
in vinegar
Tissue 4: Piece of wool without soap and
soaked in vinegar

9. Observe the pieces of steel wool every ten

minutes. Do this for one hour.

10. Let your setup stand for one day.

24:00

35
 Record your observations on these lines.
_______________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
________________________________________________________________________

Let’s Think About This

1. Which of the pieces of steel wool rusted first? Why?

______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
2. Which of the pieces of steel wool showed no signs of rusting after 24 hours? Why?
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
Are your answers the same as these?
The piece of steel wool without soap and soaked in vinegar was the first to rust. This is
because vinegar reacted with the coating of the steel wool, thereby removing its protection from
rust. The iron in the steel wool was then free to react with the oxygen in the air, forming rust.
Why didn’t the other piece of steel wool soaked in vinegar rust as fast as the first one?
That’s because you sprinkled soap powder on it first before you soaked it in vinegar. The soap
served to protect the coating of the steel wool by reacting with the vinegar. Hence, the coating of
the steel wool remained intact and prevented iron from reacting with oxygen in the air.
The dry piece of steel wool showed no signs of rusting after 24 hours because its coating
prevented any chemical change to take place on it.

36
 Mouth
Tongue

Esophagus

Liver

Stomach

Pancreas

Large
intestine
Small
intestine

Anus

The human digestive system

Digestion of food involves physical and chemical changes. The process of digestion starts in
the mouth. When you chew the food you eat, you convert it into smaller particles in a process
known as grinding. The food you are chewing combines with saliva that helps break down the
food first to produce a soft mass. This is swallowed and passes through your esophagus going to
your stomach. Here, the food mass combines with stomach juices, such as hydrochloric acid. The
food mass will now be changed into a thin, watery liquid called chyme. The chyme will then go to
the small intestine. It is then mixed with the juices of the liver and the pancreas. When the chyme
becomes a soup of nutrients, it is ready for distribution to the different parts of the body. The
undigested chyme becomes a solid in the large intestine. This is removed from the body in the
form of feces or waste matter.
The process of grinding the food is a physical change. The rest of the processes involved in
digestion are chemical changes.

37
 Let’s Study and Analyze

Here are some situations that we meet in daily life. They involve physical and chemical
changes. What can you do to prevent each from happening? Write your answers in a separate
sheet of paper.
1. spoilage of foods
2. souring of milk
3. mold growing on eggplants
4. rusting of metallic kitchen utensils
5. scalding of skin from hot kettles
6. hands getting stained from cutting gabi
7. foul odor from decaying kitchen wastes
Compare your answers with those in the Answer Key on pages 45 and 46.

Let’s See What You Have Learned

Decide whether each of the following is a physical change or a chemical change.

________ 1. evaporation of acetone
________ 2. fermentation of sugar to produce alcohol
________ 3. tearing of a sheet of aluminum foil
________ 4. adding air to a tire to increase its pressure
________ 5. burning dried leaves
________ 6. heating sugar until a black residue is obtained
________ 7. adding sugar to black coffee
________ 8. formation of a solid mass when honey is cooled
________ 9. rotting of eggs
________10. explosion of a firecracker
Compare your answers with those found in the Answer Key on page 46.

Let’s Remember

♦ A physical change in matter refers to changes in the external appearance of matter,

such as a change in length. No new substance is formed.
♦ A chemical change in matter refers to changes in the composition of matter. A new
substance with a new set of properties is produced.
You have now reached the end of the module. Congratulations! Did you enjoy studying this
module? Did you learn a lot from it? The following is a summary of its main points to help you
remember them better.

38
 Let’s Sum Up

This module tells us that:

♦ Matter exists in three states — solid, liquid and gas.
♦ A solid has a definite shape and volume. A liquid has no definite shape but a definite
volume. A gas has no definite shape and no definite volume.
♦ The particles of solids are closely packed. They could hardly move from one direction
to another. Liquid particles are far apart so they can move freely. Gas particles are
farthest apart. They can move freely in all directions. They tend to fill the spaces inside
the container.
♦ The physical properties of matter are those that can be observed without changing the
composition of matter.
♦ The chemical properties of matter are those that can be observed when matter
undergoes a change in its composition.
♦ The intensive properties of matter are those that are dependent on the kind or quality
of matter.
♦ The extensive properties of matter are those that are dependent on the amount of
matter.
♦ A physical change refers to changes in the appearance of matter. No new substance is
formed.
♦ A chemical change refers to changes in the composition of matter. A new substance
with a new set of properties is produced.

What Have You Learned?

A. Identify what is being described in each of the following sentences.

________ 1. It is a state of matter in which the particles are held together in
fixed positions.
________ 2. Adding or removing this can transform matter from one state to
another.
________ 3. Shape and color are examples of this type of property.
________ 4. It is the ability of a substance to burn.
________ 5. It is the ratio of the mass of a material to its volume.
________ 6. It refers to the transformation of a solid into a liquid.
________ 7. When this occurs, the composition of matter is changed.
________ 8. It is dependent on the kind or quality of matter.

39
 ________ 9. It is the transformation of a gas into a liquid.
________ 10. It is dependent on the quantity of matter.
B. State whether each of the following is a chemical change or a physical change. Place
each item in the appropriate column in the table below.
1. rusting of a nail
2. setting of a jelly
3. digesting a chocolate bar
4. developing a photograph
5. chopping a potato
6. boiling water
7. tarnishing of a silver spoon
8. burning a candle
9. baking a cake
10. sawing a board into two halves
11. breaking a glass
12. inflating a balloon
13. melting butter
14. bleaching a stain
15. fermentation of rice washing

Physical Change

C. Name the changes that occur when you burn a candle. Classify these changes as
physical or chemical changes.
_________________________________________________________________
_________________________________________________________________
D. Identify the following changes as evaporation, melting, solidification, freezing or
condensation.
___________ 1. Bubbles are formed within a liquid and escape into the air.
___________ 2. A substance changes from a liquid to a gas.
___________ 3. A solid changes to vapor, but no liquid is formed.
___________ 4. A liquid changes to a solid.
___________ 5. A solid changes to a liquid.
Compare your answers with those found in the Answer Key on page 47.

40
If you got a score of:
0–11 You should study the whole module again.
12–21 Good! Just review the parts of the lesson that you did not understand well.
22–31 Very good! You understood the module well. You are now ready to move on to
the next module.

41
 Answer Key

A. Let’s See What You Already Know (pages 1–3)

A. 1. False. Reason:
When butter melts, it only changes from one state into another.
Its quantity remains unchanged.
2. False. Reason:
Carbon dioxide used in the manufacture of food of plants is in the
gaseous state. Dry ice is the solid form of carbon dioxide.
3. True. Reason:
Burning a piece of paper produces ashes that have properties
that are entirely different from those of the paper.
4. True. Reason:
Grinding sugar crystals only changes their shape and not their
composition. Hence, only a physical change takes place.
B. 1. d Reason:
Unleaded gasoline is in the liquid state. All the other three choices
are solids.
2. c Reason:
Fermentation of sugar results in the formation of vinegar, an entirely
new substance. Hence, it is a chemical change. All the other three
choices are physical changes.
3. d Reason:
Only density is an intensive property among the choices. Oil and rice
hulls float in water because their densities are lower than that of water.
4. b Reason:
Boiling point (the temperature at which a liquid boils) is an intensive
property of matter. Mass, length of time and area are extensive
properties.
5. b Reason:
When a candle melts, it changes from a solid to a liquid. Hence, it
undergoes a physical change.
6. b Reason:
The broken egg is a product of physical change while the hardboiled
egg is a product of chemical change. All the other pairs show only
products of physical changes.

42
B. Lesson 5
Let’s Think About This (page 4)
(Answers will vary according to the learners’ observations. The following, however,
are the expected answers.)
1. The ice cube changed in appearance when it melted. It changed from a hard
material into flowing water.
2. The melted ice boiled when I heated it. It went into the air in the form of the
rising smoke.
Let’s Think About This (pages 9–10)
(Answers will depend on the learners’ observations. The following,
however, are the expected answers.)
1. There was no change in the wood and the stone when I pressed my hand
against them.
2. Yes, the vinegar and the water flowed freely as they were transferred from
one container to another.
3. Yes, the shape of the balloon changed as I pressed both my hands against it.
4. Yes, the differences in the way the particles of solids, liquids and gases are
arranged are responsible for the differences in their characteristics.
Let’s Think About This (page 13)
Droplets of water form on the outer walls of a glass of cold water because of
condensation. The water vapor in the air around the glass is cooled by the cold
water. The decrease in temperature causes the gas molecules to change into liquid
molecules that deposit on the outside of the glass.
Let’s See What You Have Learned (page 14)
A. 1. solid
2. solid
3. solid
4. gas
5. liquid
6. liquid
7. solid
8. solid
9. gas
10. liquid
B. 1. liquid
2. gas
3. solid
4. solid
5. gas

43
C. Lesson 6
Let’s Think About This (page 17)
1. The clay banga is favored over the aluminum pot because it does not allow
the heat it absorbs to escape easily.
2. The disadvantage of using the banga is that it breaks easily.
3. The aluminum pot quickly absorbs heat, thus food is cooked faster.
Let’s Review (page 24)

Item Physical Property

Candle white cat
Broom brown cat
Wheel hard doe
Plastic bag tough; flexible doe
Detergent fragrant can
of p
Water odorless can
Sugarcane sweet juic
win

Let’s Study and Analyze (page 25)

The following refer to physical properties: temperature of the land, ability of water
to evaporate and humidity.
The ripening of kalamansi indicates a chemical property.
Let’s Think About This (page 28)
1. No, the level of the sugar-water mixture was below the 2-cup mark.
2. The volume of the mixture is not equal to two cups because the water
molecules tend to fill in the gaps between the sugar particles, resulting in a
smaller volume than the sum of the original volumes of the sugar and water.
Let’s Try This (page 29)
1. area, length, width
2. volume, mass
3. mass, volume
4. mass, volume
5. mass, volume

44
 Let’s See What You Have Learned (pages 29–30)
A. 1. physical property. The iron nail was only attracted to the magnet. It did not
change to form a new substance.
2. chemical property. Tarnish, the discolored film on the surface of the spoon,
is the new substance formed.
3. physical property
4. physical property
5. physical property
6. physical property
7. chemical property. Carbon dioxide is converted into a new substance that
serves as an energy source.
8. chemical property. The acid in the rain is reacting with the materials in the
surfaces of statues and other structures.
9. physical property
10. physical property
B. 1. extensive property
2. intensive property
3. extensive property
4. extensive property
5. intensive property
6. intensive property
7. extensive property
8. extensive property
9. intensive property
10. intensive property

D. Lesson 7
Let’s Think About This (page 32)
1. Yes, there were changes in the materials that I tested. The eggshell became
a fine powder; the rice became clean and wet; the banana became sweeter
when dipped in the sugar-and-water mixture.
2. No, the activities that I performed on the materials did not change their
composition. The activities changed only their physical appearance. I can
say so because I can still recognize the eggshell, the rice and the banana
even after they had undergone changes.
Let’s Study and Analyze (page 38)
1. Bacteria cause the spoilage of foods. They spread fast in warm
temperatures. Left-over food needs to be refrigerated in order to delay its
spoilage. In the absence of a refrigerator, keep the food covered on a table
or on a hanging basket. Be sure to reheat it the following day.
2. Refrigerate milk to prevent it from turning sour. You should also avoid
mixing freshly prepared milk with previously prepared milk.

45
 3. Keep eggplants in an airy place, instead of humid ones, to prevent the
growth of mold.
4. Keep the utensils dry and store them in a moisture-free container. In this
way, you protect metallic kitchen utensils from rusting.
5. Metallic kettles are heat conductors but cloth is not, so use potholders to
prevent yourself from getting scalded.
6. Wash with soap and water or rub your hands against a fairly rough surface
such as a scrub in order to remove the stain. Next time, wear plastic bags
on both hands to prevent stains.
7. Dispose of kitchen wastes regularly. Separate wastes that will decay from
those that will not decay.
Let’s See What You Have Learned (page 38)
1. physical change. Acetone is only converted to its gaseous state.
2. chemical change. Fermentation of sugar involves a chemical reaction that
produces a new substance — ethyl alcohol.
3. physical change. The aluminum foil is torn only; its composition is not
affected.
4. physical change. Air is only added to the tire; neither the composition of air
nor that of the tire is changed.
5. chemical change. The end product, ashes, have properties that are different
from those of dried leaves.
6. chemical change. The black residue produced from heating sugar is pure
carbon which is different from sugar.
7. physical change. Sugar is added to coffee but you can still distinguish
between the taste of coffee and that of sugar.
8. physical change. Solidification is a physical change.
9. chemical change. Rotten eggs emit a foul smell which indicates that their
composition is different from that of fresh eggs.
10. chemical change. When a firecracker is lit, substances inside it undergo a
reaction characterized by explosion. The end product of this reaction is
carbon.

46
E. What Have You Learned? (pages 39–40)
A. 1. solid
2. heat
3. physical property
4. flammability
5. density
6. melting
7. chemical change
8. intensive property
9. condensation
10. extensive property
B. Physical Change Chemical C
Setting of a jelly Rusting of a nail
Chopping a potato Digesting a chocola
Boiling water Developing a photo
Sawing a board into 2 halves Tarnishing of a silve
Breaking a glass Burning a candle
Inflating a balloon Baking a cake
Melting butter Bleaching a stain
Fermentation of rice

C. When you burn a candle, the candle shrinks. This reduction in size is a physical
change. The candle melts as it burns. This is another physical change. The burning
of the flame on the candle, on the other hand, is a chemical change. The
substances in the candle are reacting with oxygen in the air, producing the flame
and the resulting smoke that rises from the burning candle.
D. 1. evaporation
2. evaporation
3. sublimation
4. freezing
5. melting

47
 Glossary

Air A mixture of gases that forms the atmosphere

Area A measure of the size of any surface
Carbon dioxide A compound made up of one carbon atom and two oxygen atoms; as a
gas, it is found in the atmosphere; as a solid, it is used for keeping frozen goods cold.
Chemical change A change in the composition of a material
Chemical property The property of a material that has to do with its ability to react with
another material and undergo a change in its composition
Composition The makeup or constitution of a material
Condensation The process of changing a gas into a liquid
Conductor A material that allows either heat or electricity, or both, to pass through it
Density The ratio of the mass of a substance to its volume
Digestion The process of ingesting food and absorbing nutrients from it to be utilized by
the body
Dry ice The solid form of carbon dioxide
Evaporation The process of changing a liquid into a gas
Extensive property A property of matter that is dependent on the amount or quantity of
matter
Flammability The ability of a substance to burn
Gas A state of matter in which the particles or molecules are held loosely in their positions
and hence are free to move about and fill the spaces of their container; materials in
this state therefore have neither a definite shape nor a definite volume
Length The distance from one end of an object to the other; usually the longest dimension
Intensive property A property of matter that is dependent on the kind or quality of
matter
Liquid A state of matter in which the particles or molecules are held less tightly in their
positions compared to those of a solid; materials in this state can flow freely and
hence have no definite shape but have definite volume
Mass The amount of matter an object contains
Melting The process of changing a solid into a liquid
Molecule The smallest particle of an element or compound that can exist on its own or
take part in a chemical reaction
Oxygen A gas in the atmosphere that is inhaled by animals, including humans
Physical change A change in the appearance or state of a material

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Physical property The property of a material that has to do with its appearance; can be
determined by testing the material without having it undergo a change in its
composition, for example, by weighing, touching, or looking
Temperature The degree of hotness or coldness of an object
Solid A state of matter in which all the particles or molecules are held together in fixed
positions; the particles are not free to move and hence the material retains its shape
and volume
Solidification The process of changing a liquid into a solid
State The phase or physical condition of a material
Sublimation The process of changing a solid directly into a gas
Volume The amount of space an object occupies
Water vapor The gaseous form of water
Width The extent from side to side of a surface or an object

References

Corwin, Charles H. Chemistry Concepts and Connections. Alternate ed. Englewood

Cliffs, New Jersey: Prentice Hall,1994.
Hill, J.C. Students Guide to Brown and Lemay’s Chemistry: The Central Science.
2nd ed. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1981.
Holtzclaw, H.F. and W.R. Robinson. General Chemistry. 8th ed. U.S.A.:D.C. Heath and
Company, 1988.
__________. Study Guide for General Chemistry and College Chemistry.
8th ed. U.S.A.:D.C. Heath and Company, 1988.
Jones, I.and P. Atkins. Chemistry: Molecules, Matter and Change. 4th ed. U.S.A.:
Michele Russel Julet, 1989.
Petrucci, R.H. General Chemistry: Principles and Modern Applications.
4th ed. New York: MacMillan Publishing Company, 1985.
Senyk, Joan I., James R. Brown and Larry K. Kvannich. General Chemistry Study
Guide. Boston: Houghton Mifflin Company, 1984.

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