Glencoe Science
Chapter Resources
Classification
of Matter
Includes:
Reproducible Student Pages
ASSESSMENT
TRANSPARENCY ACTIVITIES
✔ Chapter Tests
✔ Section Focus Activity
✔ Chapter Review
✔ Teaching Transparency Activity
✔ Assessment Transparency Activity
HANDS-ON ACTIVITIES
✔ Lab Worksheets for each Student Edition Activity
Teacher Support and Planning
✔ Laboratory Activities
✔ Content Outline for Teaching
✔ Foldables–Reading and Study Skills activity sheet
✔ Spanish Resources
✔ Teacher Guide and Answers
MEETING INDIVIDUAL NEEDS
✔ Directed Reading for Content Mastery
✔ Directed Reading for Content Mastery in Spanish
✔ Reinforcement
✔ Enrichment
✔ Note-taking Worksheets
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Table of Contents
To the Teacher
Reproducible Student Pages
■
iv
Hands-On Activities
MiniLab: Try at Home Separating Mixtures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
MiniLab Identifying Changes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Lab Elements, Compounds, and Mixtures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Lab: Design Your Own Experiment Checking Out Chemical Changes . . . . . . . . . . . . . . . . . . . . . . . . . 7
Laboratory Activity 1 Chromatography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Laboratory Activity 2 Properties of Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Foldables: Reading and Study Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
■
Meeting Individual Needs
Extension and Intervention
Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
■
Assessment
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
■
Transparency Activities
Section Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Teacher Support and Planning
Content Outline for Teaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2
Spanish Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T5
Teacher Guide and Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T9
Additional Assessment Resources available with Glencoe Science:
•
•
•
•
•
•
•
•
•
ExamView® Pro TestMaker
Assessment Transparencies
Performance Assessment in the Science Classroom
Standardized Test Practice Booklet
MindJogger Videoquizzes
Vocabulary PuzzleMaker at: gpscience.com
Interactive Chalkboard
The Glencoe Science Web site at: gpscience.com
An interactive version of this textbook along with assessment resources are available
online at: mhln.com
iii
Reproducible
Student Pages
Reproducible Student Pages
■
Hands-On Activities
MiniLab: Try at Home Separating Mixtures. . . . . . . . . . . . . . . . . . . . . . 3
MiniLab Identifying Changes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Lab Elements, Compounds, and Mixtures . . . . . . . . . . . . . . . . . . . . . . . . 5
Lab: Design Your Own Experiment Checking Out Chemical
Changes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Laboratory Activity 1 Chromatography . . . . . . . . . . . . . . . . . . . . . . . . . 9
Laboratory Activity 2 Properties of Matter . . . . . . . . . . . . . . . . . . . . . . 13
Foldables: Reading and Study Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
■
Meeting Individual Needs
Extension and Intervention
Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . . 19
Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . . 23
Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
■
Assessment
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
■
Transparency Activities
Section Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . . 42
Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Classification of Matter
1
Hands-On Activities
Hands-On
Activities
2 Classification of Matter
Date
Class
Hands-On Activities
Name
Separating Mixtures
Procedure
1. Put equal amounts of soil, clay, sand, gravel, and pebbles in a clear-plastic
container. Add water until the container is almost full. Wash your hands
well after handling the materials.
2. Stir or shake the mixture thoroughly. Predict the order in which the materials
will settle.
3. Observe what happens and compare your observations to your predictions.
Data and Observations
Predicted and Actual Order of Settling
Actual order
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Predicted order
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
Analysis
1. In what order did the materials settle?
2. Explain why the materials settled in the order they did.
Classification of Matter
3
Name
Date
Class
Procedure
WARNING: Clean up any spills promptly. Potassium permanganate can stain
clothing.
1. Add water to a 250-mL beaker until it is half-full.
2. Add a crystal of potassium permanganate to the water and write your
observations on the lines in the Data and Observations section.
3. Add 1 g of sodium hydrogen sulfite to the solution and stir it until the
solution becomes colorless.
Data and Observations
Analysis
1. Is dissolving a chemical or a physical change?
2. What evidence of a chemical change did you see?
4 Classification of Matter
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Identifying Changes
Name
Date
Class
Hands-On Activities
Elements, Compounds,
and Mixtures
Lab Preview
Directions: Answer these questions before you begin the Lab.
1. How is a compound different from an element?
2. What is a mixture?
Elements, compounds, and mixtures all contain atoms. In elements, the
atoms all have the same identity. In compounds, two or more elements
have been combined in a fixed ratio. In mixtures, the ratio of substances can
vary.
Real-World Question
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
What are some differences among elements, compounds, and mixtures?
Materials
plastic freezer bag containing the following labeled items:
copper wire
small package of salt
pencil
aluminum foil
chalk (calcium carbonate)
piece of granite
sugar water in a vial
Goals
■
Determine whether several materials are elements, compounds, or mixtures.
Safety Precautions
Procedure
1. Use the table in the Data and Observations
section to record your observations.
2. Obtain a bag of objects. Identify each
object and classify it as an element,
compound, heterogeneous mixture, or
homogenous mixture. The elements appear
in the periodic table. Compounds are
named as examples in Section 1.
Classification of Matter
5
Name
Date
Class
(continued)
Classification of Objects
Object
Identity
Classification
1
2
3
4
5
6
7
Conclude and Apply
1. If you know the name of a substance, how can you find out whether or not it is an element?
2. Examine the contents of your refrigerator at home. Classify what you find as elements,
compounds, or mixtures.
3. Identify whether the mixtures are homogenous or heterogeneous, and whether they are
colloids or suspensions.
Communicating Your Data
Enter your data in the data table and compare your findings with those of your classmates.
For more help, refer to the Science Skill Handbook.
6 Classification of Matter
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Data and Observations
Name
Date
Class
Hands-On Activities
Checking Out Chemical Changes
Lab Preview
Directions: Answer these questions before you begin the Lab.
1. Why is it important to wear safety goggles while doing this lab?
2. What other safety precautions should be taken while doing this lab?
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Mixing materials together does not always produce a chemical change. You
must find evidence of a new substance with new properties being produced
before you can conclude that a chemical change has taken place. Try this lab
and use your observation skills to deduce what kind of change has occurred.
Real-World Question
Test Your Hypothesis
What evidence indicates a chemical change?
Make a Plan
Form a Hypothesis
1. As a group, agree upon a hypothesis and
decide how to test it. Write the hypothesis
statement.
2. To test your hypothesis, devise a plan to
compare two different mixtures. The first
mixture consists of 3 mL of hydrochloric
acid and 0.5 g of baking soda. The second
mixture is 3 mL of hydrochloric acid and the
solid product of the first mixture. Describe
exactly what you will do at each step.
3. Make a list of the materials needed to
complete your experiment.
4. Design a table in the Data and Observations
section so that it is ready to use as your
group observes what happens.
Think about what happens when small pieces
of limestone are mixed with sand. What
happens when limestone is mixed with an acid?
Based on these thoughts, form a hypothesis
about how to determine when mixing substances together produces a chemical change.
Possible Materials
baking soda
10-mL graduated cylinder
magnifying lens
electric hot plate
small evaporating dish
1M hydrochloric acid (HCl)
Goals
■
■
■
Observe the results of adding dilute
hydrochloric acid to baking soda.
Infer that the production of new substances
indicates that a chemical change has occurred.
Design an experiment that allows you to
compare the activity of baking soda with that
of a product formed when baking soda reacts.
Safety Precautions
Follow Your Plan
1. Make sure your teacher approves your plan
before you start.
2. Read over your entire experiment to make
sure that all steps are in logical order.
3. Identify any constants and the variables of
the experiment.
Classification of Matter
7
Name
Date
Class
(continued)
Data and Observations
Analyze Your Data
1. Observe what happened to the baking soda. Did anything happen to the product formed from
the first mixture? Explain why this occurred.
2. Describe what different properties of any new substances you observed after adding
hydrochloric acid to the baking soda.
Conclude and Apply
1. Did the results support your hypothesis? Explain.
2. If you had used vinegar, which contains acetic acid, as the acid, do you think a new substance
would have formed? How could you test this?
Communicating Your Data
Write a description of your observations. Compare your results with those of other
groups. Discuss your conclusions.
8 Classification of Matter
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
4. Should you run any test more than once? How will observations be summarized?
5. Assemble your materials and carry out the experiment according to your plan. Be sure to
record your results as you work.
Date
1
Laboratory
Activity
Class
Chromatography
Chromatography is a useful method for separating substances in a mixture. As you recall,
the substances in a mixture are not chemically
combined. Therefore, they can be separated.
Chromatography can be used to separate the
substances in certain mixtures because these
substances dissolve at different rates.
Many mixtures, such as inks and food
colorings, consist of two or more dyes. To
separate the dyes, a small portion of the mixture is put on an absorbent material, such as
filter paper. A liquid called a solvent is
absorbed onto one end of the filter paper.
The solvent soaks the filter paper, dissolving
the ink. If a dye in the ink dissolves well, it will
move along the paper at the same rate as the
solvent. If another dye in the ink doesn’t
dissolve as well, it will not move as far.
In a short time, a pattern of colors will
appear on the filter paper. Each color will be a
single dye that was in the ink. The distance
that a component dye travels on the filter
paper is a property of that dye. You can use
this property to identify dyes that are found in
inks of other colors.
Strategy
You will use chromatography to separate the substances in a mixture.
You will show differences in the physical properties of the substances that make up a mixture.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Materials
24-well microplate
filter paper
scissors
pencil
metric ruler
red, green, and black ink marking pens
plastic microtip pipette
ethanol
distilled water
masking tape
resealable plastic bag
paper towel
Procedure
1. Place the 24-well microplate on a flat
surface. Arrange the plate so that the
numbered columns are at the top and the
lettered rows are at the left.
2. Cut three strips of filter paper so that each
is approximately as long as the microplate
and 1.5 cm wide.
3. Use a pencil to draw a line 1 cm from one
end across each strip of filter paper.
4. Make a spot, using the red ink marking
pen, in the middle of the pencil line on one
of the strips of filter paper. After the ink
has dried, apply more ink to the same spot.
Allow the ink to dry. See Figure 1.
Figure 1
Pencil line
Filter paper strip
Ink spot
Classification of Matter
9
Hands-On Activities
Name
Name
Date
Class
Laboratory Activity 1 (continued)
11. Repeat steps 9 and 10 for the two remaining
strips using wells C1 and D1.
12. Carefully place the microplate inside the
plastic bag and seal the bag. See Figure 2.
13. Observe the spots on the strips of the filter paper. Record your observations in the
Data and Observations section.
14. When the solvent reaches the ends of the
strips, remove the plate from the plastic
bag.
15. Remove the strips from the wells and
allow the strips to dry on a paper towel.
WARNING: The dyes on the strips can
easily stain your hands and clothing; do not
touch the colored areas of the strips.
16. Note the colors of the dyes on each strip.
Record these colors in Table 1 for each
color of ink used.
17. Attach the dried strips below the Data and
Observations section.
Figure 2
Pencil line
Solvent
Filter paper strip
Tape
Plastic bag
Data and Observations
Observations of colored spots on strips:
10 Classification of Matter
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
5. Repeat step 4 for the two remaining strips
of filter paper. Use the green ink marker
to spot one strip and the black ink marker
to spot the other.
6. Half-fill the microtip pipette with ethanol.
Empty the pipette into well B1 of the
microplate.
7. Repeat step 6 using distilled water.
Thoroughly mix the ethanol and water
in the well.
8. Repeat steps 6 and 7 using wells C1 and D1.
9. Place the end of the first strip of filter
paper into well B1 so that the pencil line
is about 0.5 cm from the edge of the well.
Do not allow the pencil line or spot to
come into contact with the solution in the
well. The end of the filter paper, however,
must be in contact with the solution in
the well.
10. Stretch the strip along the top of the
microplate. Attach the end of the strip to
the microplate with a small piece of tape.
Name
Date
Class
Hands-On Activities
Laboratory Activity 1 (continued)
Table 1
Ink
Color of component dyes
Red
Green
Black
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Attach the dried strips of paper here.
Classification of Matter
11
Name
Date
Class
Laboratory Activity 1 (continued)
1. The term chromatography is related to the Greek roots chroma, meaning color, and graphos,
meaning written. Use the observations you made during this lab to explain how chromatography
reflects the meaning of its roots.
2. Explain if a physical or chemical change took place during the chromatography experiment.
3. What observations would indicate that an ink is made of a single dye?
4. Which component dye traveled the greatest distance for each ink?
Red ink: ____________________
Green ink: ____________________
Black ink: ____________________
5. A student cut out the two colored spots that she observed on the strip of filter paper that
had the green ink spot. She placed the two cut-out spots into two wells of the microplate. She
then added an equal amount of ethanol and distilled water to each well. She noticed that the
solutions in the wells became colored. She repeated the chromatography experiment, spotting
each solution on a different strip of filter paper. Predict what she will see on the strips of filter
paper after the experiment. Explain your prediction.
Strategy Check
Can you use chromatography to separate the substances in a mixture?
12 Classification of Matter
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Questions and Conclusions
Date
2
Laboratory
Activity
Class
Properties of Matter
Everything that has mass and takes up space is called matter. Matter exists in four different
states: solid, liquid, gas, and plasma. This paper, your hand, water, and the air you breathe all
consist of matter. Even the planets and stars are made of matter.
Scientists use two types of properties to describe matter. Physical properties depend on the
nature of the matter. They are observed when there is no change in chemical composition.
The physical properties of water describe it as a colorless, nonmagnetic liquid between the temperatures of 0°C and 100°C. Chemical properties describe the change in chemical composition
of matter due to a chemical reaction. A chemical property of water is its reaction with iron to
form rust.
Matter is constantly changing. A physical change involves a change in shape, temperature, state, and
so on. When a material changes composition, a chemical change occurs.
Strategy
You will classify materials by states of matter.
You will identify physical and chemical properties.
You will distinguish between physical and chemical changes.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Materials
iron sample
magnet
1.5-V dry cells (2)
copper sample
lamp
masking tape
insulated copper wires (3)
test tube
test-tube rack
hydrochloric acid (HCl)
chalk
kitchen matches
toast
dropper
iodine solution
wood sample
rubber sample
WARNING: Hydrochloric acid is corrosive, and iodine solution is poisonous. Handle these solutions
with care.
Procedure
Part A—States of Matter
Part B—Physical Properties
1. Your teacher has set up a bottle containing
different materials. Describe the state of
matter for each material in the bottle.
Record your observations in the Data and
Observations section.
1. Examine the samples of iron, wood,
rubber, and copper. In Table 1, describe the
physical properties listed and any other
properties you can readily observe.
2. Test each sample for its attraction to a magnet. Record your observations in Table 2.
3. Use 2 fresh dry cells, 3 wires, and a small
lamp to test each sample for its ability to
conduct electricity. Set up the materials as
shown in Figure 1. Use tape to secure each
connection. Attach wires to both ends of
the sample. Record the conductivity in
Table 2. You will know that the sample is a
conductor if the bulb lights.
Classification of Matter
13
Hands-On Activities
Name
Name
Date
Class
Laboratory Activity 2 (continued)
Figure 1
1. Safety goggles and a laboratory apron must
be worn for this part of the experiment. Add
hydrochloric acid to the test tube until it is
about half full. Place a small piece of chalk
in the acid and observe what happens.
Record your observations in Table 3.
2. Hold a burning match directly over the
mouth of the test tube. Record your
observations in Table 3.
3. Break a piece of toast to expose the
untoasted center. Use a dropper to add a
drop of iodine solution to the toasted
portion of the toast. Add another drop
to the untoasted center. Record your
observations in Table 3.
Dry cells
Lamp
Sample
Tape
Data and Observations
Part A—States of Matter
States of matter in the bottle:
Part B—Physical Properties
Table 1
Sample
iron
wood
rubber
copper
14 Classification of Matter
Color
Shape
State of
matter
Other
properties
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Part C—Chemical Properties
Name
Date
Class
Hands-On Activities
Laboratory Activity 2 (continued)
Part C—Chemical Properties
Table 2
Sample
Attracted to magnet?
Conducts electricity?
iron
wood
rubber
copper
Table 3
Materials reacting
Observations
chalk and hydrochloric acid
iodine and toasted bread
iodine and untoasted bread
Questions and Conclusions
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
1. What states of matter were visible in the bottle? What states were present but invisible in
the bottle?
2. What are two physical properties that iron and copper have in common?
3. Why are your observations of the four samples descriptions of physical properties?
4. When you added chalk to hydrochloric acid, what type of change took place? How do you know?
Classification of Matter
15
Name
Date
Class
Laboratory Activity 2 (continued)
6. What type of change took place when iodine was dropped on the untoasted bread? How do
you know?
Strategy Check
Can you classify materials by states of matter?
Can you identify physical and chemical properties?
Can you distinguish between physical and chemical changes?
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
5. List one physical property of the gas created by adding chalk to hydrochloric acid. List one
chemical property of this gas.
16 Classification of Matter
Name
Date
Class
Hands-On Activities
Classification of Matter
Directions: Use this page to label your Foldable at the beginning of the chapter.
Elements
Compounds
Mixtures
a material made up of two or more substances
that can be easily separated by physical means
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
a substance made up of all the same atoms
a substance made up of two or more elements
in a fixed proportion
chalk
copper
hydrogen
iron
permanent-press fabric
pizza
salt
vinegar
water
8
O
H
H
O
Oxygen
15.999
Classification of Matter
17
Meeting Individual Needs
Meeting Individual
Needs
18 Classification of Matter
Name
Date
Directed Reading for
Content Mastery
Class
Overview
Classification of Matter
Directions: Complete the concept map using the terms in the list below.
heterogeneous
compound
elements
substances
homogeneous
mixtures
Meeting Individual Needs
Matter
is composed of various
1.
which, when made up
of like atoms, are
of which two or more may
combine in an easily separated
manner to form
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
2.
of which two or
more may form a
3.
4.
which, if blended
evenly throughout,
are
which, if the different
materials are easily
distinguished, are
5.
6.
Directions: Circle the term in parentheses that makes each statement correct.
7. A beam of light is (visible, invisible) as it passes through a solution, but
(can, cannot) be seen as it passes through a colloid.
8. Appearance and behavior are (chemical, physical) properties.
9. The change of one substance to another is a (chemical, physical) change.
10. When substances go through a physical change, mass is always (gained, lost, conserved).
Classification of Matter
19
Name
Date
Directed Reading for
Content Mastery
Section 1
■
Class
Composition of
Matter
Directions: Choose the correct category from the list for each item. Each category will be used more than once.
a. element
2. copper
b. compound
3. granite
c. suspension
4. vinegar
d. heterogeneous mixture
5. pond
e. homogeneous mixture
6. water
f. colloid
7. salt
8. permanent press fabric
9. soft drink
10. paint
11. gold
12. a river delta
13. fog
14. gelatin
15. lead
Directions: Complete the sentences by writing the letters of the correct terms on the lines provided.
16. All substances are built from _____ .
a. elements
c. metal
b. atom
d. salt
17. A beam of light can be seen as it passes through a(n) _____ .
a. colloid
c. element
b. solution
d. compound
18. A _____ is a homogenous mixture of particles so small they cannot be
seen and will not settle to the bottom of their container.
a. colloid
c. element
b. solution
d. compound
20 Classification of Matter
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
1. chalk
Name
Date
Directed Reading for
Content Mastery
Section 2
■
Class
Properties of
Matter
Directions: Complete the paragraphs using the terms listed. Some terms may be used more than once.
liquid
physical change
chemical change
mixture
physical properties
physical property
distillation
equals
melting
conservation of mass
Meeting Individual Needs
Scientists try to explain how changes in substances take place. By applying energy,
you can tear a sheet of paper into pieces and cause a 1. ____________________
____________________ in the paper. On a hot summer day, water vapor will
condense into water droplets on the outside of a glass of iced tea. The glass of iced
tea is a 2. ____________________ of sugar, tea, lemon, and water. Water is a clear,
colorless 3. ____________________ at room temperature. The words clear and
colorless describe two 4. ____________________ ____________________
of water. The melting of the ice in iced tea is a 5. ____________________
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
____________________.
In comparison, a 6. ____________________ ____________________
produces new substances. When a candle burns, physical and chemical changes take
place. The 7. ____________________ of the wax is a physical change. The melted
wax, as it burns, combines with gaseous oxygen in air. After the chemical change,
water vapor and carbon dioxide gas are formed. The mass of all substances before
a chemical change 8. ____________________ the mass of all substances after a
chemical change. This is called the law of 9. ____________________
____________________ ____________________
To separate a solid from a liquid, such as salt from seawater, a process using
the 10. ____________________ ____________________ of boiling point called
11. ____________________ is used.
Classification of Matter
21
Name
Date
Class
Key Terms
Classification of Matter
Directed Reading for
Content Mastery
Directions: Unscramble the terms in each of the following statements. Write the term in the blanks at the left of
the statements and then circle the term in the word search puzzle.
1. A(n) ethgnesuoereo mixture has different materials that
can be easily distinguished.
2. A homogeneous mixture with particles so small they
cannot be seen without a microscope is a(n) tuolsion.
Meeting Individual Needs
3. A(n) ssinnopseu is a liquid heterogeneous mixture in
which visible particles settle.
4. A(n) ooudnmpc is a material made from atoms of two or
more combined elements.
5. If all the atoms in a sample of matter are alike, that kind
of matter is a(n) neemetl.
6. A(n) oogosuenehm mixture has two or more substances
blended evenly throughout.
8. Size, shape, and melting point are hsypialc properties.
9. A burnt object has undergone a aheicmcl change.
10. The law of ionrtcvaeson of mass states that mass is not
gained or lost during chemical changes.
B H H E
T
T E R O G E N E O U S
E O P P R O L O N Z H C O
N P M
I
H M Q L
I
O
C
I
O P
S
M C E R M G H
N
L N C Y H
R O O C O M P O U N D D E
O C G O P E T
I
C S E S A T R D E
L M P
C O N S E R V A T
I
E R E L
E M E N T U
G T O O
I
I
I
I
M Y
E
O N C
S S
P
L E
A
C
I
S
Y N D A L
L
I
C
U
C U M C A T D M C R Y M S A
S
S T
E E S O L U T
22 Classification of Matter
N
I
O N
L
I
B
Y L
I
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
7. The scattering of light by colloids and suspensions is
called the lyTdnal effect.
Nombre
Fecha
Lectura dirigida para
Dominio del contenidio
Clase
Sinopsis
Clasificación de la materia
Instrucciones: Completa el mapa conceptual usando los siguientes términos.
heterogénea
compuesto
elementos
sustancias
homogéneo
mezclas
está compuesta por varias
1.
que cuando se componen de
átomos semejantes forman
de las cuales dos o más pueden combinarse de
modo que pueden separarse fácilmente para formar
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
2.
de los cuales dos o más
pueden formar un(a)
3.
4.
que cuando están
distribuidos uniformemente son
que, si los diferentes
materiales se pueden
distinguir fácilmente son
5.
6.
Instrucciones: Haz un círculo alrededor del término entre paréntesis que completa correctamente el enunciado.
7. Un haz de luz es (visible, invisible) a medida que pasa a través de una solución,
pero (puede, no puede) verse cuando pasa a través de un coloide.
8. La apariencia y el comportamiento son propiedades (químicas, físicas).
9. El cambio de una sustancia en otra es un cambio (químico, físico).
10. Cuando una sustancia sufre un cambio siempre (gana, pierde, conserva) la masa.
Clasificación de la materia
23
Satisface las necesidades individuales
La materia
Nombre
Fecha
Lectura dirigida para
Sección 1
Dominio del contenidio
Clase
■
Composición de
la materia
Instrucciones: Escribe la letra de la categoría correcta a la izquierda de cada objeto de la lista. Cada categoría
se usa más de una vez.
a. elemento
2. cobre
b. compuesto
3. granito
c. suspensión
4. vinagre
d. mezcla heterogénea
5. estanque
e. mezcla homogénea
6. agua
f. coloide
7. sal
8. tela que no requiere planchado
9. gaseosa
10. pintura
11. oro
12. delta de un río
13. neblina
14. gelatina
15. plomo
Instrucciones: Completa las oraciones escribiendo las letras de los términos correctos en las líneas a la izquierd.
16. Todas las sustancias están formadas por _____ .
a. elementos
c. metales
b. átomos
d. sales
17. Podemos ver un rayo de luz cuando atraviesa un(s) _____ .
a. coloide
c. elemento
b. solución
d. compuesto
18. Un(a) _____ es una mezcla homogénea de partículas tan pequeñas que
no se pueden ver y no se depositarán en el fondo del recipiente.
a. coloide
c. elemento
b. solución
d. compuesto
24 Clasificación de la materiar
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Satisface las necesidades individuales
1. tiza
Nombre
Fecha
Lectura dirigida para
Dominio del contenidio
Sección 2
Clase
■
Propiedades de
la materia
Instrucciones: Usa los términos para completar los párrafos. Algunos términos se usan más de una vez.
Los científicos tratan de explicar cómo suceden los cambios en las sustancias. Al
aplicar energía puedes rasgar una hoja de papel en pedazos y causar un(a)
1. ____________________ en el papel. En un día caluroso de verano el vapor de
agua se condensará en pequeñas gotas en la parte externa de un vaso de té helado. El
vaso de té helado es un(a) 2. ____________________ de azúcar, té, limón y agua. A
temperatura ambiente, el agua es un(a) 3. ____________________ claro(a) e incoloro(a). Las palabras clara e incoloro(a) describen dos 4. ____________________
del agua. Cuando el hielo se derrite en el té helado se trata de un
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
5. ____________________.
En comparación, un(a) 6. ____________________ produce sustancias nuevas.
Cuando se quema una vela ocurren cambios físicos y químicos. El(La)
7. ____________________ de la cera es un cambio físico. Al quemarse, la cera
derretida se combina con el oxígeno del aire. Después del cambio químico, se forman vapor de agua y dióxido de carbono. La masa de las sustancias antes del cambio químico es 8. ____________________ la masa de las sustancias después del
cambio químico. Esto se llama la ley de 9. ____________________
Para separar un sólido de un líquido, como la sal del agua marina, se usa el(la)
10. ____________________ de punto de ebullición en un proceso llamado
11. ____________________.
Clasificación de la materia
25
Satisface las necesidades individuales
líquido
cambio físico
cambio químico
mezcla
propiedades físicas
propiedad física
destilación
igual a
fusión
conservación de la masa
Nombre
Fecha
Lectura dirigida para
Dominio del contenidio
Clase
Términos claves
Clasificación de la materia
Instrucciones: Acomoda las letras de los términos en bastardilla en cada una de las oraciones. Escribe dicho
término en los espacios en blanco a la izquierda y luego encierra en un círculo cada término en la sopa de letras.
1. Un(a) mezcla henteaogéer tiene diferentes materiales
fáciles de distinguir.
Satisface las necesidades individuales
2. Una mezcla homogénea con partículas tan pequeñas que
no pueden distinguirse sin usar un microscopio es un(a)
lcunióso.
3. Un(a) cunóissepn es una mezcla líquida heterogénea en la
cual las partículas visibles se asientan.
4. Un(a) toeuspocm es un material hecho de átomos de dos
o más elementos combinados.
5. Si todos los átomos de una muestra de materia son
iguales, ese tipo de materia es un(a) teloenem.
7. La dispersión de la luz producida por los coloides y suspensiones se llama el efecto lyTdnal.
8. Tamaño, forma y punto de fusión son propiedades ciífsas.
9. Un objeto que se quemó sufrió un cambio ícmiquo.
10. La ley de cócsnerivrao de la masa establece que durante un
cambio químico, la masa no se gana ni se pierde.
B H H E
T
T E R O G E N E
A
U S
E O P P R O L O N Z H Q O
N P M
I
H M Q L
L N C Y U
R O O C O M P U E S
O C G O P E T
I
T O
I
N
I
O
C
I
O F
S
I
M C E R M G
I
N
M S
E
S
I
P
E R E L
E M E N T O L E O C C
S
G T
I
C S E S A T R D E
L M P
C O N S E R V A C
I
I
A O
S T
O N C
Y N D A L
L
I
O
U
C U M C A T D M C R Y M S A
S
E E S O L U C
26 Clasificación de la materia
I
I
O N
L
I
B
Y L
I
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
6. Un(a) mezcla gohmoéane tiene dos o más sustancias mezcladas completamente.
Name
Date
1
Reinforcement
Class
Composition of Matter
Directions: Match the terms in Column II with the definitions in Column I. Write the letter of the correct term in
the blank at the left.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Column II
1. heterogeneous mixture containing a liquid in which
visible particles settle
a. Tyndall effect
2. contains two or more gaseous, liquid, or solid
substances blended evenly throughout the mixture.
b. colloid
3. substance in which all atoms are alike
c. heterogeneous mixture
4. any material made of two or more substances
that can be physically separated
d. mixture
5. the scattering of light by colloidal particles
e. element
6. heterogeneous mixture with larger particles
that never settle
f. suspension
7. a mixture in which different materials can be
easily distinguished
g. solution
8. homogeneous mixture of particles so small they
cannot be seen and will never settle to the bottom
of their container
9. substance in which two or more elements are
combined in a fixed proportion
h. homogeneous mixture
i. compound
Directions: Fill in the table below with the element below that matches its description.
gold
lead
titanium
americium
aluminum
tungsten
10. radioactive metal
11. resists corrosion
12. excellent reflector of heat
13. highest melting point of any metal
14. strong and lightweight
15. has a high density
Classification of Matter
27
Meeting Individual Needs
Column I
Name
2
Date
Reinforcement
Class
Properties of Matter
Directions: Below are two sets of words. Complete the second set by choosing a word from those listed below
the blank. The two words must be related in the same way as the first set of words.
EXAMPLE
letter:envelope::pillow: ____________case_________
case, sheet, soft, bed
2. physical:chemical::size: ________________________
burning, taste, solubility, acid
3. chemical:rust::physical: ________________________
compound, condensation, solid, change
4. physical:density::chemical: ________________________
size, melting, combustible, ice
5. solid:steel::gaseous: ________________________
coal, air, water, gasoline
6. burning:candle::rust: ________________________
vaporization, physical property, iron, mixture
7. smell:rotten eggs::heat and light: ________________________
burning logs, mountains, river deltas, ice water
8. gold:gold leaf::copper: ________________________
ice, wire, mass, rust
Directions: Answer the following questions on the lines provided.
9. What is the difference between a physical change and a chemical change?
10. Name some physical properties.
11. Explain how a pile of ashes has the same mass as the original log before it was burned. What
is the law that defines this (assuming a completely dry log and no combustable products
escaped in the air) called?
12. Have you ever created a physical change? A chemical? Explain.
28 Classification of Matter
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
1. steam:water::water: ________________________
heat, molecules, ice, matter
Name
Date
1
Enrichment
Class
Classification of Matter
When classifying matter, it is helpful to organize your information in a useful way. One useful way
to organize information is to use a dichotomous key. A dichotomous key is a key for identifying
items based on a series of choices between alternative characteristics. A dichotomous key showing
the terms used to classify matter is drawn below.
Directions: Use the dichotomous key below to classify the following types of matter.
Meeting Individual Needs
element
pu
re
substance
compound
matter
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
e
ur
tp
no
homogeneous
un
ifo
solution
rm
mixture
no
n-
un
colloid
ifo
rm
heterogeneous
suspension
1. copper
2. sodium chloride
3. muddy water
4. hot coffee
5. milk
Classification of Matter
29
Name
2
Date
Enrichment
Class
Using Physical Properties to
Separate Mixtures
Jim’s teacher gave him samples of several mixtures. Jim’s assignment was to design methods to
separate the substances of each mixture by applying the concepts that he had learned in science
class. Jim began by going to reference books and researching as much as possible about the
substances in various mixtures. He then proposed a method of separation for each mixture. Using
the science books in your classroom and other references in the library, find out as much as you
can about the physical and chemical characteristics of each of the substances in the given
mixtures. Record the information in Table 1.
Mixture
Substances present
A
tin
carbon
B
those in fountain pen ink
C
sulfur
sodium chloride
D
sulfur
sand
iron filings
E
sulfur
sodium chloride
sand
Information recorded from reference books
Now that you have researched the physical and chemical characteristics of the substances in the
different mixtures, propose a separation method for each mixture. Record the methods in Table 2.
Table 2
Mixture
A tin and carbon
B fountain pen ink
C sulfur and
sodium chloride
D sulfur, sand, and
iron filings
E sulfur, sodium,
chloride, and sand
30 Classification of Matter
Separation method
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
Table 1
Name
Date
Note-taking
Worksheet
Section 1
Class
Classification of Matter
Composition of Matter
A. _______________________—either an element or a compound
1. When all the atoms in a substance are alike, the substance is an _______________________.
2. A _______________________ is a substance with two or more elements combined in a
B. Two or more substances that can be easily separated by physical means
form a _______________________.
1. _______________________ mixture—mixture of different and easily distinguishable materials
2. _______________________ mixture—contains two or more gaseous, liquid, or solid substances blended evenly; also called a solution
3. _______________________—heterogeneous mixture with larger particles that never settle;
colloids scatter light in the Tyndall effect
4. A heterogeneous mixture containing a liquid in which visible particles settle is
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
called a _______________________.
Section 2
Properties of Matter
A. _______________________—characteristics of a material which can be observed without
changing the identity of the substances in the material; examples include color, shape, size,
melting point, and boiling point
1. _______________________—physical description of a substance
2. _______________________—how a substance acts; for example, magnetism, viscosity, ductility
3. Physical properties such as size and magnetism can be used to _______________________
mixtures.
B. _______________________—change in a substance’s size, shape, or state of matter
1. Substance does not change _______________________ when it undergoes a physical change
2. _______________________ is a process for separating a mixture by evaporating a liquid
and condensing its vapor.
Classification of Matter
31
Meeting Individual Needs
fixed proportion.
Name
Date
Class
Note-taking Worksheet (continued)
C. _______________________ property—characteristics of a substance indicating that it can
change chemically; for example, flammability or light sensitivity of a substance
D. When one substance changes to another substance, a _______________________ has occurred.
1. Some chemical changes are indicated by _______________________ change, smell, or
bubble formation.
2. Other chemical changes occur very slowly, such as the formation of
_______________________.
from their ores.
E. ______________ of Earth’s surface involves both physical and chemical changes.
1. ____________—big rocks split into smaller ones; streams carry rock particles from one
location to another
2. ____________—Chemical changes can occur in rocks when calcium carbonate in limestone changes to calcium hydrogen carbonate due to acid rain.
F. Law of ________________________________________—Mass of all substances present
before a chemical change equals the mass of all substances after the change.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
3. Chemical changes can be used to _______________________ substances such as metals
32 Classification of Matter
Assessment
Assessment
34 Classification of Matter
Name
Date
Class
Classification of Matter
Chapter
Review
Part A. Vocabulary Review
Directions: Use the clues below to complete the crossword puzzle.
1
2
3
4
5
6
7
Across
1. A change in size, shape, or state of matter
3. Substance in which two or more elements
are combined in a fixed proportion
4. A mixture in which different materials can
be easily distinguished
6. Heterogeneous mixture containing a liquid in which visible particles settle
10
Down
2. Mixture containing two or more gaseous,
liquid, or solid substances blended evenly
throughout
5. Substance in which all atoms are alike
8. Effect of scattering light by colloidal
particles
9. Law of conservation of ______
7. Heterogeneous mixture with larger particles that never settle
9. Any material of two or more substances
that can be physically separated
10. Homogeneous mixture of particles so small
they cannot be seen and will never settle
Classification of Matter
35
Assessment
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
9
8
Name
Date
Class
Chapter Review (continued)
Directions: Find the mistakes in the statements below. Rewrite each statement correctly on the lines provided.
11. A burning candle is undergoing a physical change.
12. Removing salt from water by heating the water until it vaporizes and leaves the salt behind is
called suspension.
13. An orange squeezed to make orange juice is an example of distillation.
Part B. Concept Review
Directions: Determine whether the following mixtures are homogeneous or heterogeneous.
1. chocolate chip ice cream
2. tap water
3. milk
4. smoke
5. vegetable soup
Assessment
Directions: In the blank on the left, label each of the following as a physical property, physical change,
chemical property, or chemical change.
7. sharpening a pencil
8. flammability of a substance
9. size of an object
10. inflating a tire
11. freezing point
12. drawing copper into wire
13. corrosion of bicycle frame
14. fragrance of a flower
15. formation of water when hydrogen burns
16. boiling water
36 Classification of Matter
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
6. State the law of conservation of mass. This law applies to physical changes as well as chemical
changes. With this law in mind, explain what happens to the mass of 18 mL of liquid water
when it vaporizes to form about 22 L of water vapor.
Transparency Activities
Transparency
Activities
Classification of Matter
41
Name
1
Date
Section Focus
Transparency Activity
Class
Brilliant Sunset
Transparency Activities
1. What are some components of air?
2. Why might air be referred to as a mixture?
3. Do you think air pollution can affect how we see the sky? Explain.
42 Classification of Matter
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Why do some sunsets have such rich, vibrant colors? The color of
the sunset depends on the way in which particles in the air scatter
light. If the air is relatively free of particles, then the sunset will tend
to look yellow. If there are a lot of particles in the air the result will
be a sunset of fiery reds and oranges.
Name
2
Date
Section Focus
Transparency Activity
Class
All that Glitters
1. What properties of gold allow it to be separated from sand and
gravel by panning?
2. How does gold change from the time it is collected to the time it is
ready to sell?
Classification of Matter
43
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
If you imagine a 19th century gold miner, you may think of someone
standing in a river swirling water in a pan. Panning was a common
technique used to separate gold from a mixture of sand and gravel.
Name
Date
Teaching Transparency
Activity
Substances and
Mixtures
Matter
Has mass and
takes up space
Substance
Composition
definite
Compound
Two or more kinds
of atoms
Element
One kind
of atoms
Mixture
Composition
variable
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
1
Class
Heterogeneous
Unevenly mixed
Homogeneous
Evenly mixed; a
solution
Classification of Matter
45
Name
Teaching Transparency Activity
Date
Class
(continued)
1. How does the composition of a mixture differ from the composition of a substance?
2. How does an element differ from a compound?
3. What does the term homogenous mean?
4. Carbon dioxide is made up of two atoms of oxygen and one atom of carbon. How would you
classify carbon dioxide?
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
5. What is a colloid?
46 Classification of Matter
Name
Date
Assessment
Transparency Activity
Class
Classification of Matter
Directions: Carefully review the graph and answer the following questions.
Elements Dissolved in Seawater
Cl
Mg
Ca = Calcium
Cl = Chlorine
K = Potassium
S
K
Ca
Mg = Magnesium
Na = Sodium
S = Sulfur
1. According to this information, which element makes up greater
than 50 percent of the elements dissolved in seawater?
A Sodium
B Sulfur
C Magnesium D Chlorine
2. Which element is found dissolved in seawater about twice as much
as magnesium?
F Calcium
G Sodium
H Sulfur
J Potassium
3. A compound is a substance made of the combined atoms of two or
more different elements. According to this definition, which of
these is a compound?
A Ca
B MgS
C Cl2
D Na
Classification of Matter
47
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Na