3 States of Matter Compression guide: Chapter …s5ebeba82addad021.jimcontent.com/download/version/...CRF Chapter Resource File SS Science Skills Worksheets IT Interactive Textbook

OBJECTIVES LABS, DEMONSTRATIONS, AND ACTIVITIES TECHNOLOGY RESOURCES

Compression guide:To shorten instructionbecause of time limitations,omit Section 2.

3 States of MatterChapter Planning Guide

Chapter Opener

63A Chapter 3 • States of Matter

OSP Lesson Plans (also in print) TR Bellringer Transparency* TR P5 Models of a Solid, a Liquid, and

a Gas*CRF SciLinks Activity*gCD Science Tutor

TE Demonstration Particles in the Air, p. 66 ◆g

SE Connection to Physics Is Glass a Liquid?, p. 67g SE Skills Practice Lab Full of Hot Air!, p. 704g

CRF Datasheet for LabBook* LB Whiz-Bang Demonstrations Demonstration with a

CRUNCH!b

Section 1 Three States of Matter• Describe the properties shared by particles of all

matter.• Describe three states of matter.• Explain the differences between the states of matter.

OSP Lesson Plans (also in print) TR Bellringer Transparency* TR P6 Boyle’s Law; Charles’s Law* SE Internet Activity, p. 71gCD Science Tutor

TE Demonstration A Mini-explosion, p. 70 ◆b

TE Activity Changes in Gas Volume, p. 71g SE Science in Action Math, Social Studies, and Language

Arts Activities, pp. 86–87g

PACING • 45 min pp. 70–73Section 2 Behavior of Gases• Describe three factors that affect how gases behave.• Predict how a change in pressure or temperature will

affect the volume of a gas.

OSP Lesson Plans (also in print) TR Bellringer Transparency* TR P7 Changing the State of Water*VID Lab Videos for Physical Science TR LINK TOLINK TO EARTH SCIENCE EARTH SCIENCE E39 The Water

CycleCD Science Tutor

TE Demonstration Do Solids Move?, p. 74 ◆g

SE Connection to Language Arts Cooking at High Altitudes,p. 77g

SE Quick Lab Boiling Water is Cool, p. 78gCRF Datasheet for Quick Lab* SE Skills Practice Lab A Hot and Cool Lab, p. 80g

CRF Datasheet for Chapter Lab* SE Skills Practice Lab Can Crusher, p. 705g

CRF Datasheet for LabBook* LB Labs You Can Eat How Cold Is Ice-Cream

Cold?*g LB Long-Term Projects & Research Ideas Episode IV: Sam

and His Elephants Get That Sinking Feeling*a LB Calculator-Based Lab Keeping Things Coola

PACING • 90 min pp. 74–79Section 3 Changes of State• Describe how energy is involved in changes of state.• Describe what happens during melting and freezing.• Compare evaporation and condensation.• Explain what happens during sublimation.• Identify the two changes that can happen when a

substance loses or gains energy.

OSP Parent Letter ■

CD Student Edition on CD-ROM CD Guided Reading Audio CD ■

TR Chapter Starter Transparency*VID Brain Food Video Quiz

SE Start-up Activity, p. 65gpp. 64–69PACING • 90 min

CRF Vocabulary Activity*g SE Chapter Review, pp. 82–83g

CRF Chapter Review* ■g

CRF Chapter Tests A* ■g, B*a, C*s SE Standardized Test Preparation, pp. 84–85g

CRF Standardized Test Preparation*gCRF Performance-Based Assessment*gOSP Test Generator, Test Item Listing

CHAPTER REVIEW, ASSESSMENT, ANDSTANDARDIZED TEST PREPARATION

PACING • 90 min

Online and Technology Resources

Visit go.hrw.com foraccess to Holt OnlineLearning, or enter thekeyword HP7 Homefor a variety of freeonline resources.

This CD-ROM package includes:• Lab Materials QuickList Software• Holt Calendar Planner• Customizable Lesson Plans• Printable Worksheets

• ExamView® Test Generator• Interactive Teacher’s Edition• Holt PuzzlePro®

• Holt PowerPoint® Resources

STANDARDS CORRELATION SKILLS DEVELOPMENT RESOURCES SECTION REVIEW AND ASSESSMENT CORRELATIONS

Chapter 3 • Chapter Planning Guide 63B

CRF Directed Reading A* ■b, B*s IT Interactive Textbook* Struggling ReadersStruggling Readers

CRF Vocabulary and Section Summary* ■g

SE Reading Strategy Paired Summarizing, p. 66g TE Inclusion Strategies, p. 66 TE Support for English Language Learners, p. 67

SE Reading Checks, pp. 67, 68g TE Reteaching, p. 68b TE Quiz, p. 68g TE Alternative Assessment, p. 68b SE Section Review,* p. 69 ■g

CRF Section Quiz* ■g

UCP 1, 2; PS 1a; LabBook: UCP2, 3; SAI 1, 2; PS 1a



SE Reading Strategy Reading Organizer, p. 70g TE Reading Strategy Prediction Guide, p. 71g TE Support for English Language Learners, p. 71

CRF Reinforcement Worksheet Make a State-ment*b MS Math Skills for Science Checking Division with Multiplication*g

SE Reading Checks, pp. 71, 72g TE Reteaching, p. 72b TE Quiz, p. 72g TE Alternative Assessment, p. 72g TE Homework, p. 72a SE Section Review,* p. 73 ■g


UCP 1, 2, 3; PS 1a



SE Reading Strategy Mnemonics, p. 74g TE Support for English Language Learners, p. 75 TE Reading Strategy Prediction Guide, p. 76g

CRF Critical Thinking What a State!*a

SE Reading Checks, pp. 74, 76, 78g TE Homework, p. 76g TE Homework, p. 77g TE Reteaching, p. 78b TE Quiz, p. 78g TE Alternative Assessment, p. 78g SE Section Review,* p. 79 ■g


UCP 3; SAI 1; PS 1a, 3a;Chapter Lab: UCP 2, 3; SAI 1, 2;PS 1a, 3a; LabBook: SAI 1

SE Pre-Reading Activity, p. 64gOSP Science Puzzlers, Twisters & Teasers*g

National ScienceEducation Standards

UCP 2, 3; SAI 1; PS 1a, 3a

CRF Chapter Resource File SS Science Skills Worksheets IT Interactive TextbookOSP One-Stop Planner MS Math Skills for Science Worksheets * Also on One-Stop Planner

SE Student Edition LB Lab Bank CD CD or CD-ROM ◆ Requires advance prepTE Teacher Edition TR Transparencies VID Classroom Video/DVD ■ Also available in Spanish

KEY

Maintained by the NationalScience Teachers Association.See Chapter Enrichment pagesthat follow for a complete listof topics.

www.scilinks.orgCheck out Current Sciencearticles and activities byvisiting the HRW Web siteat go.hrw.com. Just typein the keyword HP5CS03T.

• Lab Videos demonstratethe chapter lab.

• Brain Food Video Quizzeshelp students review thechapter material.

ClassroomVideos

Holt Lab GeneratorCD-ROM

Search for any lab by topic, standard,difficulty level, or time. Edit any labto fit your needs, or create your ownlabs. Use the Lab Materials QuickListsoftware to customize your labmaterials list.

• Guided Reading Audio CD(Also in Spanish)

• Interactive Explorations• Virtual Investigations• Visual Concepts• Science Tutor

ClassroomCD-ROMs

Planning ResourcesTEST ITEM LISTINGPARENT LETTERLESSON PLANS

Visual ResourcesCHAPTER STARTER

TRANSPARENCYBELLRINGER

TRANSPARENCIES TEACHING TRANSPARENCIES

TEACHING TRANSPARENCIESCONCEPT MAPPING

TRANSPARENCY

TEST ITEM LISTING

Copyright © by Holt Rinehart and Winston All rights reserved

The World of ScienceMULTIPLE CHOICE

1. A limitation of models is thata. they are large enough to see.b. they do not act exactly like the things that they model.c. they are smaller than the things that they model.d. they model unfamiliar things.Answer: B Difficulty: I Section: 3 Objective: 2

2. The length 10 m is equal toa. 100 cm. c. 10,000 mm.b. 1,000 cm. d. Both (b) and (c)Answer: B Difficulty: I Section: 3 Objective: 2

3. To be valid, a hypothesis must bea. testable. c. made into a law.b. supported by evidence. d. Both (a) and (b)Answer: B Difficulty: I Section: 3 Objective: 2 1

4. The statement "Sheila has a stain on her shirt" is an example of a(n)a. law. c. observation.b. hypothesis. d. prediction.Answer: B Difficulty: I Section: 3 Objective: 2

5. A hypothesis is often developed out ofa. observations. c. laws.b. experiments. d. Both (a) and (b)Answer: B Difficulty: I Section: 3 Objective: 2

6. How many milliliters are in 3.5 kL?a. 3,500 mL c. 3,500, 000 mLb. 0.0035 mL d. 35,000 mLAnswer: B Difficulty: I Section: 3 Objective: 2

7. A map of Seattle is an example of aa. law. c. model.b. theory. d. unit.Answer: B Difficulty: I Section: 3 Objective: 2

8. A lab has the safety icons shown below. These icons mean that you should weara. only safety goggles. c. safety goggles and a lab apron.b. only a lab apron. d. safety goggles, a lab apron, and gloves.Answer: B Difficulty: I Section: 3 Objective: 2

9. The law of conservation of mass says the tot al mass before a chemical change isa. more than the total mass after the change.b. less than the total mass after the change.c. the same as the total mass after the change.d. not the same as the total mass after the change.Answer: B Difficulty: I Section: 3 Objective: 2

10. In which of the following areas might you find a geochemist at work?a. studying the chemistry of rocks c. studying fishesb. studying forestry d. studying the atmosphereAnswer: B Difficulty: I Section: 3 Objective: 2

TEACHER RESOURCE PAGE

Lesson Plan

Section: Waves

PacingRegular Schedule: with lab(s): 2 days without lab(s): 2 days

Block Schedule: with lab(s): 1 1/2 days without lab(s): 1 day

Objectives1. Relate the seven properties of life to a living organism.

2. Describe seven themes that can help you to organize what you learn aboutbiology.

3. Identify the tiny structures that make up all living organisms.

4. Differentiate between reproduction and heredity and between metabolismand homeostasis.

National Science Education Standards CoveredLSInter6: Cells have particular structures that underlie their functions.

LSMat1: Most cell functions involve chemical reactions.

LSBeh1:Cells store and use information to guide their functions.

UCP1:Cell functions are regulated.

SI1: Cells can differentiate and form complete multicellular organisms.

PS1: Species evolve over time.

ESS1: The great diversity of organisms is the result of more than 3.5 billion yearsof evolution.

ESS2: Natural selection and its evolutionary consequences provide a scientificexplanation for the fossil record of ancient life forms as well as for the strikingmolecular similarities observed among the diverse species of living organisms.

ST1: The millions of different species of plants, animals, and microorganismsthat live on Earth today are related by descent from common ancestors.

ST2: The energy for life primarily comes from the sun.

SPSP1: The complexity and organization of organisms accommodates the needfor obtaining, transforming, transporting, releasing, and eliminating the matterand energy used to sustain the organism.

SPSP6: As matter and energy flows through different levels of organization ofliving systems—cells, organs, communities—and between living systems and thephysical environment, chemical elements are recombined in different ways.

HNS1: Organisms have behavioral responses to internal changes and to externalstimuli.

This CD-ROM includes all of the resources shown here and the following time-saving tools:

• Lab Materials QuickList Software

• Customizable lesson plans

• Holt Calendar Planner

• The powerful ExamView ® Test Generator

Chapter Resources

Dear Parent,

Your son's or daughter's science class will soon begin exploring the chapter entitled “The

World of Physical Science.” In this chapter, students will learn about how the scientific

method applies to the world of physical science and the role of physical science in the

world. By the end of the chapter, students should demonstrate a clear understanding of the

chapter’s main ideas and be able to discuss the following topics:

1. physical science as the study of energy and matter (Section 1)

2. the role of physical science in the world around them (Section 1)

3. careers that rely on physical science (Section 1)

4. the steps used in the scientific method (Section 2)

5. examples of technology (Section 2)

6. how the scientific method is used to answer questions and solve problems (Section 2)

7. how our knowledge of science changes over time (Section 2)

8. how models represent real objects or systems (Section 3)

9. examples of different ways models are used in science (Section 3)

10. the importance of the International System of Units (Section 4)

11. the appropriate units to use for particular measurements (Section 4)

12. how area and density are derived quantities (Section 4)

Questions to Ask Along the Way

You can help your son or daughter learn about these topics by asking interesting questions

such as the following:

• What are some surprising careers that use physical science?

• What is a characteristic of a good hypothesis?

• When is it a good idea to use a model?

• Why do Americans measure things in terms of inches and yards instead of centimeters

and meters ?

63C Chapter 3 • States of Matter

3

are convertedin

from liquid to solid by

from liquid to gas by

from gas to liquid by

from solid toliquid by

such as

freezing

gas

States of Matter CONCEPT MAPPING TRANSPARENCY

Copyright © by Holt, Rinehart and Winston. All rights reserved.

Use the following terms to complete the concept map below:changes of state, melting, vaporization, liquid, condensation, states of matter, solid


Un

derstan

din

g Weath

erTEA

CHIN

G TR

AN

SPAR

ENCY

The Water Cycle

Evapo

ration

occurs when

liquid water changes into

water vapor, w

hich is a gas.

Precip

itation

occurs when rain,

snow, sleet, or hail falls from

the clouds onto Earth’s surface.

Ru

no

ffis w

ater, usually from

precipitation, that flow

s across land and collects in rivers, stream

s, and eventually the ocean.

Co

nd

ensatio

noccurs w

hen w

ater vapor cools and changes from

a gas to a liquid. Clouds

form by this process.


States of M

atterTEA

CHIN

G TR

AN

SPAR

ENCY

Changing the State of Water

Boiling point

Time

Temperature (°C)

100

Melting point

0EN

ERG

YADDED

ENERGYA

DD

EDEN

ERG

Y

ADDED

The energy that is added during a change of state is used to break the attractions betw

een particles. So, the tem

perature does not change until the change of state is com

plete.Chapter: Understanding Weather

Imagine . . .You arrive at the beach as the last of athunderstorm heads out to sea. Suddenlylightning strikes a short distance downthe beach.

After the storm passes, you hurry tothe spot where the lightning bolt hit.There you notice an odd mark in thesand. You dig down and find aglassy object like the one shownbelow. What is it?

You have found a rare typeof natural glass called fulgurite(FUHL gyoo RIET) that some-times forms when lightningstrikes sand. In the instant thatthe lightning bolt strikes, thesand may reach a temperatureof 33,000°C (about the same asthe sun’s surface). The solid sandmelts into a liquid, then quicklycools and hardens into glass. Achange of state, from solid to liquidand back again, has taken place—right on the beach!

The same basic process is usedto make the light bulbs, windows,and bottles you use every day.Instead of lightning, however,glassmakers use hot ovens to meltsolid silica (the main mineralin sand) and other ingre-dients into liquidglass. Then, beforethe glass coolsand solidifies,the glassmakerforms it into thedesired shape.Read on to dis-cover more aboutstates of matter.

States of Matter CHAPTER STARTER


States of Matter BELLRINGER TRANSPARENCY


Section: Three States of MatterIn the kitchen, you might find three different forms ofwater. What are these three forms of water, and whereexactly in the kitchen would you find them? Further,how do you use water in each of these forms?

Record your answers in your science journal.

Section: Behavior of GasesWhat gas is used to fill balloons that will float in theair? How does a hot-air balloon float if it is filledonly with air and not helium?

Record your answers in your science journal.


States of M

atterTEA

CHIN

G TR

AN

SPAR

ENCY

Models of a Solid, a Liquid, and a Gas

Particles of a solid do not m

ove fast enough to over-com

e the strong attraction betw

een them. So, they are

close together and vibrate in place.

Particles of a liquid move

fast enough to overcome

some of the attraction be-

tween them

. The particles are close together but can slide past one another.

Particles of a gas move fast

enough to overcome alm

ost all of the attraction betw

een them

. The particles are far apart and m

ove indepen-dently of one another.

Boyle’s LawStates of Matter TEACHING TRANSPARENCY


Lifting the piston lets the par-ticles of gas spread far apart. The volume of the gas increases as the pressure decreases.

Releasing the piston allows the particles of gas to return to their original volume and pressure.

Pushing the piston forces the gas particles close together. The volume of the gas decreases as the pressure increases.

Decreasing the temperature of the gas causes the particles to move more slowly. The gas par-ticles hit the piston less often and with less force. So, the volume of the gas decreases.

Increasing the temperature of the gas causes the particles to move more quickly. The gas parti-cles hit the piston more often and with greater force. So, the volume of the gas increases.

Charles’s Law

SAMPLE SAMPLE SAMPLE

Meeting Individual Needs

Review and Assessments

Labs and Activities

DIRECTED READING A VOCABULARY ACTIVITY REINFORCEMENT

DATASHEETS FOR QUICKLABS

STANDARDIZED TEST PREPARATIONCHAPTER TEST BCHAPTER REVIEWSECTION QUIZ

SCILINKS ACTIVITY

MARINE ECOSYSTEMS

Go to www.scilinks.com. To find links relatedto marine ecosystems, type in the keywordHL5490. Then, use the links to answer thefollowing questions about marine ecosys-tems.

1. What percentage of the Earth’s surface iscovered by water?

2. What percentage of the Earth’s water is found in the oceans?

3. What is the largest animal on Earth?

4. Describe an ocean animal.

Name Class Date

SciLinks ActivityActivity

Developed and maintained by theNational Science Teachers Association

Topic: Reproductive SystemIrregularitiesSciLinks code: HL5490

WHIZ-BANGDEMONSTRATIONS


Name Class Date

Vocabulary ActivityActivity

Getting the Dirt on the SoilAfter you finish reading Chapter: [Unique Title], try this puzzle! Use the clues belowto unscramble the vocabulary words. Write your answer in the space provided.

1. the breakdown of rock intosmaller and smaller pieces:AWERIGNETH

2. layer of rock lying beneath soil:CROKDEB

3. type of crop that is plantedbetween harvests to reduce soilerosion: CROVE

4. action of rocks and sedimentscraping against each other andwearing away exposed surfaces:SABRONIA

5. a mixture of small mineral frag-ments and organic matter: LISO

6. rock that is a source of soil:PRATEN CORK

7. type of reaction that occurs whenoxygen combines with iron toform rust: oxidation

8. type of weathering caused byphysical means: CLEMANIACH

9. the chemical breakdown of rocksand minerals into new substances: CAMILCHETHEARIGWEN

10. layers of soil, to a geologist:SNORHIZO

11. the uppermost layer of soil:SPOTOIL

12. process in which rainwater car-ries dissolved substances fromthe uppermost layers of soil to thebottom layers: HELANCIG

13. small particles of decayed plantand animal material in soil:MUUSH

14. the process in which wind, water,or ice moves soil from one location to another: ROOSINE

15. the methods humans use to takecare of soil:OSIL VASETONRICON

LONG-TERM PROJECTS & RESEARCH IDEAS CALCULATOR-BASED LABS

DATASHEETS FOR QUICK LABS

VOCABULARY AND SECTION SUMMARY


Section: EnergIn the space provided, write the letter of the description that best matches theterm or phrase.

______ 1. building molecules that can be used asan energy source. or breaking down moleculesin which energy is stored

______ 2. the process by which light energy is convertedto chemical energy

______ 3. an organism that uses sunlight or inorganicsubstances to make organic compounds

______ 4. an organism that uses sunlight or inorganicsubstances to make organic compounds

______ 5. an organism that consumes food to get energy

______ 6. the process of getting energy from food

In the space provided, write the letter of the term or phrase that best completeseach statement or best answers each question.

Name Class Date

Section QuizAssessment

a. photosynthesis

b. autotroph

c. heterotroph

d. cellular respiration

e. metabolism

f. cellular respiration

______ 7. Which of the following mostclosely resembles cellularrespiration?a. warm water moving

through copper pipesb. people movimg alomg a

escalatorc. mixing different foods in

a blenderd. logs burning in a fire

______ 8. An organism’s reproductivecells, such as sperm or eggcells, are called?a. genesb. chromosomesc. gamates.d. zygotes.

______ 9. An organism’s reproductivecells, such as sperm or eggcells, are called?a. genesb. chromosomesc. gamates.d. zygotes.

______10. Which of the following mostclosely resembles cellularrespiration?a. warm water moving

through copper pipesb. people movimg alomg a

escalatorc. mixing different foods in

a blenderd.

logs burning in a fire


Section: ExploringTHAT’S SCIENCE!

1. How did James Czarnowski get his idea for the penguin boat, Proteus?Explain.

unusual about the way that Proteus moves through the water?

MATTER + AIR ➔ PHYSICAL SCIENCE

3. What do air, a ball, and a cheetah have in common?

4. What is one question you will answer as you explore physical science?

5. Chemistry and physics are both fields of . Chemists

study the different forms of and how they interact.

and how it affects are

studied in physics.

Identify the field of physical science to which each of the following descriptionsbelongs by writing physics or chemistry in the space provided.

_______________________ 6. how a compass works

_______________________ 7. why water boils at 100°C

_______________________ 8. how chlorine and sodium combine to form table salt

_______________________ 9. why you move to the right when the car you are inturns left

Directed Reading A

Name Class Date

Skills Worksheet

DIRECTED READING B

Section: ExploringTHAT’S SCIENCE!

1. How did James Czarnowski get his idea for the penguin boat, Proteus?Explain.

2. What is unusual about the way that Proteus moves through the water?

MATTER + AIR ➔ PHYSICAL SCIENCE

3. What do air, a ball, and a cheetah have in common?

Directed Reading B

Name Class Date

Skills Worksheet

Section: UniqueVOCABULARY

In your own words, write a definition of the following term in the space provided.

1. scientific method

2. technology

3. observation

Name Class Date

Vocabulary & NotesSkills Worksheet

Name Class Date

ReinforcementSkills Worksheet

The Plane TruthComplete this worksheet after you finish reading the Section: [Unique SectionTitle]

You plan to enter a paper airplane contest sponsoredby Talkin’ Physical Science magazine. The personwhose airplane flies the farthest wins a lifetime sub-scription to the magazine! The week before the con-test, you watch an airplane landing at a nearbyairport. You notice that the wings of the airplane haveflaps, as shown in the illustration at right. The paperairplanes you’ve been testing do not have wing flaps.What question would you ask yourself based on these observations? Write yourquestion in the space below for “State the problem.” Then tell how you could usethe other steps in the scientific method to investigate the problem.

1. State the problem.

2. Form a hypothesis.

3. Test the hypothesis.

4. Analyze the results.

5. Draw conclusions.

Flaps


CRITICAL THINKING

A Solar Solution

Name Class Date

Critical Thinking Skills Worksheet

Joseph D. Burns

Inventors’ Advisory Consultants

Portland, OR 97201

Dear Mr. Burns,I’ve got this great idea for a new product called the BlissHeater. It’s a portable, solar-powered space heater. The heater’s design includes these features:•T

he heater will be as longas an adult’s arm and aswide as a

packing box.

•T

he heater will have aglass top set at an angleto catch the sun’s rays.

•T

he inside of the heaterwill be dark colored toabsorb solar heat.If you think my idea will work, I will make the Bliss

Heaters right away without wasting time and money on test-ing and making models. Please write back soon with youropinion.

SECTION REVIEW

Section: UniqueKEY TERMS

1. What do paleontologist study?

2. How does a trace fossil differ from petrified wood?

3. Define fossil.

UNDERSTANDING KEY IDEAS

Name Class Date

Section ReviewSkills Worksheet


[UniqueMULTIPLE CHOICE


______ 1. Surface currents are formed by a. the moon’s gravity. c. wind.b. the sun’s gravity. d. increased water density.

______ 2. When waves come near the shore, a. they speed up. c. their wavelength increases.b. they maintain their speed. d. their wave height increases.

______ 3. Longshore currents transport sediment a . out to the open ocean. c. only during low tide.b. along the shore. d. only during high tide.

______ 4. Which of the following does NOT control surface currents?a. global wind c. Coriolis effectb. tides d. continental deflections

______ 5. Whitecaps break a. in the surf. c. in the open ocean.b. in the breaker zone. d. as their wavelength increases.

______ 6. Most ocean waves are formed by a . earthquakes. c. landsides.b. wind. d. impacts by cosmic bodies.

______ 7. Which factor controls surface currents? a. global winds c. continental deflectionb. the Coriolis effect d. all of the above

______ 8. Streamlike movments of ocean water far below the surface arecalleda. jet currents c. surface currents.b. Coriolis currents. d. deep currents.

______ 9. When the sunlit part of the moon that can be seen from Earthgrows larger, it is a. waxing. c. in the new moon phase.b. waning. d. in the full moon phase.

______10. The Milky Way is thought to be a. an elliptical galaxy. c. a spiral galaxy.

Name Class Date

Chapter Test BAssessment


READING

Read the passages below. Then, read each question that follows the passage.Decide which is the best answer to each question.

Passage 1 adventurous summer camp in the world. Billy can’twait to head for the outdoors. Billy checked the recommendedsupply list: light, summer clothes; sunscreen; rain gear; heavy,down-filled jacket; ski mask; and thick gloves. Wait a minute! Billythought he was traveling to only one destination, so why does heneed to bring such a wide variety of clothes? On further investiga-tion, Billy learns that the brochure advertises the opportunity to“climb the biomes of the world in just three days.” The destinationis Africa’s tallest mountain, Kilimanjaro.

______ 1. The word destination in this passage means A camp B vacation.C place. D mountain.

______ 2. Which of the following is a FACT in the passage? F People ski on Kilimanjaro.G Kilimanjaro is Africa’s tallest mountain.H It rains a lot on Kilimanjaro.J The summers are cold on Kilimanjaro.

______ 3. Billy wondered if the camp was advertising only one destination afterhe read the brochure, which said thatA the camp was the most adventurous summer camp in the world. B he would need light, summer clothes and sunscreen.C he would need light, summer clothes and a heavy, down-filled

jacket.D the summers are cold on Kilimanjaro.

Name Class Date

Standardized Test PreparationAssessment

PERFORMANCE-BASEDASSESSMENT

OBJECTIVEDetermine which factors cause some sugar shapes to break down faster than others.

KNOW THE SCORE!As you work through the activity, keep in mind that you will be earning a gradefor the following:

• how you form and test the hypothesis (30%)

• the quality of your analysis (40%)

• the clarity of your conclusions (30%)

ASK A QUESTIONSWhy do some sugar shapes erode more rapidly than others?

MATERIALS AND EQUIPMENT

Name Class Date

Performanced-Based AssessmentAssessment SKILL BUILDER

Using Scientific Methods

• 1 regular sugar cube • 90 mL of waterCopyright © by Holt, Rinehart and Winston. All rights reserved.

USING VOCABULARY

1. Define biome in your own words.

2. Describe the characteristics of a savanna and a desert.

3. Identify the relationship between tundra and permafrost.

4. Compare the open-water zone and the deep-water zone.

5. Use each of the following terms in an original sentence: plankton, littoralzone, and estuary.

6. Describe how marshes and swamps differ.

Name Class Date

Chapter ReviewSkills Worksheet

SCIENCE PUZZLERS, TWISTERS & TEASERS

CHAPTER TEST A






______ 4. Which of the following does NOT control surface currents?a global wind c Coriolis effect

Name Class Date

Chapter Test AAssessment

CHAPTER TEST C






______ 4. Which of the following does NOT control surface currents?a global wind c Coriolis effect

Name Class Date

Chapter Test CAssessment

For a preview of available worksheets covering math and science skills, see pages T26–T33. All of these resources are also on the One-Stop Planner®.

PH

YSIC

AL S

CIE

NC

E

▼▼▼

TEACHER-LED DEMONSTRATION

DEMO

41

Demonstration with a CRUNCH!Purpose

Students learn about changes in state asthey watch popcorn pop.

Time Required

20–25 minutes

Advance Preparation

Divide the popcorn kernels into two 250mL batches. Soak one batch in water forone hour. After soaking, blot the kernelswith paper towels to remove excess water.Heat an oven to 200°F, and dry the secondbatch of kernels in it for one hour. Use apiece of tape and a marker to label onecontainer “Dried popcorn” and the other“Soaked popcorn.” Put the kernels in theirrespective containers.

You may wish to have salt and butteravailable to flavor the popcorn so you andyour students can enjoy it after the experi-ment.

What to Do

1. Explain that you have two batches ofpopcorn kernels. One was soaked in

water overnight, and the other wasdried in an oven. Ask students to pre-dict which batch will pop better.

2. Pop the oven-dried popcorn in the hot-air popper according to the manufac-turer’s directions. Ask students todescribe what they observe. (Few kernelspopped.)

3. Now pop the water-soaked popcorn ker-nels. First be sure they are completelydry. Ask students to describe what theyobserve. (Many kernels popped.)

Explanation

The inside of a kernel of popcorn is filledwith starch. This starch expands into thewhite, fluffy material we call popcorn. Theexpansion occurs because a small amountof water in the kernel evaporates as thekernel is heated; the water expands as itchanges into a gas, just as all gases expandwhen they are heated.

The batch that you soaked in watershould have contained slightly more waterthan average fresh popcorn contains.Soaking the kernels ensured that you hadgood popping results. The batch that youdried should have contained less moisture;therefore, it was similar to old, stale pop-corn. This process ensured that not asmany popcorn kernels popped since therewas not as much moisture available to ex-pand into steam.

Discussion

Why did the soaked batch pop better thanthe dry batch? (Popcorn pops because the wa-ter inside the kernel expands as it changes tosteam. When the batch was dried, this waterevaporated. When itwas put in the popper,there was not enoughwater to create thepressure to make popcorn.)

MATERIALS

• 500 mL of popcorn kernels*• paper towels• 2 containers• masking tape• felt-tip marker• hot-air popcorn popper

*This lab works best with non-gourmet popcorn.

TEACHER PREP

CONCEPT LEVEL

CLEAN UP

E A S Y H A R D

Lab Ratings

Tracy JahnBerkshire Jr.–Sr. High

Canaan, New York

Chapter 3 • Chapter Resources 63D

LABS YOU CAN EAT

STUDENT WORKSHEET

LAB

18

Name Date Class

How Cold Is Ice-Cream Cold?Have you ever heard the expression “cold as water”? Probably not. That’s be-cause ice can get much colder than 0°C, the freezing point of water. When some-thing is really cold, it’s “cold as ice.”

But there is a way to make water colder than 0°C without freezing it: just addsalt! In this lab, you will explore the effects of a solute—something that dis-solves—on the temperature and freezing point of a liquid. And you will make de-licious ice cream in the process.

Ask a QuestionWhat is the effect of a solute on the temperatureand freezing point of ice water?

Make Observations1. Fill the 250 mL beakers with 200 mL of water. Measure the

temperature of the water in the “No Salt” beaker, and recordyour results in the chart below.

2. Add 80 g of rock salt to the “Salt” beaker, and stir until thelt i l t l di l d M th t t f th

MATERIALS

• 2 beakers, 250 mLeach, labeled “Salt”and “No Salt”

• waterproof marker forlabeling

• water• 2 thermometers that

measure to �20°C• 480 g of rock salt• watch or clock that

Mystery Jars1. The labels have fallen off three jars in the chemistry lab. Jill, Jess,

and Juan are each holding a jar. One jar contains a solid, anotherjar contains a liquid, and the third jar contains a gas. They knowthat the substances contained in the jars are nitrogen monoxide,silicon dioxide, and hydrogen hydroxide. Use the clues providedbelow to match the jars with their contents and the studentsholding them. Then, in the space provided below, write the newlabel that describes the contents and identifies who last handledthe jar. The grid provided below may help you organize the infor-mation and solve the puzzle.

Clues:• Juan is not holding jar C, nor does he have the solid.• Silicon dioxide is not a liquid, and it is not in jar B.• Nitrogen monoxide is a gas.• Jar A does not contain a gas, and it is not being held by Jill.• The jar Jess is holding is not marked with a C, nor does it

i h d h d id

Name _______________________________________________ Date ________________ Class______________

SCIENCE PUZZLERS, TWISTERS & TEASERS3

States of Matter

CHAPTER

USEFUL TERM

depositionthe transition of matterfrom the gas state tothe solid state

As we join Safari Sam and his band of faithful companions, the evil CaptainBlunder is busy hatching a plan to bring about poor Sam’s demise. Sam and hiselephants faithfully make their way past the swamp only to fall into a giant quick-sand trap set by the evil captain. Needless to say, Sam and his elephants are takenby surprise. Does quicksand spell the end of Safari Sam? Will Sam and his elephants

make a narrow escape? Join us next time for the excitingconclusion to “The Continuing Tale of Safari Sam.”

Name ___________________________________________________ Date _________________ Class _____________

STUDENT WORKSHEET53

Episode IV: Sam and His Elephants Get That Sinking Feeling

PROJECT

Quicksand!1. When sand, clay, and water are mixed in a certain way,

quicksand is formed. Undisturbed, quicksand appears to be solid. But when the quicksand is disturbed, it behaveslike a liquid. The phenomenon is known as thixotropy.

Research more about quicksand and thixotropy. Doesthixotropy occur with any other substances? Use yourfindings to write the final episode of Safari Sam’sadventures. Be sure to include any information you

have found in your research. Videotape a performance ofyour script, and show it to your class.

Research Ideas2. What do a campfire, a lighting bolt, and a lit fluorescent

tube have in common? They are all made up of plasma,which are states of matter composed of electrically chargedparticles. Nuclear fusion, which occurs in the sun and maybe a source of energy in the future, occurs in plasmas.Research other examples of plasmas. Under what condi-tions do they form? Make a poster displaying the prop-erties of plasmas and some technologies that use them.

3. A snowflake is a fascinating example of a transition ofmatter from gas to solid. Did you know that some snow-flakes can be as large as 10–15 cm in diameter? How dosnowflakes form? How does temperature affect the shapeof snowflakes? Create a poster display that illustrates anddescribes some snowflake shapes and how they form.

4. Did you know that Grandma’s brownies might not turnout so tasty if she baked them on Mount Everest? As alti-tude increases, the boiling points of liquids decreases. Socooking at higher altitudes requires different recipes. Finda high-altitude cookbook, and compare the recipes withthose in a normal cookbook. Present your findings in theform of a magazine article.

In the summer, the temperature can often get pretty high. In some locations, theheat can even be deadly. Animals have many different adaptations to help themsurvive the heat. Humans, for example, perspire; other animals, such as dogs andcheetahs, pant. Do you notice anything similar in these two methods? In thislab, you will use temperature probes and two bottles of water to investigate howthese methods help keep animals cool.

Make a Prediction

1. Which will cool off faster, the bottle of water wrapped in adry sock or the bottle of water wrapped in a wet sock?

Procedure

2. Plug temperature probe 1 into channel 1 (CH 1) of theLabPro or CBL 2 interface. Plug temperature probe 2 intochannel 2 (CH 2). Use the link cable to connect the TIgraphing calculator to the interface. Firmly press in thecable ends.

3. Turn on the calculator and start the DataMate program.Press to reset the program.

4. Set up the calculator and interface for the two temperatureprobes by completing the following steps.

a. If the calculator displays TEMP (C) in CH 1 and TEMP(C) in CH 2, proceed directly to step 5. If it does not,continue with this step to set up your sensor manually.

b. Select SETUP from the main screen.

c. Press to select CH 1.

d. Select TEMPERATURE from the SELECT SENSOR menu.

e. Select the correct temperature probe (in degrees Celsius)from the menu.

f. Use to select CH 2; then press .

g. Select TEMPERATURE from the SELECT SENSOR menu.

h. Select the correct temperature probe (in degrees Celsius)from the menu.

i. Select OK to return to the main screen.

5. Set up the calculator and interface for data collection.

a. Select SETUP from the main screen.

STUDENT WORKSHEET5

Keeping Things Cool

LAB

Name _______________________________________________ Date ________________ Class______________

MATERIALS

• LabPro or CBL 2 inter-face

• TI graphing calculator• DataMate program• 2 Vernier temperature

probes• 2 one-hole stoppers• 2 glass bottles• 2 cotton athletic socks• hot water• room-temperature

water

Copyright © by Holt, Rinehart and Winston. All rights reserved.Copyright © by Holt, Rinehart and Winston. All rights reserved.


Name Class Date

Reaction to StressQuick Lab DATASHEET FOR QUICK LAB

BackgroundThe graph below illustrates changes that occur in the membrane potential of aneuron during an action potential. Use the graph to answer the followingquestions. Refer to Figure 3 as needed.

Analysis1. Determine about how long an action potential lasts.

2. State whether voltage-gated sodium, chanels are open or closed at point A.

3. State whether voltage-gated potassium channels are open or closed atpoint B.

4. Critical Thinking Recognizing Relationships What causes the menberneotential to become less negative at point A?

5. Critical Thinking Recognizing Relationships What causes the membranepotential to become more negative at point B?


Answer here.

Answer here.

Answer here.

Answer here.

Answer here.

Using Scientific Methods

GENERAL

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SPECIAL NEEDS

SPECIAL NEEDS GENERAL

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SAMPLE

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DATASHEETS FORCHAPTER LABS

Teacher’s NotesTIME REQUIRED

One 45-minute class period.

RATINGTeacher Prep–3Student Set-Up–2Concept Level–2Clean Up–2

MATERIALS

The materials listed on the student page are enough for a group of 4–5 students.Large, dried beans of any kind will work well in this exercise.

SAFETY CAUTION

Remind students to review all safety cautions and icons before beginning this labactivity.

Using Scientific MethodsSkills Practice Lab DATASHEET FOR CHAPTER LAB


1 2 3 4Easy Hard

Jason MarshMontevideo High

and Country School

SAMPLE

DATASHEETS FORLABBOOK

Teacher’s NotesTIME REQUIRED

One 45-minute class period.

Does It All Add Up?Skills Practice Lab DATASHEET FOR LABBOOK LAB


Jason MarshMontevideo High

SAMPLE

SAMPLE

Chapter Enrichment

This Chapter Enrichment provides relevant and

interesting information to expand and enhance

your presentation of the chapter material.

Three States of MatterSolids• In solids, particles vibrate about fixed points. If the

particles are arranged in a regular, repeating pattern,the solid is defined as a crystalline solid. If a crystal-line solid is melted and cooled down quickly, it usuallyforms an amorphous solid. Amorphous solid particlesare not arranged in regular, repeating patterns.

Liquids• The properties of liquids are

caused by cohesion, the attrac-tion between atoms and mole-cules of the liquid, and adhesion,the attraction between atomsand molecules of the liquidand other atoms and molecules.Because the surface of a liquidhas no liquid particles above it,the particles at the surface cohereto the liquid below, and the sur-face exhibits surface tension.

Gases• The defining property of gases is the ability to expand

indefinitely. Gases are extremely compressible. Gasesare also miscible with other gases in all proportions.

Behavior of GasesRobert Boyle and Boyle’s Law• Robert Boyle (1627–1691) was born in Ireland and

educated at Eton, Geneva, and Oxford. In 1662, Boylewas experimenting with mercury in a closed, J-shapedtube. He discovered the inverse relationship betweenthe volume of a confined gas and its pressure. Throughexperimentation, Boyle discovered that if the volumeof a gas at a constant temperature is doubled, thepressure is reduced by half. And for any decrease involume, there is a proportional increase in pressure.

Jacques Charles and Charles’s Law• Jacques Alexander Charles (1746–1823) was a professor

of physics at the University of Paris and a friend ofBenjamin Franklin. Charles was an avid balloonist.From his work with balloons and gases, he realizedthat hydrogen would be ideal for balloon flight. Hebuilt a balloon and used hydrogen to fill it. He madeseveral flights with his hydrogen balloon and onceflew to a height of over 1.7 km.

• Charles’s law states that if an ideal gas is held at aconstant pressure, its volume will increase as tem-perature increases and decrease as temperaturedecreases. Charles’s research with gases was usedby Lord Kelvin to formulate the absolute, or Kelvin,temperature scale.

Is That a Fact!◆ The sun, fire, and lightning are examples of a fourth

state of matter called plasma.

Changes of StateChange of State• For a solid substance to

melt, it must gain suffi-cient energy to overcomeintermolecular attrac-tion. As a substance suchas ice absorbs energy, theindividual molecules ofthe ice vibrate faster andfaster, weakening the forces that hold the moleculestogether. This weakening allows the molecules tobegin sliding past one another. If sufficient energyis added, the liquid begins to boil.

63E Chapter 3 • States of Matter

3

Temperature• Temperature is a measure of the average speed of a

substance’s particles. Temperature differences indicatein which direction thermal energy will move.

Fahrenheit Scale• Gabriel Daniel Fahrenheit (1686–1736), a German

physicist, developed the Fahrenheit temperature scale.

• Fahrenheit’s zero point was the freezing temperatureof icy brine water. Fahrenheit chose icy brine waterbecause in the late 1600s, it had the lowest knowntemperature. Pure water froze at 32° on Fahrenheit’sscale. The scale has 180 divisions between the freezingpoint and boiling point of pure water.

Celsius Scale• Swedish astronomer Anders Celsius (1704–1744)

developed his thermometer so scientists could havea common scale and standard by which to compareexperiments. The Celsius scale, also known as the cen-tigrade scale, has 100 divisions between the freezingand boiling points of pure water at 1 atm. Celsius orig-inally assigned the freezing point of water as 100° andthe boiling point as 0°. This scale was later changed tothe scale we use today.

William Thomson, Lord Kelvin• William Thomson, Lord Kelvin (1824–1907), was born

in Ireland. Thomson was considered a child prodigy—he began his studies at the University of Glasgowwhen he was only 11 years old. Thomson had manyinterests (for instance, he investigated the age ofEarth), but he is probably best known for his workwith absolute temperature.

Kelvin Scale• The Kelvin scale’s divisions are based on the centigrade

scale, but the scale does not have any negative num-bers. Pure water boils at 373 K and freezes at 273 K.

Is That a Fact!◆ There is no apparent limit to how hot a substance can

become, but there is a limit to how cold somethingcan become. Lord Kelvin stated that temperature isrelated to volume and energy and that at absolutezero, a substance’s volume and energy would achievetheir lowest values.

For background information about teaching strategies and

issues, refer to the Professional Reference for Teachers.

Topic: Solids, Liquids, and GasesSciLinks code: HSM1420

Topic: Gas LawsSciLinks code: HSM0637

Topic: Changes of StateSciLinks code: HSM0254

Visit www.scilinks.org and enter the SciLinks code formore information about the topic listed.


SciLinks is maintained by the National Science Teachers Associationto provide you and your students with interesting, up-to-date links thatwill enrich your classroom presentation of the chapter.

Chapter 3 • Chapter Enrichment 63F

National Science Education Standards

The following codes indicate the National Science EducationStandards that correlate to this chapter. The full text of thestandards is at the front of the book.

Chapter OpenerUCP 2, 3; SAI 1; PS 1a, 3a

Section 1 Three States of MatterUCP 1, 2; PS 1a; LabBook: UCP 2, 3; SAI 1, 2; PS 1a

Section 2 Behavior of GasesUCP 1, 2, 3; PS 1a

Section 3 Changes of StateUCP 3; SAI 1; PS 1a, 3a; LabBook: SAI 1

Chapter LabUCP 2, 3; SAI 1, 2; PS 1a, 3a

Chapter ReviewUCP 1, 2, 3; SAI 1, 2; PS 1a, 3a

Science in ActionSAI 1, 2; SPSP 5

OverviewThis chapter introduces studentsto three common states of mat-ter and the characteristics ofeach state. Students will alsolearn how gases behave whenthey are subjected to changesin temperature and pressure.Finally, students will learn howmatter changes from one stateto another.

Assessing PriorKnowledgeStudents should be familiarwith the following topics:

• physical properties of matter

• physical changes in matter

IdentifyingMisconceptionsSome students may assume thatbecause gases lack some of thephysical properties of solids andliquids, gases do not have mass.Remind students that gases con-sist of molecules or atoms, justas solids and liquids do, but theparticles of a gas are spaced veryfar apart relative to their size.Because most of the volumeoccupied by a gas is emptyspace, gases have a much lowerdensity than that of liquids orsolids.

Standards Correlations

PRE-READINGPRE-READING

Three-Panel Flip ChartBefore you read the chapter,create the FoldNote entitled

“Three-Panel Flip Chart” described in theStudy Skills section of the Appendix.Label the flaps of the three-panel flipchart with “Solid,” “Liquid,” and “Gas.”As you read the chapter, write informa-tion you learn abouteach category underthe appropriate flap.

States of Matter

About the

This beautiful glass creation by artist DaleChihuly is entitled “Mille Fiori” (A ThousandFlowers). The pieces that form the sculpturewere not always solid and unchanging. Eachindividual piece started as a blob of meltedglass on the end of a hollow pipe. The artistworked with his assistants to quickly formeach shape before the molten glass cooledand became a solid again.

SECTION

Matter exists in variousphysical states, which aredetermined by the movementof the matter’s particles.

3

1 Three States of Matter . . . . . . . 66

2 Behavior of Gases . . . . . . . . . . . 70

3 Changes of State . . . . . . . . . . . . 74

3

64 Chapter 3 • States of Matter

START-UPVanishing Act In this activity, you will use isopropyl alcohol (rubbing alcohol) to investigate a change of state.

Procedure1. Pour rubbing alcohol into a small plastic cup

until the alcohol just covers the bottom of the cup.

2. Moisten the tip of a cotton swab by dipping it into the alcohol in the cup.

3. Rub the cotton swab on the palm of your hand. Make sure there are no cuts or abrasions on your hands.

4. Record your observations.

5. Wash your hands thoroughly.

Analysis1. Explain what happened to the alcohol after you

rubbed the swab on your hand.

2. Did you feel a sensation of hot or cold? If so, how do you explain what you observed?

3. Record your answers.

START-UPSTART-UP vvM A T E R I A L S

FOR EACH GROUP• cotton swab• cup, plastic small• rubbing alcohol

Safety Caution: Remind stu-dents to review all safety cau-tions and icons before beginning this activity. Students should wear safety goggles and aprons during this activity.

Teacher’s Notes: Only a small amount of alcohol is needed for this activity. Demonstrate how little alcohol is needed by pour-ing an amount sufficient for this activity into your cup.

Answers

1. The alcohol disappeared by evaporating.

2. Students should feel a cooling sensation. As the alcohol evapo-rates, it absorbs energy from the student’s hand.

Imagine . . .You arrive at the beach as the last of athunderstorm heads out to sea. Suddenlylightning strikes a short distance downthe beach.

After the storm passes, you hurry tothe spot where the lightning bolt hit.There you notice an odd mark in thesand. You dig down and find aglassy object like the one shownbelow. What is it?

You have found a rare typeof natural glass called fulgurite(FUHL gyoo RIET) that some-times forms when lightningstrikes sand. In the instant thatthe lightning bolt strikes, thesand may reach a temperatureof 33,000°C (about the same asthe sun’s surface). The solid sandmelts into a liquid, then quicklycools and hardens into glass. Achange of state, from solid to liquidand back again, has taken place—right on the beach!

The same basic process is usedto make the light bulbs, windows,and bottles you use every day.Instead of lightning, however,glassmakers use hot ovens to meltsolid silica (the main mineralin sand) and other ingre-dients into liquidglass. Then, beforethe glass coolsand solidifies,the glassmakerforms it into thedesired shape.Read on to dis-cover more aboutstates of matter.

States of Matter CHAPTER STARTER


Chapter Starter TransparencyUse this transparency to help students begin thinking about the states of mat-ter and how matter changes state.

CHAPTER RESOURCESTechnology

Transparencies • Chapter Starter Transparency

Student Edition on CD-ROM

Guided Reading Audio CD• English or Spanish

Classroom Videos • Brain Food Video Quiz

Workbooks

Science Puzzlers, Twisters & Teasers • States of Matter g

READINGSKILLS

Chapter 3 • States of Matter 65

READING STRATEGY

Three States of MatterYou’ve just walked home on one of the coldest days of the year. A fire is blazing in the fireplace. And there is a pot of water on the stove to make hot chocolate.

The water begins to bubble. Steam rises from the pot. Youmake your hot chocolate, but it is too hot to drink. You don’twant to wait for it to cool down. So, you add an ice cube. Youwatch the ice melt in the hot liquid until the drink is at justthe right temperature. Then, you enjoy your hot drink whilewarming yourself by the fire.

The scene described above has examples of the threemost familiar states of matter: solid, liquid, and gas. Thestates of matterstates of matter are the physical forms in which a substancecan exist. For example, water commonly exists in three statesof matter: solid (ice), liquid (water), and gas (steam).

Particles of MatterMatter is made up of tiny particles called atoms and molecules(MAHL i kyoolz). These particles are too small to see without avery powerful microscope. Atoms and molecules are always inmotion and are always bumping into one another. The particlesinteract with each other, and the way they interact with eachother helps determine the state of the matter. Figure 1 describesthree states of matter—solid, liquid, and gas—in terms of thespeed and attraction of the particles.

Particles of a solid do not move fast enough to over-come the strong attraction between them. So, they are close together and vibrate in place.

Particles of a liquid move fast enough to overcome some of the attraction be-tween them. The particles are close together but can slide past one another.

Particles of a gas move fast enough to overcome almost all of the attraction between them. The particles are far apart and move indepen-dently of one another.

Models of a Solid, a Liquid, and a GasFigure 1

1What You Will Learn

Describe the properties shared byparticles of all matter.Describe three states of matter.Explain the differences between thestates of matter.

Vocabularystates of mattersolidliquidsurface tensionviscositygas

Paired Summarizing Read thissection silently. In pairs, take turnssummarizing the material. Stop todiscuss ideas that seem confusing.

OverviewThis section introduces threestates of matter, and studentsexplore the similarities and dif-ferences between these states.

BellringerHave students answer thefollowing question: “In thekitchen, you might find threedifferent forms of water. Whatare these three forms of water,and where exactly in the kitchenwould you find them?”

Demonstration --------------gParticles in the Air Fromone corner of the room orfrom the very front, spray roomdeodorizer into the air. Ask stu-dents to raise their hand whenthey smell the deodorizer.Discuss a possible model thatwould explain why differentstudents smelled the deodorizerat different times.l Intrapersonal ee

1

StrategiesStrategiesINCLUSIONINCLUSION

• Learning Disabled • Developmentally Delayed• Hearing ImpairedMany students are more likely to re-member a concept if they have tactileinvolvement. Give each student twopieces of drawing paper along withmarkers. Ask them to each create afull-page drawing of the particles inan amorphous solid.l Kinesthetic ee

CHAPTER RESOURCES

Chapter Resource File

CRF • Lesson Plan• Directed Reading Ab• Directed Reading Bs

Technology

Transparencies• Bellringer• P5 Models of a Solid, a Liquid, and a Gas

Workbooks

Interactive Textbook Struggling Readers Struggling Readers


SolidsImagine dropping a marble into a bottle. Would anythinghappen to the shape or size of the marble? Would the shapeor size of the marble change if you put it in a larger bottle?

Solids Have Definite Shape and VolumeEven in a bottle, a marble keeps its original shape andvolume. The marble’s shape and volume stay the same nomatter what size bottle you drop it into because the marble isa solid. A solid is the state of matter that has a definite shapeand volume.

The particles of a substance in a solid state are very closetogether. The attraction between them is stronger than theattraction between the particles of the same substance in theliquid or gaseous state. The particles in a solid move, but theydo not move fast enough to overcome the attraction betweenthem. Each particle vibrates in place. Therefore, each particleis locked in place by the particles around it.

There Are Two Kinds of SolidsThere are two kinds of solids—crystalline (KRIS tuhl in) andamorphous (uh MAWR fuhs). Crystalline solids have a veryorderly, three-dimensional arrangement of particles. The par-ticles of crystalline solids are in a repeating pattern of rows.Iron, diamond, and ice are examples of crystalline solids.

Amorphous solids are made of particles that do not have aspecial arrangement. So, each particle is in one place, but theparticles are not arranged in a pattern. Examples of amorphoussolids are glass, rubber, and wax. Figure 2 shows a photo ofquartz (a crystalline solid) and glass (an amorphous solid).

✓Reading Check How are the particles in a crystalline solidarranged? (See the Appendix for answers to Reading Checks.)

Figure 2 Crystalline and Amorphous Solids

The particles of crystalline solids,such as this quartz crystal, have anorderly three-dimensional pattern.

Glass, an amorphoussolid, is made of particlesthat are not arranged inany particular pattern.

Is Glass a Liquid? At onetime, there was a theory thatglass was a liquid. This theorycame about because of theobservation that ancient win-dowpanes were often thickerat the bottom than at the top.People thought that the glasshad flowed to the bottom ofthe pane, so glass must be aliquid. Research this theory.Present your research to yourclass in an oral presentation.

states of matter the physicalforms of matter, which include solid,liquid, and gas

solid the state of matter in whichthe volume and shape of a substanceare fixed

Discussion ---------------------------------gVisualizing Particles Theimages in this chapter depictparticles in matter as grayspheres. Although these parti-cles can be atoms or molecules,the general term particle is fre-quently used to help studentsbetter grasp the concepts of par-ticle arrangement and behaviorin each of the states of matter.Discuss with students the move-ment of particles (atoms andmolecules) in each of the statesof matter. Have them predictwhat might happen to the par-ticles if the temperature or pres-sure on the matter in the jar ischanged. l Visual/Logical

MISCONCEPTIONALERT

Particles in Solids A com-mon misconception is thatcrystalline solids hold theirshape, but amorphous solidsdo not. It is true that theparticles in an amorphoussolid are not arranged in adefinite pattern, but eachparticle remains in positionrelative to surroundingparticles.

Answer to Reading Check

The particles in a crystalline solidare arranged in a repeating patternof rows that forms an orderly, three-dimensional arrangement.

SUPPORT FOR

English Language LearnersScientific Vocabulary Students mayhave some difficulty with the specializeduse of vocabulary in this section. As theyread each page, have them note any wordsthey do not understand. When they havefinished reading, ask them to return tothe beginning and work with a partnerto see how many words they can define.Students should write the terms and theirdefinitions in their science journals. If af-ter the second reading some terms remain

undefined, allow students to use a diction-ary to learn their meanings. Remindthem to add those terms and definitionsto their science journals. Check jour-nals for accuracy and spelling, and havestudents make corrections as necessary.(challenging terms or parts of terms mayinclude: bubble, steam, states, substance,motion, interact, determine, vibrate, three-dimensional, arrangement, spherical, flow,break away)l Visual/Interpersonal

Section 1 • Three States of Matter 67

LiquidsWhat do you think would change about orange juice if you poured the juice from a can into a glass? Would the volume of juice be different? Would the taste of the juice change?

Liquids Change Shape but Not VolumeThe only thing that would change when the juice is poured into the glass is the shape of the juice. The shape changes because juice is a liquid. Liquid is the state of matter that has a definite volume but takes the shape of its container. The particles in liquids move fast enough to overcome some of the attractions between them. The particles slide past each other until the liquid takes the shape of its container.

Although liquids change shape, they do not easily change volume. A can of juice contains a certain volume of liquid. That volume stays the same if you pour the juice into a large container or a small one. Figure 3 shows the same volume of liquid in two different containers.

Liquids Have Unique CharacteristicsA special property of liquids is surface tension. Surface tensionis a force that acts on the particles at the surface of a liquid. Surface tension causes some liquids to form spherical drops, like the beads of water shown in Figure 4. Different liquids have different surface tensions. For example, gasoline has a very low surface tension and forms flat drops.

Another important property of liquids is viscosity. Viscosity isa liquid’s resistance to flow. Usually, the stronger the attrac-tions between the molecules of a liquid, the more viscous the liquid is. For example, honey flows more slowly than water. So, honey has a higher viscosity than water.

✓Reading Check What is viscosity?

Figure 3 Although their shapes are different, the beaker and the graduated cylinder each contain 350 mL of juice.

liquid the state of matter that has a definite volume but not a definite shape

surface tension the force that acts on the surface of a liquid and that tends to minimize the area of the surface

viscosity the resistance of a gas or liquid to flow

gas a form of matter that does not have a definite volume or shape

Figure 4 Water forms spherical drops as a result of surface tension.


Viscosity is a liquid’s resistance to flow.

Reteaching -------------------------------------bSolid, Liquid, or Gas? Providestudents with a hand lens and samples of salt, flour, margarine or butter, cooking oil, a helium-filled balloon, and a rubber band. Give them time to look at and compare all the samples, and then have them classify each sample according to state. Also, encourage them to investi-gate and describe the visual dif-ferences between an amorphous solid and a crystalline solid. l Kinesthetic/Visual

Quiz ---------------------------------------------------------------------g

Have students answer the following questions:

1. The particles of a _________ are very far apart and move independently of one another. (gas)

2. A liquid’s resistance to flow is called ______________. (viscosity)

3. The shape and volume of matter in the _________ state do not change. (solid)

Alternative Assessment -------------------------------b

Graphic Organizer Have stu-dents create a graphic organizer in which they describe the prop-erties and characteristics of the three states of matter discussed in this section. Have them include two examples of matter for each state. l Visual/Logical

Is That a Fact!A gel is a liquid that has tiny particles of a solid suspended in it. Gels are best known for their elasticity, or ability to bounce. In a gel, the solid particles remain suspended, unaffected by grav-ity. These suspended solids give gels their limited firmness. Examples of gels are flavored gelatin and some kinds of toothpaste.


For a variety of links related to this chapter, go to www.scilinks.org


SummarySummary

Review

GasesWould you believe that one small tank of helium can fill almost 700 balloons? How is this possible? After all, the volume of a tank is equal to the volume of only about five filled balloons. The answer has to do with helium’s state of matter.

Gases Change in Both Shape and VolumeHelium is a gas. GasGas is the state of matter that has no definite shape or volume. The particles of a gas move quickly. So, they can break away completely from one another. There is less attraction between particles of a gas than between particles of the same substance in the solid or liquid state.

The amount of empty space between gas par-ticles can change. Look at Figure 5. The particles of helium in the balloons are farther apart than the particles of helium in the tank. The particles spread out as helium fills the balloon. So, the amount of empty space between the gas particles increases.

•• The three most famil-iar states of matter are solid, liquid, and gas.

•• All matter is made of tiny particles called atoms and molecules that attract each other and move constantly.

•• A solid has a definite shape and volume.

•• A liquid has a definite volume but not a definite shape.

•• A gas does not have a definite shape or volume.

Using Key Terms

1. Use each of the following terms in a separate sentence: viscosityand surface tension.

Understanding Key Ideas

2. One property that all particles of matter have in common is they

a. never move in solids.b. only move in gases. c. move constantly.d. None of the above

3. Describe solids, liquids, and gases in terms of shape and volume.

Critical Thinking

4. Applying Concepts Classifyeach substance according to its state of matter: apple juice, bread, a textbook, and steam.

5. Identifying Relationships Thevolume of a gas can change, but the volume of a solid cannot. Explain why this is true.

Interpreting Graphics

Use the image below to answer the questions that follow.

6. Identify the state of matter shown in the jar.

7. Discuss how the particles in the jar are attracted to each other.

Topic: Solids, Liquids, and GasesSciLinks code: HSM1420

Figure 5 Manyballoons can be filled from one tank of helium because the particles of helium gas in a balloon are far apart.

Answers to Section Review

1. Sample answer: A liquid with ahigh viscosity does not flow veryeasily. Water can form sphericaldroplets because of its surfacetension.

2. c3. Sample answer: The shape and

volume of a solid does notchange. Liquids take the shapeof their container, but their vol-ume does not change. Gasescompletely fill their containerand can vary in volume.

4. Apple juice is a liquid, bread is asolid, a textbook is a solid, andsteam is a gas.

5. Sample answer: The particlesof a gas are very far apart withempty space between them.If the gas is compressed, theparticles are pushed closertogether, so the volume of thegas decreases. The particles of asolid are very close together andare strongly attracted to eachother. Each particle is locked inplace by the particles around it,so the shape of the solid doesnot change.

6. The matter shown in the jar represents a solid.

7. Sample answer: The particleshave a strong attractive forcebetween them that keeps themfrom moving apart from eachother.

CHAPTER RESOURCES


CRF • Section Quizg• Section Reviewg• Vocabulary and Section Summaryg• SciLinks Activityg

Section 1 • Three States of Matter 69

READING STRATEGY

Behavior of GasesSuppose you are watching a parade that you have been looking forward to for weeks. You may be fascinated by the giant balloons floating high overhead.

You may wonder how the balloons were arranged for the parade.How much helium was needed to fill all of the balloons? Whatrole does the weather play in getting the balloons to float?

Describing Gas BehaviorHelium is a gas. Gases behave differently from solids or liq-uids. Unlike the particles that make up solids and liquids, gasparticles have a large amount of empty space between them.The space that gas particles occupy is the gas’s volume, whichcan change because of temperature and pressure.

TemperatureHow much helium is needed to fill a parade balloon, likethe one in Figure 1? The answer depends on the outdoortemperature. TemperatureTemperature is a measure of how fast the particlesin an object are moving. The faster the particles are moving,the more energy they have. So, on a hot day, the particlesof gas are moving faster and hitting the inside walls of theballoon harder. Thus, the gas is expanding and pushing onthe walls of the balloon with greater force. If the gas expandstoo much, the balloon will explode. But, what will happen ifthe weather is cool on the day of the parade? The particlesof gas in the balloon will have less energy. And, the particlesof gas will not push as hard on the walls of the balloon. So,more gas must be used to fill the balloons.

Figure 1 To properly inflate a helium balloon, you must consider the temperature outside of the balloon.

2

temperaturetemperature a measure of how hot (or cold) something is; specifi-cally, a measure of the movement of particles.

What You Will Learn

Describe three factors that affecthow gases behave.Predict how a change in pressureor temperature will affect thevolume of a gas.

VocabularytemperaturevolumepressureBoyle’s LawCharles’s Law

Reading Organizer As you read thissection, make a table comparing theeffects of temperature, volume, andpressure on gases.

OverviewIn this section, students willlearn how gases behave whensubjected to changes in tem-perature and pressure. They willalso learn about two importantgas laws.

BellringerAsk students what gas is used ina balloon to make it float in theair. Then, ask students if theyhave ever seen a hot-air balloonfloating in the sky. Ask them towrite an explanation of whythey think the balloon can flywith only air in it and nothelium.

Demonstration ------------------bA Mini-explosion Place two tea-spoons of baking soda and twotablespoons of vinegar into asmall container with a snap-onlid. Quickly snap the lid on.Shake the container once, andthen leave it on the desk. Thelid should pop off within sec-onds. Repeat the demonstrationusing a larger container, but usethe same amount of reactants.Discuss what happened and whythe lid on the larger containertook longer to pop off.l Visual/Logical

oEarly Scientific Beliefs Many early scien-tists believed that all matter was made offour elements: earth, air, fire, and water.In 1661, Robert Boyle wrote a book calledthe Sceptical Chymist in which he dis-agreed with this belief. Boyle proposed thatmatter was made of primitive and simplebodies called corpuscles. He believed thatcorpuscles had different shapes and sizesthat mixed together to give elements theirunique properties.

2

CHAPTER RESOURCES


CRF • Lesson Plan • Directed Reading Ab • Directed Reading Bs

Technology

Transparencies• Bellringer• P6 Boyle’s Law; Charles’s Law

Workbooks



VolumeVolumeVolume is the amount of space that an object takes up. Butbecause the particles of a gas spread out, the volume of anygas depends on the container that the gas is in. For exam-ple, have you seen inflated balloons that were twisted intodifferent shapes? Shaping the balloons was possible becauseparticles of gas can be compressed, or squeezed together, into asmaller volume. But, if you tried to shape a balloon filled withwater, the balloon would probably explode. It would explodebecause particles of liquids can’t be compressed as much asparticles of gases.

PressureThe amount of force exerted on a given area of surface is calledpressure.pressure. You can think of pressure as the number of times theparticles of a gas hit the inside of their container.

The balls in Figure 2 are the same size, which means theycan hold the same volume of air, which is a gas. Notice,however, that there are more particles of gas in the basketballthan in the beach ball. So, more particles hit the inside surfaceof the basketball than hit the inside surface of the beach ball.When more particles hit the inside surface of the basketball, theforce on the inside surface of the ball increases. This increasedforce leads to greater pressure, which makes the basketball feelharder than the beach ball.

✓✓Reading Check Why is the pressure greater in a basketball than in a beach ball? (See the Appendix for answers to Reading Checks.)

For another activity related to this chapter, go to go.hrw.com and type in the keyword HP5STAW.

Gas and PressureFigure 2

High pressure Low pressure

volumevolume a measure of the size of a body or region in three-dimensional space

pressurepressure the amount of force exerted per unit area of a surface

The basketball has a higher pressure because there are more particles of gas in it, and they are closer together. The particles collide with the inside of the ball at a faster rate.

The beach ball has a lower pressure because there are fewer particles of gas, and they are farther apart. The particles in the beach ball col-lide with the inside of the ball at a slower rate.

READINGSTRATEGY -----------------g

Prediction Guide Beforestudents read this page, ask:”Assuming that a beach ball isthe same size and volume as abasketball, which do you thinkcontains more particles of air?Explain your answer.”

Have students evaluate theiranswers after they read aboutpressure. l Visual/Logical

vv--------------------------------------g

Changes in Gas Volume Havestudents perform the followingactivity during class or at home.If the activity is performed athome, students can report theirresults in class the next day.Give students one balloon each,and instruct them to blow upthe balloon and tie it closed.Then, have them use a measur-ing tape to measure the circum-ference around the widest partof the balloon and record theirmeasurement. Instruct studentsto then place the balloon in asunny window for 20 min. Havethem measure the circumferenceagain and note any change inmeasurement. Then, have themplace the balloon in a freezer for20 min. Instruct students toquickly measure the balloonagain and note any change.Discuss the changes in circum-ference, and ask students whythey think the circumferenceof the balloon increased ordecreased. Refer back to theresults of this activity in yourdiscussion of the gas laws.l Kinesthetic/Logical


There are more particles of gas in the basketballthan there are in the beach ball. More particleshit the inside surface of the basketball, whichcauses increased force.

SUPPORT FOR

English Language LearnersGraphics Creating visual aids showingthe effects of temperature and pressureon gases may help students understandthe concepts. After students read thesection, draw four circles on the board.Label the fi rst circle high temperature.Ask a volunteer to come to the boardand draw what gas particles wouldlook like under these conditions. Dothe same for low temperature, highpressure, and low pressure in the othercircles. Students may copy the circlesinto their science journals.l Visual Section 2 • Behavior of Gases 71

Gas Behavior LawsScientists found that the temperature, pressure, and volume of a gas are linked. Changing one of the factors changes the other two factors. The relationships between temperature, pressure, and volume are described by gas laws.

Boyle’s LawImagine that a diver 10 m below the surface of a lake blows a bubble of air. When the bubble reaches the surface, the bubble’s volume has doubled. The difference in pressure between the surface and 10 m below the surface caused this change.

The relationship between the volume and pressure of a gas was first described by Robert Boyle, a 17th-century Irish chem-ist. The relationship is now known as Boyle’s law. Boyle’s lawstates that for a fixed amount of gas at a constant temperature, the volume of the gas is inversely related to the pressure. So, as the pressure of a gas increases, the volume decreases by the same amount, as shown in Figure 3.

Charles’s LawIf you blow air into a balloon and leave it in the hot sun, the balloon might pop. Charles’s law states that for a fixed amount of gas at a constant pressure, the volume of the gas changes in the same way that the tempera ture of the gas changes. So, if the temperature increases, the volume of gas also increases by the same amount. Charles’s law is shown by the model in Figure 4.

✓Reading Check State Charles’s law in your own words.

Lifting the piston lets the par-ticles of gas spread far apart. The volume of the gas increases as the pressure decreases.

Releasing the piston allows the particles of gas to return to their original volume and pressure.

Pushing the piston forces the gas particles close together. The volume of the gas decreases as the pressure increases.

Boyle’s law the law that states that the volume of a gas is inversely proportional to the pressure of a gas when temperature is constant

Charles’s law the law that states that the volume of a gas is directly proportional to the temperature of a gas when pressure is constant

Boyle’s LawFigure 3

h-----------------------------a

Writing What Are Plasmas? There is a fourth state of matter called plasmathat makes up about 99% of the

known matter in the universe. Have students write a research paper discussing the proper-ties of plasma and where plasma is found. Also, have them include information about plasma and controlled nuclear fusion as a source of energy for people to use. l Logical PORTFOLIO


Charles’s law states that the volume of a gas in a closed container changes as the temperature of the gas changes. If the temperature increases, the volume increases. If the temperature decreases, the volume decreases.

Reteaching -------------------------------------bGas Behavior Have students make a table on paper with three columns labeled tempera-ture, volume, and pressure. Then, have them make four rows and label two of them Boyle’s law and the other two Charles’s law. Have students review the gas laws and then fill in the spaces in the table using the words constant, increases, and decreases, based on what they have learned about gas behavior. l Visual/Logical

Quiz ---------------------------------------------------------------------g

Ask students whether each of the following statements is true or false.

1. Changing the temperature of a gas has no effect on the vol-ume of the gas. (false)

2. Pressure in a gas-filled con-tainer is caused by gas parti-cles hitting the walls of the container. (true)

Alternative Assessment ---------------------------g

Concept Mapping Have stu-dents work in pairs to create a concept map that shows how Boyle’s law, Charles’s law, tem-perature, pressure, and volume are related. Have them provide an example from everyday life that illustrates each relation ship.Post the concept maps in the classroom so students can share their ideas with their classmates. l Interpersonal/Verbal




SummarySummary

Review

•• Temperature measures how fast the particles in an object are moving.

•• Gas pressure increases as the number of col-lisions of gas particles increases.

•• Boyle’s law states that if the temperature doesn’t change, the volume of a gas increases as the pressure decreases.

•• Charles’s law states that if the pressure doesn’t change, the volume of a gas increases as the temperature increases.

Using Key Terms

1. Use each of the following termsin the same sentence:temperature, pressure, volume,and Charles’s law.


2. Boyle’s law describes therelationship between

a. volume and pressure.b. temperature and pressure.c. temperature and volume.d. All of the above

3. What are the effects of a warmtemperature on gas particles?

Math Skills

4. You have 3 L of gas at a certaintemperature and pressure. Whatwould the volume of the gas beif the temperature doubled andthe pressure stayed the same?

Critical Thinking

5. Applying Concepts Whathappens to the volume of aballoon that is taken outsideon a cold winter day? Explain.

6. Making Inferences Whenscientists record a gas’s volume,they also record its temperatureand pressure. Why?

7. Analyzing Ideas What happensto the pressure of a gas if thevolume of gas is tripled at aconstant temperature?

Topic: Gas LawsSciLinks code: HSM0637

Decreasing the temperature ofthe gas causes the particles to move more slowly. The gas par-ticles hit the piston less often and with less force. So, the volume of the gas decreases.

Increasing the temperature ofthe gas causes the particles to move more quickly. The gas parti-cles hit the piston more often and with greater force. So, the volume of the gas increases.

Charles’s LawFigure 4Answers to Section Review

1. Sample answer: Charles’s lawstates that when the temperatureof a gas under constant pressureis decreased, the volume of thegas decreases.

2. a3. Sample answer: When gas parti-

cles become warmer, they movemore rapidly and hit the sides oftheir container more often andwith greater force, thus increas-ing the volume of the gas.

4. The volume of the gas wouldalso double to 6 L.

5. Sample answer: The volume ofthe balloon will decrease. Whenthe air particles inside the bal-loon become cooler, they slowdown and do not hit the inside ofthe balloon as often, so the bal-loon’s volume decreases.

6. Sample answer: The volume,pressure, and temperature of agas are all related. The volume ofa gas can be changed by chang-ing the temperature and thepressure.

7. Sample answer: Boyle’s lawstates that the volume of a gas isinversely proportional to its pres-sure. If the volume is tripled, thepressure of the gas would dropto one-third of the original value.

CHAPTER RESOURCES


CRF • Section Quizg• Section Reviewg• Vocabulary and Section Summaryg• Reinforcement Worksheetb

Workbooks

Math Skills for Science• Checking Division with Multiplicationg

Is That a Fact!Scuba is an acronym for self-containedunderwater breathing apparatus. Creditfor the invention of scuba in 1943 isusually given to Jacques-Yves Cousteauand Emile Gagnan.

Section 2 • Behavior of Gases 73

Freezing

Evap

orat

ion

Melting

Cond

ensa

tio

n

READING STRATEGY

3 Changes of StateIt can be tricky to eat a frozen juice bar outside on a hot day. In just minutes, the juice bar will start to melt. Soon the solid juice bar becomes a liquid mess.

As the juice bar melts, it goes through a change of state. In thissection, you will learn about the four changes of state shownin Figure 1 as well as a fifth change of state called sublimation(SUHB luh MAY shuhn).

Energy and Changes of StateA change of statechange of state is the change of a substance from one physicalform to another. All changes of state are physical changes. In aphysical change, the identity of a substance does not change.In Figure 1, the ice, liquid water, and steam are all the samesubstance—water.

The particles of a substance move differently dependingon the state of the substance. The particles also have differentamounts of energy when the substance is in different states.For example, particles in liquid water have more energy thanparticles in ice. But particles of steam have more energy thanparticles in liquid water. So, to change a substance from onestate to another, you must add or remove energy.

✓✓Reading Check What is a change of state? (See the Appendix for answers to Reading Checks.)

change of statechange of state the change of a substance from one physical state to another

The terms in the arrows are changes of state. Water commonly goes through the changes of state shown here.

Figure 1 Changes of State

What You Will Learn

Describe how energy is involvedin changes of state.Describe what happens duringmelting and freezing.Compare evaporation andcondensation.Explain what happens duringsublimation.Identify the two changes that canhappen when a substance loses orgains energy.

Vocabularychange of boiling state condensationmelting sublimationevaporation

Mnemonics As you read thissection, create a mnemonic deviceto help you remember the fivechanges of state.

OverviewThis section examines how mat-ter changes from state to state.Changes in state are explainedin terms of matter gaining orlosing energy.

BellringerHave students write a descrip-tion of what must be done toliquid water to change it to iceor to change it to steam. Then,have students use these explana-tions to predict what must hap-pen, in general, to cause matterto change state.

Demonstration --------------gDo Solids Move? Ask four stu-dents to stand close together toform a square. Wrap maskingtape around the students severaltimes. Tell the class that the fourstudents represent the particlesin a solid. Have the studentsdemonstrate that they can stillmove a bit without breaking thetape, just as particles in a solidmove a bit but generally stayclose together. Then, have thefour students move around moreand more until they break thetape. Discuss with the class thatwhen particles in a solid movefaster, they move apart, and thesolid changes to the liquidstate. l Visual/Interpersonal


A change of state is the change of a substancefrom one physical form to another.

3

CHAPTER RESOURCES


CRF • Lesson Plan • Directed Reading Ab • Directed Reading Bs

Technology

Transparencies• Bellringer• P7 Changing the State of Water• LINK TOLINK TO EARTH SCIENCEEARTH SCIENCE E39 The Water Cycle

Workbooks



Melting: Solid to LiquidOne change of state that happens when you add energyto a substance is melting. Melting is the change of statefrom a solid to a liquid. This change of state is whathappens when ice melts. Adding energy to a solidincreases the temperature of the solid. As the temperatureincreases, the particles of the solid move faster. When acertain temperature is reached, the solid will melt. Thetemperature at which a substance changes from a solidto a liquid is the melting point of the substance. Meltingpoint is a physical property. Different substances havedifferent melting points. For example, gallium melts atabout 30°C. Because your normal body temperature isabout 37°C, gallium will melt in your hand! This is shownin Figure 2. Table salt, however, has a melting point of801°C, so it will not melt in your hand.

Adding EnergyFor a solid to melt, particles must overcome some of theirattractions to each other. When a solid is at its meltingpoint, any energy added to it is used to overcome theattractions that hold the particles in place. Melting is anendothermic (EN doh THUHR mik) change because energyis gained by the substance as it changes state.

Freezing: Liquid to SolidThe change of state from a liquid to a solid is calledfreezing. The temperature at which a liquid changes intoa solid is the liquid’s freezing point. Freezing is the reverseprocess of melting. Thus, freezing and melting occur atthe same temperature, as shown in Figure 3.

Figure 2 Even though gallium is ametal, it would not be very usefulas jewelry!

Figure 3 Liquid water freezesat the same temperature atwhich ice melts—0°C.

If energy is added at0°C, the ice will melt.

If energy is removedat 0°C, the liquidwater will freeze.

melting the change of state in which asolid becomes a liquid by adding energy

Removing EnergyFor a liquid to freeze, the attrac-tions between the particles mustovercome the motion of theparticles. Imagine that a liquid isat its freezing point. Removingenergy will cause the particlesto begin locking into place.Freezing is an exothermic (EK soTHUHR mik) change becauseenergy is removed from thesubstance as it changes state.

Using the Figure -----gChanges of State Havestudents look at Figure 1.During which changes are thesubstances gaining energy?(melting and evaporation)

How can students tell? Helpthem make a concept map todescribe and compare the parti-cle motion before and after thechange in state. l Visual/Logical

MISCONCEPTIONALERT

Freezing When It’s Warm?Most students associate theterm freezing only with coldtemperatures. However, besure to point out that theterm applies to any changeof state from liquid to solid,regardless of temperature.Freezing can occur at high orlow temperatures. For exam-ple, ammonia freezes at–77.7°C, and magnesiumfreezes at 650°C.

CulturalAwarenessCulturalAwareness g

Writing A Famous InventorFrederick McKinleyJones (1892–1961)

was an African Americaninventor. Perhaps his mostimportant invention washis compact, shockproof,automatic-refrigeration unitfor trucks hauling meat orproduce to market. Thisinvention, which was lateradapted for trains, is still inuse around the world today.Have students find out moreabout Jones’s inventions,especially the one thatgave us “talkingmovies.” PORTFOLIO

SUPPORT FOR

English Language LearnersStates of Matter Students may benefitfrom additional exposure to reinforce thescientific meaning of the words freezing,melting, evaporation, and condensation.Write the following incomplete state-ments on the board:

is the change from liquid to gas.is the change from liquid to solid.is the change from solid to liquid.is the change from gas to liquid.

Read the statements aloud, modelingcorrect pronunciation. While you read,ask students to copy the statements intotheir science journals and fill in the blankswith the correct word. Encourage discus-sion when students are uncertain of theappropriate word. (Answers: evaporation,freezing, melting, condensation) Checkscience journals for accuracy and spell-ing, and have students make corrections ifnecessary.l Visual/Verbal/Auditory

Section 3 • Changes of State 75

Evaporation: Liquid to GasOne way to experience evaporation is to iron a shirt using asteam iron. You will notice steam coming up from the ironas the wrinkles disappear. This steam forms when the liquidwater in the iron becomes hot and changes to gas.

Boiling and EvaporationEvaporation (ee VAP uh RAY shuhn) is the change of a substancefrom a liquid to a gas. Evaporation can occur at the surface ofa liquid that is below its boiling point. For example, when yousweat, your body is cooled through evaporation. Your sweatis mostly water. Water absorbs energy from your skin as thewater evaporates. You feel cooler because your body transfersenergy to the water. Evaporation also explains why water ina glass on a table disappears after several days.

Figure 4 explains the difference between boiling andevaporation. Boiling is the change of a liquid to a vapor, orgas, throughout the liquid. Boiling occurs when the pressureinside the bubbles, which is called vapor pressure, equals theoutside pressure on the bubbles, or atmospheric pressure. Thetemperature at which a liquid boils is called its boiling point.No matter how much of a substance is present, neither theboiling point nor the melting point of a substance change. Forexample, 5 mL and 5 L of water both boil at 100°C.

✓Reading Check What is evaporation?

evaporation the change of asubstance from a liquid to a gas

boiling the conversion of aliquid to a vapor when the vaporpressure of the liquid equals theatmospheric pressure

Evaporation can also occur in a liquid belowits boiling point. Some particles at the surfaceof the liquid move fast enough to break awayfrom the particles around them and becomea gas.

Boiling occurs in a liquid at its boiling point.As energy is added to the liquid, particlesthroughout the liquid move faster. When theymove fast enough to break away from otherparticles, they evaporate and become a gas.

Figure 4 Boiling and Evaporation

Boilingpoint

Boilingpoint

READINGSTRATEGY -----------------g

Prediction Guide Before stu-dents read this page, ask themif they agree with the followingthree statements:

• Evaporation can occur atany temperature. (true)

• Boiling occurs only at thesurface of a liquid. (false)

• Evaporation is simply a liquidchanging to a gas. (true)l Logical

h-----------------------------g

Dressing for the WeatherTraditional clothing varies fromculture to culture. People wholive in warm climates wear light-weight and loose-fitting clothesthat allow air to circulate nearthe body. This air circulationallows perspiration to evaporate,which cools the body. Examplesof cultures that wear such light-weight clothing are those of theMiddle East and northern Africa.Ask students to research otherexamples of how people dress tofit the climate where they live.Have them make posters show-ing the examples they found.l Logical/Intrapersonal ee


Evaporation is the change of a substancefrom a liquid to a gas.

To Sweat or Not to Sweat Most peopledo not want to get too sweaty, so theywear an antiperspirant. In addition tocovering unpleasant odors, antiper-spirants contain compounds that clogpores in the skin. So, sweat cannot beexcreted by the body. However, sweat isthe body’s natural air conditioner. Whensweat evaporates, it cools the skin. Sowhen you wear antiperspirant, you maycause your body to cool less efficiently.


Effects of Pressure on Boiling Point Earlier, you learned that water boils at 100°C. In fact, waterboils at 100°C only at sea level, because of atmosphericpressure. Atmospheric pressure is caused by the weight of thegases that make up the atmosphere.

Atmospheric pressure varies depending on where you are inrelation to sea level. Atmospheric pressure is lower at higherelevations. The higher you go above sea level, the fewer airparticles there are above you. So, the atmospheric pressure islower. Imagine boiling water at the top of a mountain. Theboiling point would be lower than 100°C. For example, Denver,Colorado, is 1.6 km above sea level. In Denver, water boils atabout 95°C.

Condensation: Gas to LiquidLook at the dragonfly in Figure 5. Notice the beads of waterthat have formed on the wings. They form because ofcondensation of gaseous water in the air. CondensationCondensation is thechange of state from a gas to a liquid. Condensation and evapo-ration are the reverse of each other. The condensation point ofa substance is the temperature at which the gas becomes aliquid. And the condensation point is the same temperatureas the boiling point at a given pressure.

For a gas to become a liquid, large numbers of particles mustclump together. Particles clump together when the attractionbetween them overcomes their motion. For this to happen,energy must be removed from the gas to slow the movementof the particles. Because energy is removed, condensation isan exothermic change.

Figure 5 Beads of water form when water vapor in the air contacts a cool surface, such as the wings of this dragonfly.

condensationcondensation the change of state from a gas to a liquid

Cooking at High Altitudes Many

times, cake mixes and other prepared foods will have special instructions for baking and cooking at high altitudes. Even poaching an egg at a high altitude requires a different amount of cooking time. Imag-ine that you got a letter from a cousin in Denver. He is upset that a cake he made turned out poorly, even though he fol-lowed the recipe. Do research on cooking at high altitudes. Write a letter to your cousin explaining why he may have had problems baking the cake.

WRITINGSKILL

h-----------------------------g

Does the Temperature Change?Pose the following situation tostudents:

A scientist and her assistant havean unmarked thermometer onwhich they want to mark thetemperatures of 0°C and 100°C.They heat a beaker of water andtake several cubes of ice out ofthe freezer. Just as they are aboutto mark the thermometer, thephone rings. The scientist spends15 minutes on the phone. Whenshe is finished, she again placesthe thermometer on the ice tomark 0°C. The scientist’s assis-tant stops her and says that after15 minutes, the ice has begun tomelt and must be warmer than0°C. Also, since the water hasbeen boiling for 15 minutes, itmust be hotter than 100°C.Write an explanation of whythe assistant’s assumptions arenot correct. l Logical

Ice and snow sometimes sublime directlyto water vapor. If the air is dry after asnowstorm, a thin layer of ice on a drive-way or street may simply disappear in amatter of hours, even though the tem-perature never rises above freezing.

Is That a Fact!Helium, an unreactive gas, has one ofthe lowest boiling points. Helium boilsat 4.2 K, a little above absolute zero.


Sublimation: Solid to GasThe solid in Figure 6 is dry ice. Dry ice is carbon dioxide in a solid state. It is called dry ice because instead of melting into a liquid, it goes through sublimation. Sublimation is the change of state in which a solid changes directly into a gas. Dry ice is much colder than ice made from water.

For a solid to change directly into a gas, the particles of the substance must move from being very tightly packed to being spread far apart. So, the attractions between the particles must be completely overcome. The substance must gain energy for the particles to overcome their attractions. Thus, sublimation is an endothermic change because energy is gained by the substance as it changes state.

Change of Temperature Vs. Change of StateWhen most substances lose or gain energy, one of two things happens to the substance: its temperature changes or its state changes. The temperature of a substance is related to the speed of the substance’s particles. So, when the temperature of a substance changes, the speed of the particles also changes. But the temperature of a substance does not change until the change of state is complete. For example, the temperature of boiling water stays at 100°C until it has all evaporated. In Figure 7, you can see what happens to ice as energy is added to the ice.

✓Reading Check What happens to the temperature of a substance as it changes state?

Boiling Water Is Cool1. Remove the cap from a syringe.2. Place the tip of the syringe in the warm water that is

provided by your teacher. Pull the plunger out until you have 10 mL of water in the syringe.

3. Tighten the cap on the syringe.4. Hold the syringe, and slowly pull the plunger out.5. Observe any changes you see in the water. Record your

observations.6. Why are you not burned by the water in the syringe?

Figure 6 Dry ice changes directly from a solid to a gas. This change of state is called sublimation.

sublimation the process in which a solid changes directly into a gas

Reteaching -------------------------------------bThe Phases of Water Use “The Water Cycle” teaching transpar-ency to help students under-stand the changes of state that water undergoes as it cycles through the environment. Have students explain in their own words how changing the state of water (Figure 7) relates to the water cycle. l Visual/Logical

Quiz ---------------------------------------------------------------------g

Have students answer the fol-lowing questions:

1. What are two changes of state that are endothermic?(melting and evaporation)

2. Do the particles of a substance move faster or slower as the substance is heated?(faster)

3. When water evaporates, has a chemical change or a physical change occurred?(physical)

Alternative Assessment ---------------------------g

Picturing Changes of StateDraw a sequence of state changes. For example, a solid is melting, or a gas is condensing. Ask students how the next draw-ing will look. After completing the drawings, ask the students to create a concept map show ingchanges of state and separating endothermic and exothermic changes. l Visual/Logical

M A T E R I A L SFOR EACH STUDENT

• syringe• warm water

Safety Caution: Remind students to review all safety cautions and icons before beginning this activity. Students should wear safety goggles and aprons during this activity.

Because the temperature of the water required depends on the size of the syringes used, determine the necessary temperature based on the syringes.

Answers

5. Bubbles form in the water as the plunger is pulled out.

6. The boiling water is not 100°C. The lower pressure causes the water to boil at a much lower temperature.



Boiling point

Time

Tem

pera

ture

(°C

)

100

Melting point0

ENERGY ADDED

ENER

GY ADDED ENERGY ADD

ED

SummarySummary

Review

Figure 7 Changing the State of Water

• A change of state is the conversion of a sub-stance from one physical form to another.

• Energy is added during endothermic changes. Energy is removed dur-ing exothermic changes.

• The freezing point and the melting point of a substance are the same temperature.

• Both boiling and evapo-ration result in a liquid changing to a gas.

• Condensation is the change of a gas to a liquid. It is the reverse of evaporation.

• Sublimation changes a solid directly to a gas.

• The temperature of a substance does not change during a change of state.

Using Key Terms

For each pair of terms, explain how the meanings of the terms differ.

1. melting and freezing

2. condensation and evaporation


3. The change from a solid directly to a gas is called

a. evaporation.b. boiling.c. melting.d. sublimation.

4. Describe how the motion and arrangement of particles in a substance change as the substance freezes.

5. Explain what happens to the temperature of an ice cube as it melts.

6. How are evaporation and boiling different? How are they similar?

Math Skills

7. The volume of a substance in the gaseous state is about 1,000 times the volume of the same substance in the liquid state. How much space would 18 mL of water take up if it evaporated?

Critical Thinking

8. Evaluating Data The tempera-ture of water in a beaker is 25°C. After adding a piece of magne-sium to the water, the tempera-ture increases to 28°C. Is this an exothermic or endothermic reaction? Explain your answer.

9. Applying Concepts Solid crystals of iodine were placed in a flask. The top of the flask was covered with aluminum foil. The flask was gently heated. Soon, the flask was filled with a red-dish gas. What change of state took place? Explain your answer.

10. Predicting ConsequencesWould using dry ice in your holiday punch cause it to become watery after several hours? Why or why not?

Topic: Changes of StateSciLinks code: HSM0254

The energy that is added during a change of state is used to break the attractions between particles. So, the temperature does not change until the change of state is complete.

Answers to Section Review

1. Sample answer: Melting changes a solid to a liquid. Freezing changes a liquid to a solid.

2. Sample answer: Conden-sation changes a gas to a liquid. Evaporation changes a liquid to a gas.

3. d4. As a substance freezes, its

particles lose some of their freedom of motion and become more orderly.

5. The temperature of the ice cube stays constant until the change of state is complete.

6. Sample answer: Evapo-ration occurs only at the sur-face of a liquid, and boiling occurs throughout a liquid. Both evaporation and boiling are endothermic processes that change a liquid to a gas.

7. 18,000 mL8. Sample answer: This reac-

tion is exothermic. The tem-perature increased because energy was released during the reaction.

9. Sample answer: sublima-tion; The solid crystals were heated and turned directly into vapor.

10. Sample answer: no; Dry ice is solid carbon dioxide. It under-goes sublimation and turns into a vapor.


As a substance changes state, its temperature remains constant until the change of state is complete.

CHAPTER RESOURCES


CRF • Section Quiz g• Section Review g• Vocabulary and Section Summary g• Critical Thinking a• Datasheet for Quick Lab


LabSkills Practice

A Hot and Cool LabWhen you add energy to a substance through heating, doesthe substance’s temperature always go up? When you removeenergy from a substance through cooling, does the substance’stemperature always go down? In this lab you’ll investigate theseimportant questions with a very common substance—water.

Procedure

1 Fill the beaker about one-third to one-half full with water.

2 Put on heat-resistant gloves. Turn on the hot plate, and put thebeaker on it. Put the thermometer in the beaker. Caution: Becareful not to touch the hot plate.

3 Make a copy of Table I. Record the temperature of the waterevery 30 seconds. Continue doing this until about one-fourthof the water boils away. Note the first temperature reading atwhich the water is steadily boiling.

4 Turn off the hot plate.

5 While the beaker is cooling, make a graph of temperature(y-axis) versus time (x-axis). Draw an arrow pointing to thefirst temperature at which the water was steadily boiling.

Measure and record time andtemperature accurately.

Graph the temperaturechange of water as it changesstate.

Analyze and interpret graphsof changes of state.

• beaker, 250 or 400 mL

• coffee can, large

• gloves, heat-resistant

• graduated cylinder, 100 mL

• graph paper

• hot plate

• ice, crushed

• rock salt

• stopwatch

• thermometer

• water

• wire-loop stirring device

OBJECTIVES

SAFETY

MATERIALS

Table 1

Time (s) 30 60 90 120 150 180 210 etc.

Temperature (ºC) DO NOT WRITE IN BOOKNOT WRITE IN BO

Skills PracticeSkills Practice LabLab

A Hot and Cool Lab

Teacher’s Notes

Time RequiredOne or two 45-minute class periods

Lab Ratings

rTeacher Prep fff

Student Set-Up ff

Concept Level fff

Clean Up ff

M A T E R I A L SThe materials listed are for a groupof 3–4 students.

Safety CautionRemind students to review allsafety cautions and icons beforebeginning this lab activity.

Preparation NotesTo construct the wire-loop stirringdevice, make a small loop at oneend of a 25 cm piece of copperwire. The loop should easily fitinto the graduated cylinder withthe thermometer in place. Anglethe loop so that it is perpendicu-lar to the rest of the wire. Make ahandle that extends in the oppo-site direction of the loop, at theother end of the wire. Place theloop around the thermometer,and use the handle to movethe device up and down.

CHAPTER RESOURCES


CRF • Datasheet for Chapter Lab• Lab Notes and Answers

Technology

Classroom Videos• Lab Video

• Full of Hot Air!• Can Crusher

C. John Graves

Monforton Middle SchoolBozeman, Montana

Holt Lab Generator CD-ROMSearch for any lab by topic, standard, difficulty level,or time. Edit any lab to fit your needs, or create yourown labs. Use the Lab Materials QuickList softwareto customize your lab materials list.

CLASSROOM

TESTED& APPRO

VED


6 After you finish the graph, use heat-resistantgloves to pick up the beaker. Pour the warmwater out, and rinse the warm beaker withcool water.Caution: Even after cooling, the beaker is stilltoo warm to handle without gloves.

7 Put approximately 20 mL of water in thegraduated cylinder.

8 Put the graduated cylinder in the coffee can,and fill in around the graduated cylinder withcrushed ice. Pour rock salt on the ice aroundthe graduated cylinder. Place the thermom-eter and the wire-loop stirring device in thegraduated cylinder.

9 As the ice melts and mixes with the rock salt,the level of ice will decrease. Add ice and rocksalt to the can as needed.

0 Make another copy of Table I. Record thetemperature of the water in the graduatedcylinder every 30 seconds. Stir the water withthe stirring device.Caution: Do not stir with the thermometer.

q Once the water begins to freeze, stop stirring.Do not try to pull the thermometer out of thesolid ice in the cylinder.

w Note the temperature when you first noticeice crystals forming in the water. Continuetaking readings until the water in the graduatedcylinder is completely frozen.

e Make a graph of temperature (y-axis) versustime (x-axis). Draw an arrow to the tempera-ture reading at which the first ice crystals formin the water in the graduated cylinder.

Analyze the Results

1 Describing Events What happens to thetemperature of boiling water when you con-tinue to add energy through heating?

2 Describing Events What happens to thetemperature of freezing water when youcontinue to remove energy through cooling?

3 Analyzing Data What does the slope of eachgraph represent?

4 Analyzing Results How does the slope ofthe graph that shows water boiling comparewith the slope of the graph before the waterstarts to boil? Why is the slope different for thetwo periods?

5 Analyzing Results How does the slope ofthe graph showing water freezing comparewith the slope of the graph before the waterstarts to freeze? Why is the slope different forthe two periods?

Draw Conclusions

6 Evaluating Data The particles that make upsolids, liquids, and gases are in constant motion.Adding or removing energy causes changes inthe movement of these particles. Using thisidea, explain why the temperature graphsof the two experiments look the way they do.

Analyze the Results

1. The temperature remainsconstant.

2. When energy is removed,the temperature stops falling,and the liquid turns to solid.At this point, the particles haveless energy, but the temperatureof the water stays the same.

3. The slope of each graph repre-sents the rate of temperaturechange.

4. Sample answer: The slopeis less steep (line should behorizontal) when the waterstarts to boil. The slope isdifferent because the energyadded to the water throughheating is making steam ratherthan increasing the temperature.

5. Sample answer: The slopeis less steep (the line shouldbe horizontal) when the waterstarts to freeze. The slope isdifferent because the removalof energy from the water isallowing crystal structures (ice)to form rather than decreasingthe temperature.

Draw Conclusions

6. Sample answer: When theparticles speed up enough,water can become gas (steam),which has more energy at thesame temperature. Even thoughenergy is being added the wholetime, the temperature stopsrising when the liquid startschanging into a gas. When theparticles slow down enough,the water can become solid ice,which has less energy at thesame temperature. Even thoughenergy is being removed thewhole time, the temperaturestops falling when the liquidstarts changing to a solid. Thefact that the temperature stopsrising or falling explains theparts of the graphs that level off.

CHAPTER RESOURCESWorkbooks

Whiz-Bang Demonstrations• Demonstration with a CRUNCH!b

Labs You Can Eat• How Cold Is Ice-Cream Cold?g

Long-Term Projects & Research Ideas• Episode IV: Sam and His Elephants Get That

Sinking Feelinga

Calculator-Based Labs• Keeping Things Coola

Chapter 3 • Chapter Lab 81

For each pair of terms, explain how the meanings of the terms differ.

1 solid and liquid

2 Boyle’s law and Charles’s law

3 evaporation and boiling

4 condensation and sublimation

Multiple Choice

5 Which of the following statements best describes the particles of a liquid?

a. The particles are far apart and moving fast.

b. The particles are close together but moving past each other.

c. The particles are far apart and moving slowly.

d. The particles are closely packed and vibrating in place.

6 Which of the following statements describes what happens as the temper-ature of a gas in a balloon increases?

a. The speed of the particles decreases.

b. The volume of the gas increases, and the speed of the particles increases.

c. The volume of the gas decreases. d. The pressure of the gas decreases.

7 Boiling points and freezing points are examples of

a. chemical properties. c. energy.b. physical properties. d. matter.

8 Dew collecting on a spider web in the early morning is an example of

a. condensation. c. sublimation.b. evaporation. d. melting.

9During which change of state do atoms or molecules become more ordered?

a. boiling c. meltingb. condensation d. sublimation

0 Which of the following changes of state is exothermic?

a. evaporation c. freezingb. melting d. All of the above

q What happens to the volume of a gas inside a cylinder if the temperature does not change but the pressure is reduced?

a. The volume of the gas increases.b. The volume of the gas stays the

same.c. The volume of the gas decreases.d. There is not enough information

to determine the answer.

w The atoms and molecules in matter

a. are attracted to one another.b. are constantly moving.c. move faster at higher temperatures.d. All of the above

Short Answer

e Explain why liquid water takes the shape of its container but an ice cube does not.

r Rank solids, liquids, and gases in order of particle speed from the highest speed to the lowest speed.

USING KEY TERMS

UNDERSTANDING KEY IDEAS

9. b10. c11. a12. d13. Sample answer: The particles of liquid

water can move past one another and take the shape of a container. Particles in an ice cube are locked in place and cannot move past one another. An ice cube holds its shape no matter what container you put it in.

14. gases, liquids, solids

ANSWERS

Using Key Terms1. Solid is the state of matter

in which the substance has a definite shape and volume. Liquid is the state in which the substance takes the shape of its container but has a definite volume.

2. Boyle’s law states that when the pressure of a gas increases at a constant temper-ature, its volume decreases. Charles’s law states that when the temperature of a gas increases at a constant pressure, its volume increases.

3. Evaporation is the change of a liquid to a gas at the sur-face of a liquid. Boiling is the change of a liquid to a gas throughout a liquid.

4. Condensation is the change of a gas to a liquid. Sublimation is the change of a substance from a solid to a gas without becoming a liquid.

Understanding Key Ideas5. b6. b7. b8. a

Assignment GuideSECTION QUESTIONS

1 1, 5, 12–14

2 2, 6, 11

3 3, 4, 7–10, 15–23

1 and 3 16


tKate placed 100 mL of water in fivedifferent pans, placed the pans on a windowsill for a week, and measured how much water evaporated from each pan. Draw a graph of her data, which is shown below. Place surface area on the x-axis and volume evaporated on the y-axis. Is the graph linear or non-linear? What does this information tell you?

yConcept Mapping Use the following terms to create a concept map: states of matter, solid, liquid, gas, changes of state, freezing, evaporation, condensation, and melting.

uAnalyzing Ideas In the photo below, water is being split to form two new substances, hydrogen and oxygen. Is this a change of state? Explain your answer.

iApplying Concepts After taking a shower, you notice that small droplets of water cover the mirror. Explain how this happens. Be sure to describe where the water comes from and the changes it goes through.

oAnalyzing Methods To protect their crops during freezing temperatures, orange growers spray water onto the trees and allow it to freeze. In terms of energy lost and energy gained, explain why this practice protects the oranges from damage.

pMaking Inferences At sea level, water boils at 100°C, while methane boils at –161°C. Which of these substances has a stronger force of attraction between its particles? Explain your reasoning.

Use the graph below to answer the questions that follow.

aWhat is the boiling point of the sub-stance? What is the melting point?

sWhich state is present at 30°C?

dHow will the substance change if energy is added to the liquid at 20°C?

Math Skills

CRITICAL THINKING

Pan number 1 2 3 4 5

Surface area (cm2) 44 82 20 30 65

Volumeevaporated (mL) 42 79 19 29 62

INTERPRETING GRAPHICS

80

Tem

pera

ture

(ºC

)

0

20

40

60

Energy

15.

The graph is linear. Both variables(surface area and volume evaporated)increase together.

Critical Thinking16. An answer to this

exercise can befound at the endof this book.

17. The splitting of water intohydrogen and oxygen is not achange of state because thesubstance (water) does notkeep its identity during thechange. The water is changedinto two new substances,hydrogen and oxygen.

18. Sample answer: As you takea shower, some of the liquidwater evaporates and becomesa gas. When the gaseous watertouches the mirror, the waterreleases energy to the mirrorand condenses into drops ofliquid water.

19. Sample answer: Freezing isan exothermic change. Asthe water freezes, it releasesenergy. The oranges absorbsome of this energy and warmup. (The ice also helps to insu-late the oranges from thecold air.)

20. Sample answer: Water has astronger force of attractionbetween its particles; A highertemperature, and thereforemore energy, is required to sep-arate the water particles fromone another than is needed toseparate the methane particlesfrom one another.

Interpreting Graphics21. 80˚C; 20˚C22. liquid23. The temperature of the liquid

will rise.

CHAPTER RESOURCES


CRF • Chapter Reviewg• Chapter Test Ag• Chapter Test Ba• Chapter Test Cs• Vocabulary Activityg

Workbooks

Study Guide• Study Guide is also available in Spanish.

Surface area (cm2)

Volu

meev

apor

ated

(mL)

Chapter 3 • Chapter Review 83

READINGRead each of the passages below. Then, answer the questions that follow each passage.

Passage 1 Did you know that lightning can turn sand into glass? If lightning strikes sand, the sand can reach temperatures of up to 33,000°C. That temperature is as hot as the surface of the sun! This intense heat melts the sand into a liquid. The liquid quickly cools and hardens into glass. This glass is a rare and beautiful type of natural glass called fulgurite.

The same basic process is used to make light bulbs, windows, and bottles. But instead of light-ning, glassmakers use hot ovens to melt solid silica (the main ingredient of sand) and other ingredi-ents into liquid glass. Then, before the glass cools and solidifies, the glassmaker forms the glass into the desired shape.

1. In the glassmaking process, what happens after the glassmaker forms the material into the desired shape?

A Solid silica melts in a hot oven.B Solid silica is struck by lightning.C The glass melts and becomes a liquid.D The glass cools and solidifi es.

2. Which statement is an opinion from the passage?

F Lightning can form fulgurites.G Fulgurites are beautiful.H Lightning heats the sand to 33,000°C.I Glassmakers use very hot ovens.

3. In the passage, what does intense mean?

A a small amountB gaseousC a great amountD causing something to melt

Passage 2 For thousands of years, people used wind, water, gravity, dogs, horses, and cattle to do work. But until about 300 years ago, people had little success finding other things to help them do work. Then in 1690, Denis Papin, a French mathematician and physicist, noticed that steam expanding in a cylinder pushed a piston up. As the steam then cooled and contracted, the piston fell. Watching the motion of the piston, Papin had an idea. He connected a water-pump handle to the piston. As the pump handle rose and fell with the piston, water was pumped.

Throughout the next hundred years, other scientists and inventors improved upon Papin’s design. In 1764, James Watt turned the steam pump into a true steam engine that could drive a locomotive. Watt’s engine helped start the Industrial Revolution.

1. In the passage, what does expanding mean?

A enlargingB enhancingC enforcingD disappearing

2. According to the passage, how was steam used?

F as a source of power for thousands of yearsG by Denis Papin only in FranceH to pump water in the late 1600sI in the steam engine fi rst

3. Which of the following statements is a fact from the passage?

A Steam expands and causes a piston to fall.B When steam cools, it expands.C The invention of the water pump started

the Industrial Revolution.D People began using steam as a source of

power 300 years ago.

READING

MISCONCEPTIONALERT

Answers to the standardized test preparation can help you identify student misconcep-tions and misunderstandings.

Teacher’s NoteTeacher’s NoteTo provide practice under more realistic testing conditions, give students 20 minutes to answer all of the questions in this Standardized Test Preparation.

Passage 11. D2. G3. C

Question 1: Students may be con-fused by the fact that the process “glass cools and solidifies”appears before “the glassmaker forms the glass” in the passage. Remind stu-dents to read the passage carefully before choosing an answer.

Passage 21. A2. H3. D

Question 2: All of the answers may appear to be correct at first glance. Steam was used as a source of power, by Denis Papin, to pump water, and in the steam engine. However, all but answer H contain additional information that makes the statement false.


Stand

ardized

Test Prep

aration

Use the chart below to answer the ques-tions that follow.

Read each question below, and choose the best answer.

1. Phillip wants to purchase antifreeze for his car. Antifreeze is added to the water in a car’s radiator to lower the water’s freezing point. The temperature in his area never falls below –10°C. Given the information in the chart above, which of the following brands of antifreeze would be the best for Phillip’s car?

A Ice-B-GoneB Freeze-FreeC Liqui-FreezeD Auntie Freeze

2. Phillip wants to make a bar graph that compares the brands of antifreeze. If he puts the brand name of each antifreeze on the x-axis, what variable belongs on the y-axis?

F Freezing point of waterG Freezing point of water with antifreeze in itH Freezing point of the antifreeze onlyI Freezing point of the radiator

3. Phillip’s cousin lives in an area where it rarely freezes. The record low temperature for winter is –2°C. Which brand should Phillip’s cousin purchase?

A Ice-B-GoneB Freeze-FreeC Liqui-FreezeD Auntie Freeze

1. Gerard and three of his friends each want to buy a kite. The kites regularly cost $7.95, but they are on sale for $4.50. How much will their total savings be if they all purchase their kites on sale?

A $13.80B $18.00C $10.35D $23.85

2. Francis bought a 2 L bottle of juice. How many milliliters of juice does this bottle hold?

F 0.002 mLG 0.2 mLH 200 mLI 2,000 mL

3. Which of the following lists contains ratios that are all equivalent to 3/4?

A 3/4, 6/8, 15/22B 6/10, 15/20, 20/25C 3/4, 15/20, 20/25D 3/4, 6/8, 15/20

4. The Liu family went to the state fair in their home state. They purchased fi ve tickets, which cost $6.50 each. Tickets for the rides cost $1.25 each, and all fi ve family members rode six rides. Two daughters bought souvenirs that cost $5.25 each. Snacks cost a total of $12.00. What is the total amount of money the family spent on their outing?

F $61.25G $140.50H $62.50I $92.50

Freezing Points of 50:50 Mixtures of Antifreeze and Water

Brand Freezing Point (ºC)

Ice-B-Gone –5

Freeze Free –7

Liqui-Freeze –9

Auntie Freeze –11

INTERPRETING GRAPHICS MATH INTERPRETING GRAPHICS1. D2. G3. A

Question 1: It may be difficult for students to choose between answer C and D. However, the passage states that the temperature never falls below –10 ˚C. The temperature may still reach –10 ˚C, which would make answer C a poor choice.

MATH1. A2. I3. D4. I

Question 3: This question requires that students remember how to reduce fractions. Review reducing fractions by using the Math Refresher at the back of this book.

CHAPTER RESOURCES


CRF • Standardized Test Preparation g

State Resources

For specifi c resources for your state, visit go.hrw.com and type in the keyword HSMSTR.

Chapter 3 • Standardized Test Preparation 85

in Action

in Action

MathThere are 2.54 centimeters in one inch.How many feet deep could a diver gobefore he or she started experiencingnitrogen narcosis?

Social StudiesResearch plasma. Find out how plasma isused in today’s technology, such as plasmaTVs. How will this new technology affectyou and society in general? Describe yourfindings in a poster.

Science, Technology,

and SocietyDeep-sea Diving with HeliumDivers who breathe air while deep in theocean run the risk of suffering from nitro-gen narcosis. Nitrogen narcosis produces analcohol-like effect, which can cause a diverto become disoriented and to use poor judg-ment. This toxic effect can lead to dangerousbehavior. To avoid nitrogen narcosis, diverswho work at depths of more than 60 mbreathe heliox. Heliox is a mixture of heliumand oxygen, instead of air. The main disad-vantage of heliox is that helium conductsheat about six times faster than nitrogendoes, so a diver using heliox will feel coldsooner than a diver who is breathing air.

Scientific DiscoveriesThe Fourth State of MatterIf you heat water, it will eventually turn intoa gas. But what would happen if you kept onheating the gas? Scientists only had to lookto the sun for the answer. The sun, like otherstars, is made of the fourth state of matter—plasma. Plasma is a superheated gas. Oncea gas’s temperature rises above 10,000°C to20,000°C, its particles start to break apartand it becomes plasma. Unlike gas, plasmacan create, and be affected by, electricaland magnetic fields. More than 99% of theknown universe is made of plasma! EvenEarth has some naturally occurring plasma.Plasma can be found in auroras, flames, andlightning.

Science, Technology,

and Society

Discussion --------------------------------- GENERAL

Lead students in a discussionabout using heliox for deep-seadiving. Ask students why con-ducting heat is a disadvantageto divers. (The water is very coldat greater depths, and using helioxcould lead to hypothermia.) Askstudents to think of ways toovercome this disadvantage.(Answers may vary. Sample answer:Divers could wear heated wet suitsto prevent hypothermia.)l Verbal

Scientific Discoveries

BackgroundIf enough energy is added to agas, the gas particles will breakapart. This process creates aplasma, the state of matterthat is a blend of electrons andpositively charged ions. Plasmaoccurs on Earth in the outeratmosphere, called the iono-sphere, and in auroras, flames,and lightning. Plasma also formsin neon and fluorescent lightbulbs and in plasma screenswhen energy from an electriccurrent is passed through a gasin the device. The electric cur-rent excites the gas particles andcreates a plasma.

Answer to Math Activity

Divers can reach depths up to 60 m beforeexperiencing nitrogen narcosis.60 m � 100 cm/m � 6,000 cm6000 cm � 2.54 cm/inch � 2,362 inches2,362 inches � 12 inches/foot � 197 feet

Answer to Social Studies Activity

Answers may vary. Accept any reasonableanswer. Students may choose to create a posterabout current technology and how they think itwill change. They might also describe usingfusion energy to replace gasoline and how thatwould affect society.


Language Arts Research Andy Goldsworthy’s art. Write a one-page review of one of

his creations. Be sure to include what you like or don’t like about the art.

To learn more about these Science in Action topics, visit go.hrw.com and type in the keyword HP5STAF.

Check out Current Science® articles related to this chapter by visiting go.hrw.com. Just type in the keyword HP5CS03.

Andy GoldsworthyNature Artist Most of the art that Andy Goldsworthy creates will melt, decay, evap-orate, or just blow away. He uses leaves, water, sticks, rocks, ice, and snow to create art. Goldsworthy observes how nature works and how it changes over time, and uses what he learns to create his art. For example, on cold, sunny mornings, Goldsworthy makes frost shadows. He stands with his back to the sun, which creates a shadow on the ground. The rising sun warms the ground and melts the frost around his shadow. When he steps away, he can see the shape of his body in the frost that is left on the ground.

In his art, Goldsworthy sometimes shows water in the process of changing states. For example, he made huge snowballs filled with branches, pebbles, and flowers. He then stored these snowballs in a freezer until summer, when they were displayed in a museum. As they melted, the snowballs slowly revealed their contents. Goldsworthy says his art reflects nature, because nature is constantly changing. Fortunately, he takes pictures of his art so we can enjoy it even after it disappears!

WRITINGSKILL

People Science

BackgroundGoldsworthy also uses the pro-cess of evaporation in his art. He has experimented with the effects of evaporation on clay. As the water in clay evapo-rates, the clay dries and cracks. Thinner clay dries faster than thicker clay. Goldsworthy dis-covered that by creating pat-terns with thicker clay, he could guide where the cracks formed. Goldsworthy has covered many large rocks with clay, which dries, cracks, and falls off in large chunks. Goldsworthy has also covered walls with clay, including a wall in a San Francisco museum. The clay dried and cracked but did not fall off, even through several earthquakes!

vv-------------------------------------- GENERAL

Art in Changing States Havestudents create their own art to display changing states of mat-ter. They might mimic some of Goldsworthy’s art, such as frost shadows or clay-covered rocks. They might create their own way to illustrate matter chang-ing from one state to another. Take photos of students’ art-work, and display the photos with a caption explaining how the students created the art and what state of matter it represents. l Kinesthetic

Answer to Language Arts Activity

Answers may vary. Accept any reasonable answer.

Chapter 3 • Science in Action 87

3 States of Matter Compression guide: Chapter …s5ebeba82addad021.jimcontent.com/download/version/...CRF Chapter Resource File SS Science Skills Worksheets IT Interactive Textbook

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