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C. Matter and Energy · Properties of and Changes in Matter

Properties of and Changes in Matter: Unit Review

C1.1 C1.2 C2.1 C2.2 C2.3 C2.4 C2.5 C2.6 C2.7 A1.1 A1.2 A1.3 A1.4 A1.5 A2.1 A2.2 A3.1 A3.2 A3.3About 40 minutes
Learning goals
  • I can describe matter, its states and its properties.
  • I can explain changes of state using thermal energy and give examples from my life.
  • I can tell physical changes from chemical changes using evidence.
  • I can explain why materials are chosen for their properties, and assess how making and using products affects people and the environment.

Words to know

matter
Anything that has mass and takes up space.
thermal energy
The energy of moving particles. We feel it as heat.
physical change
A change in state, volume or form, with no new substance.
chemical change
A change that makes one or more new substances.
property
Something about a material you can observe or measure.
assess
To weigh good and bad impacts from different points of view and make a judgment.

Let's review!

In this unit you became a matter expert. You learned that matter has mass and takes up space, described solids, liquids and gases and their properties, and used the particle model to explain how matter absorbs or releases thermal energy when it changes state. You spotted changes of state at home, in your community and in nature, including how maple syrup is made. You sorted physical changes (same substance) from chemical changes (new substance), explained why materials are chosen for their properties, assessed how manufacturing and materials affect people and the environment, and designed a solar still.

This review has a few questions from every lesson. Try each one, then press Show answer to check. If a part feels tricky, go back to that lesson.

GASSOLIDLIQUIDmeltingfreezingevaporationcondensationsublimationdepositionabsorbs thermal energyreleases thermal energy
All six changes of state. Solid arrows absorb thermal energy (melting, evaporation, sublimation); dashed arrows release it (freezing, condensation, deposition).
PHYSICAL changeCHEMICAL changesame substance, new lookone or more NEW substancesice meltingcrumpling paperdissolving salt in watersqueezing air into a tirebaking a cakeiron rustingburning woodbaking soda + vinegar
The big idea of changes: a physical change keeps the same substance; a chemical change makes a new one.

What Is Matter? Mass and Volume

1

Is a rainbow matter? Explain.

2

A measuring cup reads 250 mL. After a toy car is dropped in (completely underwater), it reads 285 mL. What is the car's volume?

3

A pillow and a dictionary: which usually has more volume? Which has more mass?

Solids, Liquids and Gases

1

Which state has no shape or volume of its own?

2

Describe the particles in a liquid.

3

Is flour a solid or a liquid? Explain.

Describing Matter: Properties of Solids, Liquids and Gases

1

Put in order from lowest to highest viscosity: honey, water, cooking oil.

2

Describe a steel spoon with three property words.

3

In a race to see which liquid flows fastest, name two things you must keep the same.

Changes of State and Thermal Energy

1

Name the change and say if thermal energy is absorbed or released: water vapour → frost.

2

What happens to the particles of a solid as it melts?

3

Using the code from the lesson, what is shown when the temperature is −3?

4

Why do you feel cool after getting out of a swimming pool on a windy day?

Changes of State at Home, in the Community and in Nature

1

Name a change of state you might see at an arena, and say whether thermal energy is absorbed or released.

2

About how much syrup comes from 80 L of maple sap?

3

Name one way First Nations knowledge of maple trees continues today.

Physical Changes: Same Stuff, New Look

1

Name the three things a physical change can change.

2

Grating cheese: physical change? Explain.

3

Why should you never put a full glass bottle of water in the freezer?

Chemical Changes and Their Signs

1

Give three signs of a chemical change.

2

Is rusting a physical or chemical change? Why?

3

Why must cleaning products never be mixed?

Physical or Chemical? Investigating Changes

1

Physical or chemical: burning a marshmallow? Breaking a pretzel?

2

In the apple test, what was the control and why was it needed?

3

Is boiling water a chemical change because it bubbles? Explain.

The Right Stuff: Properties Make Materials Useful

1

Why do pot handles often have a plastic or wooden covering?

2

Which property of air makes bubble wrap protect packages?

3

Why is snow good for building an Inuit snow house?

How Products Are Made: Manufacturing and Its Impacts

1

Put in order: shaping, getting raw materials, shipping, processing.

2

Give one positive and one negative impact of a paper mill.

3

How do factory robots know what to do?

Materials and the Environment: Making Better Choices

1

Put in order from best to last choice: recycle, reduce, reuse.

2

Give one advantage and one disadvantage of aluminium cans.

3

Name one action society can take to mitigate the impact of materials.

Design Challenge: A Sun-Powered Water Still

1

In a solar still, where is thermal energy absorbed? Where is it released?

2

Why does the salt stay in the bowl?

3

Name one way to improve a solar still, and explain why it helps.

Just for fun

Riddle: I'm a solid in the freezer, a liquid in your glass, and an invisible gas above the kettle. I change my state all the time, but I'm always the same substance. What am I?

Water!

How to use this review

  • Do the review in two short sittings if you get tired: matter, states and changes of state (first five sections), then physical and chemical changes, materials and impacts (the rest).
  • Keep a cup of water, an ice cube, a spoon and some baking soda and vinegar nearby, so you can show answers.
  • Ask "How do you know?" Good answers use the science words: mass, volume, particles, absorb, release, physical, chemical, property, assess.
  • Note which section had mistakes and redo that lesson's activity.
Check your understanding

Quiz

1.

Which of these is matter?

2.

Which state of matter keeps its volume but takes the shape of its container?

3.

Which liquid has the highest viscosity?

4.

When water freezes, it...

5.

Frost forming on grass is...

6.

Maple sap becomes syrup when much of its water...

7.

Which is a physical change?

8.

Which is a sign of a chemical change?

9.

Winter jackets are puffy because trapped air is a good...

10.

Which action reduces waste the most?

For parents and teachers

Use mistakes to choose what to revisit. Each review section matches one lesson.

  • Thinks light, sound or heat are matter, or mixes up mass and volume: revisit What Is Matter? Mass and Volume and redo the displacement test.
  • Calls sand or flour a liquid, or can't describe particles: revisit Solids, Liquids and Gases.
  • Uses only colour and size to describe materials, or runs unfair tests: revisit Describing Matter: Properties of Solids, Liquids and Gases and redo the liquid race.
  • Mixes up absorb and release, or sublimation and deposition: revisit Changes of State and Thermal Energy and redo the melting race.
  • Can't find changes of state in daily life, or calls the kettle's cloud a gas: revisit Changes of State at Home, in the Community and in Nature.
  • Thinks physical changes must be reversible, or that dissolved sugar is gone: revisit Physical Changes: Same Stuff, New Look.
  • Thinks every bubble or colour change is chemical, or is unsure about safety: revisit Chemical Changes and Their Signs.
  • Has trouble sorting changes, or forgets the control: revisit Physical or Chemical? Investigating Changes and redo the apple test.
  • Names materials without properties: revisit The Right Stuff: Properties Make Materials Useful.
  • Lists only good or only bad impacts of making products: revisit How Products Are Made: Manufacturing and Its Impacts.
  • Thinks recycling solves everything, or can't name actions: revisit Materials and the Environment: Making Better Choices.
  • Can't explain how the still works: revisit Design Challenge: A Sun-Powered Water Still.

A few mistakes are normal. Praise your child for using the science words and explaining how they know. Safety reminders for the whole unit: a grown-up does all heating and cutting, and cleaning products are never mixed.