Physical and Physical and Chemical Changes Chemical Changes

in Matterin Matter

Physical and Physical and Chemical Changes Chemical Changes

in Matterin MatterAmado M. CadiongAmado M. Cadiong

Eastern Samar State Eastern Samar State UniversityUniversity

Boroongan, City Boroongan, City Eastern SamarEastern Samar

DisclaimerDisclaimerDisclaimerDisclaimerThis is unfinished work. If you are This is unfinished work. If you are

interested in this tool, please contact interested in this tool, please contact me. When it is complete, I will be me. When it is complete, I will be

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Lesson OverviewTargeted Standards

Formative AssessmentLesson Organization - Opening the Lesson

- Developing the Lesson - Closing the Lesson

Materials, Resources, Credits

Enrichment and Accommodations

Next Generation Tools

Student MaterialsIntroduction

Learning GoalsAssessment

Learning ActivityEnrichment

Lesson Overview This lesson is designed to help

students conclusively learn the difference between chemical and physical properties and changes. The students will perform a simple lab activity after classroom discussions of differences in classmates.

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Targeted Standards

Tennessee Standard Number: 3.0 Interactions of Matter

Learning Expectation: 3.1 The student will investigate

chemical and physical changes.

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Formative Assessment

After the completion of activities and discussion in class, students will complete a homework assignment wherein they will classify listed items as either physical or chemical properties or changes. The teacher and students will assess student understanding by checking homework, followed by class discussion and re-teaching, if necessary.

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Opening the Lesson

1. Using prior knowledge and their textbook, students will define the following terms: chemical property, chemical change, physical property and physical change.

2. Motivation Activity: • Students will be asked to list several characteristics that

identify a person such as color, weight, height, shape, etc.• Show students a burning match and ask them to write in

their scientist’s notebook their observations.• Ask students to site differences in the above two

scenarios. Students’ answers should imply that the height or shape of a person is a property that is not changed while burning the head of a match will change it to a new substance.

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Approximate time=10 minutes.

Developing the Lesson

1. Procedure (Mini Lab): • Divide class into groups of 2 groups. Some groups

will add and dissolve blue CuSO4 in water. The other groups will add diluted hydrochloric acid to granulated sugar inside the hood. Each group will share their results with the other groups.

• Students will answer the following questions within their groups:Which of the two above activities is an example of physical change and which are chemical changes.

Describe the changes.

• Students will answer these questions in learning groups: Which of the following is a physical or a chemical

change?• A candle burning• A soda bottle fizzes when you open it• Hair curls as a result of a perm• Holes appear in a worn-out shoe sole.

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Approximate time=40 minutes.

Closing the Lesson

Students will design another experiment to distinguish between a physical or a chemical property of their choice that will help someone else understand this principle.

For further learning, students will be directed to the teacher’s website where additional activities will be posted.

Approximate time=15 minutes

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Materials, Resources, Credits

• Materials Needed- Standard Lab Equipment, CuSO4, hydrochloric acid, table sugar.

• Resources to enhance this lesson—– Inspiration– Worksheet or Evaluation Tool– Describing Matter– Physical VS Chemical Properties Information Sheet

• Sources for Development– Next Generation Tools – Tennessee Science

Academy 2007

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thor.nesc.k12.ar.us/MSProjects/08/index.html

Enrichment and Accommodation

sEnrichment Activities – Changes in Matter (From Bean to Chocolate) – Physical and Chemical Changes in the Kitchen This activity helps

students understand the difference in physical and chemical changes using household items such as chocolate, aluminum foil, marshmallows, Alka-Seltzer, etc.

– Chemical and Physical Changes in Digestion. Students will create a simulation of the chemical reactions that occur during the digestive process.

– Clues to Physical and Chemical Changes. In this activity students compare observations to a list of clues to recognize types of change.

Accommodate the needs of all students – The activities of this lesson can be done in cooperative

learning groups, thus allowing students with special needs to be and use peer tutors to encourage their success.

– The explanations, activities and textbook clips can be made into podcasts to allow students to watch and listen to the activities repeatedly throughout the time span for this lesson.

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Cited Sources

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Teacher Sectionweb2k.wsfcs.k12.nc.us/.../Mr.%20Royal.htm What a Gas?

Student Learning SectionActivityStudent Data Sheet (Provide each student with this sheet

before beginning the student Learning Section.)

PodcastsDr. CarlsonUnited Streaming

Physical and Chemical Changes

A Student Learning Tool

Chemical and Physical Changes for Student

Engagement

IntroductionLearning GoalsAssessmentLearning ActivityEnrichment

Chemical and Physical Changes

This activity is for enrichment or further learning to help you understand what is actually happening in physical and chemical changes. You may work on this activity alone or with a partner at home or at school.

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Introduction

IntroductionRemember that a physical change is a change in size, shape, appearance, or volume of a substance. A change of state (solid, liquid, gas) is also a physical change. Chemical changes in matter are changes that produce new substances with different characteristics.

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Learning Goals

During this activity your goal is to learn the difference in a physical and chemical change and what happens when these changes occur in various matter.

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Assessment

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AssessmentTo assess your understanding of the activities, check your Data Chart you created in your Scientist’s Notebook with your teacher’s chart when you finish. If you missed an item, discuss it with a learning partner or your teacher.

Introduction

Learning Goals

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How Many Ways Can You Produce Physical and Chemical Changes?

Create a Data Sheet as directed below to record your observations:

Make a chart with the following headings across the top: Demonstrations, Change in size or shape, Change in appearance, New substance produced, Physical or Chemical Change?

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Making Your Data Chart (cont’d)

Under the Demonstrations heading in the first column of your chart, list:

Pennies in vinegar and salt then wash and dry them, Burn a match, Toast bread until it’s burned, mix lemonade mix and water, Drink a cup of mixed lemonade, Melt an ice cube, Burn a wax candle, Set few drops of rubbing alcohol in dish and let set overnight, Crumple square of aluminum foil into a ball, Break cookie into four pieces, Drop an antacid tablet into water.

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Procedure:Ask your parent for permission to use the kitchen

for the activity. (Your parent might enjoy working with you.) Remember to promise to clean up your own mess AND DO IT when you finish.

Do each activity listed under “Demonstration” in your chart and collect your data as needed to finish your chart. Start with the Pennies in Vinegar and Salt as guided with the following slides.

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Dirty Pennies-Activity

Mix 1-tablespoon salt and 4 -tablespoons vinegar in a clear plastic cup. Drop in dirty pennies and watch what happens. Remove the pennies, wash them off with water, and dry them with paper towels.

Why does this happen? (When you click next you will see an explanation of what has happened.) Put your results in your Data Chart.

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Dirty Pennies-Activity

Oxygen in the air combines with the copper on the pennies to form a dull copper oxide coating. Vinegar is acetic acid. Salt is sodium chloride. When these two chemicals mix, they react to form a small amount of hydrochloric acid. This acid has the ability to remove the oxide. The result? A penny that looks like new. If you leave the pennies in the solution too long, the hydrochloric acid will etch the pennies and the suspended dirt in the solution will settle on the pennies again.

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Do the remainder of activities from your Data Sheet.

Enrichment

Watch the video What’s Cooking. When you finish discuss what you learned with your learning team. Can you explain the chemical and physical changes that you saw in the video?

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Learning Activity

What Do You Think?

Now that you have finished this activity, discuss within your learning team, what you have learned. Explain to your team the difference in a chemical and physical change. Quiz your team. Can you stump someone?

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Learning Activity