LAB # 2 PHYSICAL AND CHEMICAL CHANGES: MARTIAN FUELGrade 5 Essential Lab-Teacher’s version STEM 2.0 (Science and Math)

Source: This laboratory was adapted and modified from: http://gk12.utmsi.utexas.edu/

Benchmarks: SC.5.P.9.1 Investigate and describe that many physical and chemical changes are affected by temperature. SC.4.P.9.1 Identify some familiar changes in materials that result in other materials with different characteristics, such as decaying animal or plant matter, burning, rusting, and cooking.SC.3.P.9.1 Describe the changes water undergoes when it changes state through heating and cooling by using familiar scientific terms such as melting, freezing, boiling, evaporation, and condensation.SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.

LAFS.5.RI.2.4 Craft and Structure. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topics or subject area.LAFS.5.W.3.8 Research to Build and Present Knowledge. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.LAFS.5.SL.1.1 Comprehension and Collaboration. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

MAFS.5.MD.1.2 Represent and interpret data. MAFS.4.MD.1.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb., oz.; l, ml, hr., min, sec.

Objective/Purpose:

Students will conduct a series of experiments to learn the difference between physical and chemical changes.

Students will describe how some familiar changes in materials result in other materials with different characteristics.

Background Information:A "phase" describes a physical state of matter. The key word to notice is physical. Things only move from one phase to another by physical means. If energy is added (like increasing the temperature) or if energy is taken away (like freezing something), you have created a physical change.

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When a physical change occurs, the material keeps its identity. For example, when the temperature falls below freezing, water in a pond changes from a liquid to a solid. The water hasn’t changed what it is. It is still water. It just changed to another form. Changing from one form to another without turning into a new substance is an example of a physical change; many physical changes can be undone by physical means. Physical changes can include changes in position, size, shape, volume, and phase of matter.

In contrast, a chemical change occurs when one substance or kind of matter changes into another completely different kind of matter with different properties. For instance, if you leave an iron nail outdoors long enough, it will rust. Rust is not iron. It is a new substance made of iron and oxygen. Changing into a new substance with different properties is an example of a chemical change; cannot be undone by physical means. Example: burning of wood produces ash and smoke, which have different properties than wood.

Teacher Notes:Introduce the activity by asking several of the students to read aloud the situation given at the beginning of the worksheet (below). The scenario is that the class has landed on Mars on a rocket but needs to create more fuel to return to Earth. The only way to create fuel is to try to create an entirely new substance from materials on board. This background scenario will create interest in the activity and provide continuity between the individual experiments.

Divide students into small groups (3 - 4 students). Instruct the students that goggles must be worn at all times. Remind students that although they will use some food items in the lab, they may not eat, drink, or taste anything. Review the difference between chemical and physical properties. The worksheet will guide students through the experiments. The relative amounts of materials have been adjusted to minimize messiness, but it is suggested that the a experiments be conducted with a lab tray (a minimum of two physical and two chemical labs from below should be set up for students to complete, adjust materials and scenario to labs chosen).

Students should recognize that breaking the antacid tablet and Play-doh into small pieces are physical changes because no new substances are formed. The melting of ice is also a physical change because it involves only a change of state and the substance is still water.

Students should also recognize that chemical properties are only observable during a chemical reaction. Chemical changes (reactions) result in formation of a new substance, while physical changes do not.

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Engage: Present the following scenario:

Imagine that we are the first group of astronauts to land on Mars. Our space ship’s fuel tanks were lost during landing. Some friendly Martians have offered to help us make fuel. However, Mars doesn’t have the ingredients to make the type of fuel that is used on Earth. The Martians have told us that none of the substances that we have on our ship right now can be used as rocket fuel, but we might be able to fuel the rocket by creating an entirely new substance from supplies we already have. All that we have to work with are some supplies from our ship’s first-aid kit and food stores, including antacid, baking soda, lemon juice, vinegar, milk, Kool-Aid powder, ice, and Play-doh.

Materials: Safety goggles Play-dohGraduated cylinders Baking sodaClear plastic cups Lemon juicePaper towels VinegarIce MilkAntacid tablets Kool-Aid powderMeasuring spoons plastic spoon

Explore: You will do several experiments today. To prevent spills, keep the cups on a tray and pour your ingredients. Keep your goggles on at all times. As you observe the changes that occur during the experiments, your goal is to decide which changes are chemical and which changes are physical. Ask students to identify some clues that could suggest that a chemical reaction has occurred (generation of heat, drop in temperature, precipitate formation, gas production, a new odor, new color etc.). Be sure to fill out the group data sheet with observations of the ingredients before, during, and after they undergo physical or chemical change. When you are done with all of the experiments, you should answer the follow up questions on the last page.

Experiment Station Labels (located at the end of Teacher version)

Experiment Station Procedures:

Record all responses on the Martian Fuel Data Sheet

Experiment A-1: Antacid tablet1. Observe, describe and measure the mass of the antacid tablet at your table.2. Break the tablet into small pieces. Measure the mass of all of the broken tablet

pieces. Compare this mass to the mass of the whole tablet.3. Is this a physical or chemical change?

Experiment A-2: Broken Antacid pieces1. Using a graduated cylinder, measure 50 mL of water and add it to a cup.Page 3 Science Department, Office of Academics and Transformation

2. Drop the tablet pieces into the cup.3. Observe and record what happens.4. Is this a physical or chemical change?

Experiment B-1: Ice1. In the empty clean cup, place 1 ice cube. Observe and record how the ice looks and

feels.2. Set the cup and ice cube aside until you are finished with the B-2 experiments.

Experiment B-2: Play-doh1. Remove the Play-doh from its container and describe how it looks, feels, and smells.2. Break the Play-doh up into many small pieces.3. Observe and record the change.4. Is this a physical or chemical change?

Go back to Experiment B-1: Ice1. Look at the cup that held the ice cube from experiment B-1.2. Observe and record the change.3. Is this a physical or chemical change?

Experiment C: Baking soda and lemon juice1. Using a graduated cylinder, measure 40 mL of lemon juice and pour it in the cup.2. Add 1 teaspoon of baking soda to the jar.3. Observe and record the changes.4. Is this a physical or chemical change?

Experiment D: Baking soda and vinegar1. Add 1 teaspoon of baking soda to a cup.2. Using the graduated cylinder, measure 10 mL of vinegar and add it to the same cup.3. Observe and record the change.4. Is this a physical or chemical change?

Experiment E: Milk and vinegar1. Using the graduated cylinder, measure 25 mL of milk and add it to the cup saved

from experiment.2. Using the graduated cylinder, measure 30 mL of vinegar and add it to the same cup.3. Observe and record the changes.4. Is this a physical or chemical change?

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Experiment F: Kool-Aid and water1. Add 1 teaspoon of Kool-Aid powder to the cup.2. Using the graduated cylinder, add 60 mL of water to the same cup.3. Use a spoon to gently stir the mixture.4. Observe and record the change.5. Is this a physical or chemical change?

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Group Names__________________________________________________________

Martian Fuel Station Data Sheet

Station Experiment

Originalsubstance(s)

Describethe item

BEFORE the change

What was observedDURING

the change? (Evidence)

Describethe itemAFTER

the change(Evidence)

Is it aphysicalor chemicalchange?

A-1 AntacidTablet

A-2 Broken Antacid tablet

B-1 Ice

B-2 Play-doh broken into pieces

C Baking soda& lemon juice

D Baking soda& vinegar

E Milk &Vinegar

F Kool-Aid &Water

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Explain/Evaluate

The following questions should be answered by the students.

1. In which of the experiments were new substances formed?2. Does the mass of the ingredients change during physical changes? Explain.

What about during chemical changes?3. In one of today’s experiments, you made a mixture where the ingredients kept

their physical properties. Which experiment was it?4. If you wanted to learn more about all the physical changes possible for water,

what three states of matter would you study?5. Claim - Evidence – Reasoning (CER)

Question: How can you tell the difference between physical and chemical changes in the Experiment Stations?Claim:Evidence:Reasoning:

Evaluate:

The questions at the end of the data sheet can be used to test student comprehension. This lesson requires students to synthesize prior knowledge about states of matter, solutions, and mixtures to understand chemical and physical properties & change. Therefore, any deficiencies in comprehension are likely to become apparent during discussions and/or in answers to the worksheet questions. To test whether students have a full understanding of the subject, present them with some additional scenarios and ask them whether a physical or chemical change occurred.

A few examples:

Cutting paper (physical)Burning paper (chemical)Rusting of metal (chemical)Sugar dissolving in water (physical)Blowing soap bubbles (physical)

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Experiment Station Procedures:

Experiment A-1: Antacid tablet1. Observe, measure the mass and describe the antacid

tablet at your table.2. Break the tablet into small pieces. Measure the mass of

all of the broken tablet pieces. Compare this mass to the mass of the whole tablet.

3. Is this a physical or chemical change?

Experiment A-2: Broken Antacid pieces1. Using a graduated cylinder, measure 50 mL of water

and add it to a cup. Drop the tablet pieces into the cup.2. Observe and record what happens.3. Is this a physical or chemical change?

Experiment Station Procedures:

Experiment B-1: Ice1. In the empty clean cup, place 1 ice cube. Observe and record

how the ice looks and feels.2. Set the cup and ice cube aside until you are finished with B-2

experiments.

Experiment B-2: Play-doh1. Remove the Play-doh from its container and describe and

record how it looks, feels, and smells.2. Break the Play-doh up into many small pieces.3. Observe and record the change.4. On the data sheet, write whether this is a physical or chemical

change.

Go back to Experiment B-1: Ice1. Look at the cup that held the ice cube from experiment B-1.2. Observe and record the change.3. On the data sheet, write whether this is a physical or chemical

change.

Experiment Station Procedures:

Experiment C: Baking soda and lemon juice1. With a graduated cylinder, measure 40 mL of

lemon juice and add it to the cup.2. Add 1 teaspoon of baking soda to the cup.3. Observe and record the changes.4. On the data sheet, write whether this is a physical

or chemical change.

Experiment Station Procedures:

Experiment D: Baking soda and vinegar1. Add 1 teaspoon of baking soda to the cup.2. Using the graduated cylinder, measure 10 mL of

vinegar and add it to the same cup.3. Observe and record the change.4. On the data sheet, write whether this is a physical or

chemical change.

Experiment Station Procedures:

Experiment E: Milk and vinegar1. Using the graduated cylinder, measure 25 mL of milk

and add it to the cup.2. Using the graduated cylinder, measure 30 mL of

vinegar and add it to the same cup.3. Observe and record the changes.4. On the data sheet, write whether this is a physical or

chemical change.

Experiment Station Procedures:

Experiment F: Kool-Aid and water1. Add 1 teaspoon of Kool-Aid powder to a cup.2. Using the graduated cylinder, add 60 mL of water to the

same cup.3. Use a spoon to gently stir the mixture.4. Observe and record the change.5. On the datasheet, write whether this is a physical or

chemical change.

A Small Sacrifice Reading Passage for Essential Lab #2

A Small Sacrifice Reading Passage for Essential Lab #2

A Small Sacrifice

1. Which statement from the passage represents a physical change?

A. The steel pipes were bent into zigzag shapes which allowed the pipes to sway back and forth in case of an earthquake.

B. The steel pipes were made of steel so nothing happens to them.C. The steel pipes reacted with oxygen to form rust.D. The steel pipes are made of steel to transport hot oil.

2. Engineers faced many problems when designing the pipeline to carry oil across Alaska. What type of reaction occurs when steel is exposed to oxygen?

A. Chemical ChangeB. Neutral ChangeC. Physical ChangeD. No Change

3. What is the difference between physical change and chemical change?

A. Physical change is when an object changes its properties; a chemical change is when an object does not change its properties becoming a new substances.

B. Physical change is when an object changes its properties; a chemical change is when an object changes its properties not causing any new substance.

C. Physical change is when an object does not change its properties; a chemical change creates a new substance with different properties.

D. Physical change is when an object creates a new substance; chemical change is when an object does not create a new substance.

4. How does the passage, “A Small Sacrifice” relate to the lab activity?

A. The lab activity and passage showed that chemical changes do not affect the properties of a substance.

B. The lab activity and passage displayed how physical and chemical changes affect the properties of substances.

C. The lab activity and passage only compare chemical changes when temperature is added.

D. The lab activity and passage showed that physical changes only happen in cold temperatures.

5. In the first caption it states, “Almost half the pipeline is above ground. This keeps the hot oil in the pipeline from melting the ice and snow that cover the land.” What type of change could occur to the ice if the pipeline came into contact with it?

A. Chemical ChangeB. Neutral ChangeC. Physical ChangeD. No Change

6. As an engineer in Alaska, knowing the properties of pipeline material are very important to your job. How would the rusting of pipelines affect the transportation of oil?

A. The oil would freeze before it reached its destination.B. The oil would leak out the pipes before it reached its destination.C. The oil would be too slippery to transport.D. The rust would make the pipes harder to carry.

Reading Passage for Essential Lab # 2

ANSWER KEY1. A

2. A

3. C

4. B

5. C

6. B