Physical and Chemical Changes in Matter

Physical and Chemical Changes in Matter Martha Nixon Cascade High School Physical Science

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Developer Page Developer Materials Lesson Overview Targeted Standards Formative Assessment Lesson Organization - Opening the Lesson - Developing the Lesson - Closing the Lesson Materials, Resources, Credits Enrichment and Accommodations Next Generation Tools Student Materials Introduction Learning Goals Assessment Learning Activity Enrichment

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. Developer Page

Targeted Standards Tennessee Standard Number: 3.0 Interactions of Matter Learning Expectation: 3.1 The student will investigate chemical and physical changes. Developer Page

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. Developer Page

Opening the Lesson • Using prior knowledge and their textbook, students will define the following terms: chemical property, chemical change, physical property and physical change. • 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. Approximate time=10 minutes. Developer Page

Developing the Lesson • 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. Approximate time=40 minutes. Developer Page

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 Developer Page

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

Enrichment and Accommodations Enrichment 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. Developer Page

Cited Sources Teacher Section web2k.wsfcs.k12.nc.us/.../Mr.%20Royal.htm What a Gas? Student Learning Section Activity Student Data Sheet (Provide each student with this sheet before beginning the student Learning Section.) Podcasts Dr. Carlson United Streaming Developer Page

Physical and Chemical Changes A Student Learning Tool

Chemical and Physical Changes for Student Engagement Introduction Learning Goals Assessment Learning Activity Enrichment

Introduction 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. Learning Goals Learning Activity Assessment Enrichment

Introduction Remember 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. Learning Goals Learning Activity Assessment Enrichment

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. Learning Activity Introduction Assessment Enrichment

Assessment To 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. Learning Goals Learning Activity Introduction Enrichment

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? Learning Goals Introduction Assessment Enrichment

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. Learning Goals Introduction Assessment Enrichment

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. Learning Goals Introduction Assessment Enrichment

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. Learning Goals Introduction Assessment Enrichment

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. Do the remainder of activities from your Data Sheet. Learning Goals Introduction Assessment Enrichment

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? Learning Goals Learning Activity Introduction Assessment

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? Learning Goals Learning Activity Introduction Assessment

Physical and Chemical Changes in Matter