Physical and Chemical Changes · 4. Plasma is very hot ionized gas that consists of nearly the same...

transcript

Glenda Kitts, Arlene Cuellar, Maritza Aquino Printed on 1/25/2017

Physical and Chemical Changes page 1

PhysicalandChemicalChanges

FocusonInquiryThestudentswill:

• Investigateanddifferentiatebetweenphysicalchangesandchemicalchanges.• Investigateanddescribehowtemperatureinfluencesphysicalandchemicalchanges

LessonContentOverviewStudentswill

• Understandthatchemicalchangesoccurwhendifferentsubstancescombinetoformnewsubstances.• Understandthatphysicalchangesoccurwhensubstanceschangeformbutnottheirchemicalcomposition.

• Identifyevidencethataphysicalorachemicalchangehasoccurred.

Duration4days@50min

SettingClassroom

Grouping2-4students

PTIInquirySubskills1.1,4.1,5.1,2.5,3.1,3.2,3.3,3.7,5.2,5.3,5.4,5.7,6.2,7.2,7.3

LessonComponents

EstimatedTime

InquirySubskillsUsed

TechnologyUsed

LevelofStudent

EngagementBriefDescription

Engage 20min 1.1,4.1,5.1,5.2

Labequipment 2

Elephant'stoothpastedemonstration.Makingelephanttoothpasteisaneasyandfunscienceexperiment.Itistheresultofachemicalreactionthatcreatesalargeamountofoozingfoam.Themovementofthefoamlooksliketoothpastesquirtingoutofatubewhiletheamountoffoamusuallyisenoughforanelephanttobrushitsteeth.

Explore 90

1.1,2.5,3.1,3.2,3.3,3.6,3.7,4.1,5.1,

5.2,5.7,7.2

Timerandlab

equipment3

Studentswillworkingroupsof2to4toexplorehowsubstancesmayreactwithothersubstancestoproducechemicalchanges,andhowothersdonotreactbuttheirphysicalpropertiesmaychange.

Explain 45 None 2

Thestudentswillshareanswersonthepreviousactivities.Theywilldiscusshowphysicalandchemicalchangestookplace.Usingthechartwiththechangesandwritequestionsusingrallyrobin,rallycoach,allrecordroundrobin,or4corners.Teacherexplainsbasedonpreviousactivity,introductionofvocabulary.

Expand 50 None 3 Studentswillworkinteamsof3or4toidentifyunknownsubstancesbasedontheirreactivity.

Evaluate 45 None 2Inside-outsidecircleTeacherwillevaluatetheoutcomeofthestudentsexpandactivityasaformofformativeassessment.Theteacherwillalsouse5questionsasasummativeassessment.

LevelofStudentEngagement

1 Low Listentolecture,observetheteacher,individualreading,teacherdemonstration,teacher-centeredinstruction2 Moderate Raisequestions,lecturewithdiscussion,recorddata,makepredictions,technologyinteractionwithassistance3 High Hands-onactivityorinquiry;critiqueothers,drawconclusions,makeconnections,problem-solve,student-centered

NextGenerationScienceStandards–InquiryNGSSPractice3:PlanningandCarryingOutInvestigationsNGSSPractice4:AnalyzingandInterpretingDataNGSSPractice6:ConstructingexplanationsNGSSPractice7:EngaginginargumentsfromevidenceNGSSPractice8:Obtaining,EvaluatingandCommunicatingInformationNextGenerationScienceStandards–EarthScienceMS-PS1-2.Analyzeandinterpretdataonthepropertiesofsubstancesbeforeandafterthesubstancesinteracttodetermineifachemicalreactionhasoccurred.FloridaScienceStandards-NatureofScienceSC.8.N.2.2Discusswhatcharacterizesscienceanditsmethods.SC.8.N.1.6Understandthatscientificinvestigationsinvolvethecollectionofrelevantempiricalevidence,theuseoflogicalreasoning,andtheapplicationofimaginationindevisinghypotheses,predictions,explanationsandmodelstomakesenseofthecollectedevidence.SC.8.N.1.1Defineaproblemfromtheeighthgradecurriculumusingappropriatereferencematerialstosupportscientificunderstanding;planandcarryoutscientificinvestigationsofvarioustypes,suchassystematicobservationsorexperiments;identifyvariables;collectandorganizedata;interpretdataincharts,tables,andgraphics;analyzeinformation;makepredictions;anddefendconclusions.FloridaScienceStandards–MatteranditsPropertiesSC.8.P.8.4Classifyandcomparesubstancesonthebasisofcharacteristicphysicalpropertiesthatcanbedemonstratedormeasured;forexample,density,thermalorelectricalconductivity,solubility,magneticproperties,meltingandboilingpoints,andknowthatthesepropertiesareindependentoftheamountofthesample.SC.8.P.9.2Differentiatebetweenphysicalchangesandchemicalchanges.SC.912.P.8.2:DifferentiatebetweenphysicalandchemicalpropertiesofmatterMaterialsandAdvancePreparation

EngageActivity–Demonstration–TheElephantToothpasteMaterials• Hydrogenperoxide(30%)• Sodiumiodidecrystals(Thisisadrychemicalthatlookslikesalt.)• 250-milliliterbeaker• Liquiddishsoap• Foodcoloring(optional)• 1,000-millilitergraduatedcylinder• Measuringspoons• Goggles• Apron• Plastictarptocoverthedemonstrationtable• Rubbergloves

Advancedpreparation

• PreparationofSodiumIodinecatalyst- Inabeaker,measure120mLofroomtemperaturewater.- Add15gofsodiumiodidecrystalstothewaterandstirwithastirreruntilallofthecrystalshave

dissolved.Labelthebeaker“SodiumIodideCatalyst”andsetitasidetouselater.

• SetupAreao Covertheexperimentationstablewithaplastictarptocollectthefoamattheendofthe

demonstrationandthrowthefoaminthegarbagecan.Thiswillmakecleanupeasier.o Thisdemonstrationcanbedoneoutsidesincethefoamissafeenoughtobewashedaway.

ExploreActivity:PhysicalandChemicalChanges–smallgroupset:

Materialspergroup• Vinegar• Water• Bakingsoda• Bakingpowder• 4Balloons• 4Testtube• Testtubeholder

• Triplebeambalance• 10mLofmilk• 3mLofvinegar• Beaker• Calibratedcylinder• SandwichZiplocbag• Sugar

• Foodcoloring• Alcohol• Water• Vegetableoil• Popsiclesticks

Advancedpreparation

Tosavetimeidentifythematerialsperstation.

ExpandActivity:IdentifytheUnknownPowder–smallgroupset:Materialspergroup

• Bakingsodainasmallcup• Cornstarchinasmallcup• Creamoftartarinasmallcup• Bakingpowderinasmallcup

• Thermometer• 4beakers• Water• Measuringspoonsorscales

Advancedpreparation Tosavetimepreparesmallcupswitheachonethefourpowdersforthegroups.

BlacklineMasters:BlacklineMaster#1:Explore-PhysicalandChemicalChangesLabBlacklineMaster#2:Explain–PhysicalandChemicalChangesChecklistBlacklineMaster#3:Evaluate–QuizPhysicalAndChemicalChangesBlacklineMaster#4:Expand–IdentifytheunknownpowderLessonInformationLearningObjectives

1. Thestudentwillbeabletoobserveandrecorddifferentchangesthathappenwhenchemicalreactionsoccurtocorrectlydifferentiatebetweenchemicalandphysicalchanges.

2. Thestudentwillbeabletocorrectlydifferentiatebetweenchemicalandphysicalchangesbasedontheirobservations,andunderstandthatseveraltestsmaybeperformedbeforeachangecanbeclassifiedasphysicalorchemical.

PriorKnowledgeNeededbytheStudentsElementary

• SC.4.P.8.1Measureandcompareobjectsandmaterialsbasedontheirphysicalpropertiesincluding:mass,shape,volume,color,hardness,texture,odor,taste,attractiontomagnets.

G. Kitts, A. Cuellar, M. Aquino Printed on 1/25/17

• SC.5.P.8.1Compareandcontrastthebasicpropertiesofsolids,liquids,andgases,suchasmass,volume,color,texture,andtemperature.

BackgroundInformationThedifferenttypesofmattercanbedistinguishedthroughtwocomponents:compositionandproperties.Thecompositionofmatterreferstothedifferentcomponentsofmatteralongwiththeirrelativeproportions.Thepropertiesofmatterrefertothequalities/attributesthatdistinguishonesampleofmatterfromanother.Thesepropertiesaregenerallygroupedintotwocategories:physicalorchemical.

1. ChemicalPropertiesandChangesChemicalchangeresultsinoneormoresubstancesofentirelydifferentcompositionfromtheoriginalsubstances.Theelementsand/orcompoundsatthestartofthereactionarerearrangedintonewproductcompoundsorelements.ACHEMICALCHANGEaltersthecompositionoftheoriginalmatter.Differentelementsorcompoundsarepresentattheendofthechemicalchange.Theatomsincompoundsarerearrangedtomakenewanddifferentcompounds.x.Chemicalpropertiesofmatterdescribesits"potential"toundergosomechemicalchangeorreactionbyvirtueofitscomposition.Whatelements,electrons,andbondingarepresenttogivethepotentialforchemicalchange.Itisquitedifficulttodefineachemicalpropertywithoutusingtheword"change"..

2. PhysicalPropertiesandChangesPhysical properties can be observed or measured without changing the composition of matter. Physicalproperties are used to observe and describematter. Physical properties of materials and systems are oftendescribedasintensiveandextensiveproperties.Thisclassificationrelatestothedependencyofthepropertiesuponthesizeorextentofthesystemorobjectinquestion.Aphysicalchangetakesplacewithoutanychangesinmolecularcomposition.Thesameelementorcompoundispresentbeforeandafterthechange.Thesamemoleculeispresentthroughoutthechanges.Physicalchangesarerelatedtophysicalpropertiessincesomemeasurementsrequirethatchangesbemade.Mattercanbeclassifiedinfourstatesare:Solid,Liquid,Gas,andplasma.(http://chemwiki.ucdavis.edu/Core/Physical_Chemistry/Physical_Properties_of_Matter/States_of_Matter)

1. Solidisdistinguishedbyafixedstructure.Itsshapeandvolumedonotchange.Inasolid,atomsaretightlypackedtogetherinafixedarrangement.

2. Liquidisdistinguishedbyitsmalleableshape(isabletoformintotheshapeofitscontainer),butconstantvolume.Inaliquid,atomsareclosetogetherbutnotinafixedarrangement.

3. Gasismadeupofatomsthatareseparate.However,unlikesolid&liquid,agashasnofixedshapeandvolume.4. Plasmaisveryhotionizedgasthatconsistsofnearlythesameamountofpositivelychargedionsandnegatively

chargedelectrons.LessonProcedureEngageA. Demonstration-Elephant'stoothpastedemonstration.Makingelephanttoothpasteisaneasyandfunscience

experiment.Itistheresultofachemicalreactionthatcreatesalargeamountofoozingfoam.Themovementofthefoamlooksliketoothpastesquirtingoutofatubewhiletheamountoffoamusuallyisenoughforanelephanttobrushitsteeth.Takenfrom:SteveSpanglerSciencehttp://www.stevespanglerscience.com/lab/experiments/exploding-toothpaste-elephants-toothpaste/

NOTE:Thisdemonstrationshouldbeconductedbytheteacherduetotheconcentrationofthehydrogenperoxide.Wearrubberglovestoprotectagainstburnscausedbyconcentratedhydrogenperoxide.Thehandlermustbeproperlytrainedtostoreandhandleanychemical.Thisdemonstrationcanbeperformedintheclassroomoroutside.Don'tallowtheobserverstotouchthefoamincasesomeofthehydrogenperoxidedidn'treact.However,theproductissafeenoughtobethrownawayinthetrashcanorwashdownthedrain.Procedure

1. Weargoggles,apron,andgloves2. Pour60mLofthe30%hydrogenperoxideintoagraduatedcylinder.Placethegraduatedcylinderinthemiddle

oftheplastictarp.3. Addabout5millilitersofdishsoaptothegraduatedcylindercontainingthe60mL30%hydrogenperoxide.4. Addafewofdropsoffoodcoloringtothecylindermixtureandswirltomakethemixturemorehomogeneous.5. Pour5millilitersofthesodiumiodidecatalystintothegraduatedcylinderandquicklystandback.Thereaction

willoccurveryquicklyandafoamwillcoverthetable.Note:Foramoredramaticreaction,usealargeFlorenceorErlenmeyerflaskinsteadofagraduatedcylinder.

B.AskthefollowingquestiontopromotediscussionusingRallyRobin(Kaganstrategy)Question:Howwouldyouclassifythisdemonstration,asachemicalchangeorphysicalchange?Justifyyouranswer.Possibleanswer:Chemicalchange,becausewhenthesubstancescameincontactwitheachotheranewsubstance(foam)formed.

Explore–PhysicalandChemicalChangesTeachernotes:Thisisaninquiryactivity,inwhichthestudentshavetheopportunitytoworkwiththeirteammatestoexploreandfindpossibleexplanationswithlittleteacherintervention.Theteachershouldnotprovidestudentswithbackgroundinformation.Inthisactivitythestudentswillexperimentwhenachemicalreactionoccurs,newsubstancesareformed.Theywillalsoexperimentthatinaphysicalchangesubstanceskeeptheirchemicalproperties,buttheirphysicalpropertieschange.Note:Thisactivitywillprobablytakemorethanoneday.Thiscanbedoneinrotatingstations.

1. Studentswillworkingroupsof3to4.Eachgroupwillassignaroletoeachofthemembers:SeniorInvestigatorwhodirectsotherstofollowprocedures;MaterialsManagerwhocollectsandcleansupmaterials;Reporterwhorecordsdataandtalkstotheteacher;Timekeeper/Clean-UpCaptainwhokeepstimeandhelpscleanup.

2. Remindstudentsofsafetyprocedures3. DistributeBlacklinemaster#1–PhysicalandChemicalChanges4. AskMaterialsManagertocollectmaterials5. StudentsstartinvestigationsusingBlacklinemaster#1–PhysicalandChemicalchanges

Explain1. QuestionsareincludedinBlacklineMaster#12. PossibleanswersareincludedintheteachercopyofthesameBlacklineMaster.

Expand:IdentifytheUnknownPowders (Adaptedfrom:http://www.middleschoolchemistry.com/lessonplans/chapter6/lesson6)1. DistributeBlacklineMaster#4–Expandactivity:Identifytheunknownpowder

2. Studentswillworkinteamsof3or4toidentifyunknownsubstancesbasedontheirreactivity.3. PossibleanswersareincludedintheBlacklineMaster#4

Evaluate

WRAPUP.Bringthelessontoaconclusionbyhavingthestudentsdoinginside-outsidecircleandanswerthefollowingquestions:1. Whatisaphysicalchanges?Inphysicalchangesthechemicalmakeupofthesubstance(s)doesn’tchange.2. Whatisachemicalchange?Inchemicalchangesthechemicalmakeupofthesubstance(s)changes.3. Whatistherelationshipbetweenevaporationandtemperaturechange?Ifthetemperatureoftheliquidincreases,the

moleculeswillmovefasterandtheliquidturnsintogas.4. Whatistherelationshipbetweentemperaturechangeandfreezing?Ifthetemperaturedecreases,themoleculeswillstart

tomoveslowercompacting,turningtheliquidintoasolid.

BlacklineMaster#4:Quiz1. Afterreviewingwiththewrapupactivity,distributeBlacklineMaster#4andallowthestudentstocompletethis

assessmentindividually.SupplementaryResources

Teachers1. ComparingChemicalandPhysicalChanges

Studios,AndrewRader."ChemicalChangesVersusPhysicalChanges."Chem4Kids.com:Matter:Chemicalvs.PhysicalChanges.AndrewRaderStudios,Retrievedfromhttp://www.chem4kids.com/files/matter_chemphys.html.

2. PhasechangesPhase.(2016).InEncyclopædiaBritannica.Retrievedfromhttps://www.britannica.com/science/phase-state-of-matter

Students:1. ComparingChemicalandPhysicalChangesInteractiveActivity

"ComparingChemicalandPhysicalChanges-Activity."ComparingChemicalandPhysicalChanges-Activity.UniversityofUtah,Retrievedfromhttp://home.utah.edu/~u0577548/Comparing%20Chemical%20and%20Physical%20Changes/comparing_activity.htm.

2. TestyourknowledgeInteractiveQuiz"ComparingChemicalandPhysicalChanges-Quiz."ComparingChemicalandPhysicalChanges-Quiz.UniversityofUtah,Retrievedfromhttp://home.utah.edu/~u0577548/Comparing%20Chemical%20and%20Physical%20Changes/comparing_quiz.htm

3. InteractivelabPhysicalandChemicalChangesLab.Takenfromhttp://vital.cs.ohiou.edu/steamwebsite/downloads/ChangeLab.swf

CITATIONOFSOURCES.I/Weusedthefollowingresourcestobuildourlesson:

1. Spangler,Steve."ExplodingToothpaste-TheLab."TheLab.N.p.,n.d.Web.5Feb.2016.

http://www.stevespanglerscience.com/lab/experiments/exploding-toothpaste-elephants-toothpaste/.2. "DiscoveryEducation."DiscoveryEducation.N.p.,n.d.Web.11Sept.2016.

https://tools.discoveryeducation.com/assessment/viewAssessment.cfm?guidAssetID=93DD8CAE-53C0-4EE0-89EF-B3F67365CD07&student=0&hidesiteformating=true&assetGuid=93DD8CAE-53C0-4EE0-89EF-B3F67365CD07&blnPopup=1.

3. Patti,Galvan,andKesslerJim."UsingChemicalChangetoIdentifyanUnknown."MiddleSchoolChemistry.AmericanChemicalSociety,n.d.Web.11Sept.2016.http://www.middleschoolchemistry.com/lessonplans/chapter6/lesson6.

__ü__Yes,Icitedallmaterialsandresourcesusedinthislesson. Arlene Cuellar Glenda Kitts Maritza Aquino

Lessonauthorsignature

Name_______________________________________________________Date____________________

Chemical&PhysicalChanges Objective:Inthisactivitythestudentswillexperimentwhenachemicalreactionoccurs,newsubstancesareformed. Theywillalsoexperimentthat inaphysicalchangesubstanceskeeptheirchemicalproperties,buttheirphysicalpropertieschange.Note:Thisactivitywillprobablytakemorethanoneday.Thiscanbedoneinrotatingstations.Station1-Whatwouldhappenif...

InquiryQuestion:Whatdoyouthinkwillhappenwhenvinegarcombineswithbakingsodaorbakingpowder?Prediction:Bakingsoda:____________________________________________________________________________

_______________________________________________________________________________________

Bakingpowder:_________________________________________________________________________

_______________________________________________________________________________________

Safety:Weargogglesandapron;don’tsmell,drink,oreatanythingduringthislab.Cleanyourareaandyourinstrumentsafterthelabandwashyourhands.

Materials• Vinegar• Water• Bakingsoda• Bakingpowder

• 4Balloons• 4Testtube• Testtubeholder• Triplebeambalance

Initialobservations:Physicalproperties:a. Vinegar:_____________________c.Water___________________________

b. Bakingsoda:_______________________d.Bakingpowder________________________

Blackline Master #1

Procedure1. Place4testtubesinthetesttubeholderandlabeleachoneasfollows:1a,1b,2a,2b2. Pour10mLofvinegarintotesttubes1aand2a.3. Pour10mLofwaterintotesttubes1band2b.4. Measure1tsp(5grams)ofbakingsodaandpouritinside2ofthe4balloons.5. Measure5grams(1tsp)ofbakingpowderandpouritinsidetheother2balloons.6. Puteachballooninthemouthofthetesttubes(makingsurethatyoudonotdropthebakingsodaor

thebakingpowderinside)coveringtheentiremouthofthetesttube.7. Lifteachoneoftheballoons(oneatatime)justenoughtoreleasethebakingsodaorbakingpowder

insidethetesttube:1a,1b,2a,2b.8. Observeandrecordobservationsforeachoneofthetesttubes.

Observations:

1a 1b 2a 2b

Usingthechecklist,answerthefollowingquestions

Analyze:

1. Whattypeofchange(physicalorchemical)didyouseeinthisexperiment?Whatevidencesupports

youranswer?

_____________________________________________________________________________________

2. Didtheexperimentsupportyourprediction?Whatevidencesupportsyouranswer?

_____________________________________________________________________________________

Station2:Dissolvingasubstance(AdoptedfromACSChemistryforLife:InquiryinAction

http://www.inquiryinaction.org/classroomactivities/activity.php?id=16)InquiryQuestion:Doescoloredsugardissolveequallywellinwater,vegetableoil,andalcohol?Prediction

__________________________________________________________Makecoloredsugar

Materials• SandwichZiplocbag• Sugar• Foodcoloring• Alcohol• Water• Vegetableoil• 3popsiclesticks

Procedure1. Put1tablespoonofsugarintheplasticbag.Add1dropoffoodcoloringtothesugar.2. Leavingairinthebag,sealthebagsecurely.3. Shakethebagvigorouslyuntilthesugaristhoroughlycolored.4. Add1teaspoonofcoloredsugarto1tablespoonofwater;add1teaspoonofcoloredsugarto1

tablespoonofalcohol,andadd1teaspoonofcoloredsugarto1tablespoonofvegetableoil.5. StireachwithacleanPopsiclestick.6. Recordyourobservationsbelow.

ObservationsWater Alcohol Oil

Analyze:

1. Describewhathappenstoboththecolorandthesugarwhenyoustircoloredsugarineachliquid.

Whatdidyoudotomakesureitwasafaircomparison?

____________________________________________________________________________________

_______________________________________________

2. Ifasubstancedissolvesinoneliquid,willitnecessarilydissolveequallywellinanother?

____________________________________________________________________________________

___________________________________________________________________________________

3. Explainyouranswerusingevidencefromyourexperiment.

____________________________________________________________________________________

4. Let’ssayyourteachergaveyouasampleofwaterandasampleofisopropylrubbingalcoholbutdid

nottellyouwhichonewaswhich.Assumingyouhadnocoloredsugar;doyouthinkdissolvingsaltor

someothersolutemighthelpyouidentifytheliquids?Whyorwhynot?

____________________________________________________________________________________

AnswersChemical&PhysicalChangesLab

Station1-Whatwouldhappenif...InquiryQuestion:Whatdoyouthinkwillhappenwhenvinegarcombineswithbakingsodaorbakingpowder?Prediction:Bakingsoda:Predictionswillvary_______________________________________________________Bakingpowder:Predictionswillvary____________________________________________________Safety:Weargogglesandapron;don’tsmell,drink,oreatanythingduringthislab.Cleanyourareaandyourinstrumentsafterthelabandwashyourhands.Materials

·Vinegar·Water·Bakingsoda·Bakingpowder

·4Balloons·4Testtube·Testtubeholder·Triplebeambalance

Initialobservations:Physicalproperties:a.Vinegar:liquid,clear,strongodorWater:liquid,clear,odorlessb.Bakingsoda:solid,white,odorless,powderBakingpowder:solid,white,odorless,powder

Procedure1.Place4testtubesinthetesttubeholderandlabeleachoneasfollows:1a,1b,2a,2b2.Pour10mLofvinegarintotesttubes1aand2a.3.Pour10mLofwaterintotesttubes1band2b.4.Measure1tsp(5grams)ofbakingsodaandpouritinside2ofthe4balloons.5.Measure5grams(1tsp)ofbakingpowderandpouritinsidetheother2balloons.6.Puteachballooninthemouthofthetesttubes(makingsurethatyoudonotdropthebakingsodaor

thebakingpowderinside)coveringtheentiremouthofthetesttube.7.Lifteachoneoftheballoons(oneatatime)justenoughtoreleasethebakingsodaorbakingpowder

insidethetesttube:1a,1b,2a,2b.8.Observeandrecordobservationsinthetablebelowforeachoneofthetesttubes.Observations:

1a(vinegar+bakingsoda)

1b(water+bakingsoda)

2a(vinegar+bakingpowder)

2b(water+bakingpowder)

Possibleanswersmayincludeformationofbubbles,ballooninflatesrapidly

Possibleanswersmayincludethatthereisnoreaction,balloondoesn’tinflate

Possibleanswersmayincludeformationofbubbles,ballooninflatesveryslowly

Possibleanswersmayincludeformationofsmallbubbles,ballooninflatesveryslowly

Usingthechecklist,answerthefollowingquestions

Analyze:• Whattypeofchange(physicalorchemical)didyouseeinthisexperiment?Whatevidencesupports

youranswer?• VinegarandBakingsoda-Chemical(Considerableformationofgas,bubbling,dropoftemperature)• WaterandBakingsoda-Physical(Noreaction,thebakingsodawilldissolveinthewater)• VinegarandBakingpowder-Chemical(MediumformationofGas,verylittledropoftemperature,

littlebubbles)• WaterandBakingsoda-Chemical(Smallformationofgas,verylittledropoftemperature,little

bubbles)• Didtheexperimentsupportyourprediction?Whatevidencesupportsyouranswer?Answerswill

changedependingonthestudents’predictionsStation2:Dissolvingasubstance(AdoptedfromACSChemistryforLife:InquiryinActionhttp://www.inquiryinaction.org/classroomactivities/activity.php?id=16)InquiryQuestion:Doescoloredsugardissolveequallywellinwater,vegetableoil,andalcohol?Prediction

AnswerswillvaryMakecoloredsugar

Materials• SandwichZiplocbag• Sugar• Foodcoloring

• Alcohol• Water• Vegetableoil

Procedure1.Yourteacherwillgiveyouaplasticbagwith1tablespoonofsugarinit.Add1dropoffoodcoloringto

thesugar.2.Leavingairinthebag,sealthebagsecurely.3.Shakethebagvigorouslyuntilthesugaristhoroughlycolored.

ConducttheexperimentProcedure

1.Add1teaspoonofcoloredsugarto1tablespoonofwater;add1teaspoonofcoloredsugarto1tablespoonofalcohol,andadd1teaspoonofcoloredsugarto1tablespoonofvegetableoil.2.StireachwithacleanPopsiclestick.3.Recordyourobservationsbelowinthetablebelow.

ObservationsWater Alcohol OilWater–thecolorandthesugardissolvedcompletely

Alcohol–thecolordissolves,butthesugardoesnotdissolves

Oil–thecolordoesnotdissolvesneitherdoesthesugar

Analyze:

1. Describewhathappenstoboththecolorandthesugarwhenyoustircoloredsugarineachliquid.Whatdidyoudotomakesureitwasafaircomparison?Thesugardissolvedinthewaterandthecolorblendedinwiththewater.(Answersmayvary).____________

2. Ifasubstancedissolvesinoneliquid,willitnecessarilydissolveequallywellinanother?No__3. Explainyouranswerusingevidencefromyourexperiment.___Althoughsugardissolvedinwater,it

didnotdissolveinthealcoholortheoil.(Answersmayvary)____

4. Let’ssayyourteachergaveyouasampleofwaterandasampleofisopropylrubbingalcoholbutdidnottellyouwhichonewaswhich.Assumingyouhadnocoloredsugar;doyouthinkdissolvingsaltorsomeothersolutemighthelpyouidentifytheliquids?Whyorwhynot?___Yesbecausesaltwilldissolveinwaterbutitwillnotdissolveinalcohol.

PhysicalandChemicalChangesChecklist

PhysicalChange

______Changeinstateofmatter

______Changeincolor

______Changeindensity

______Theidentityofthesubstancesdidn’tchange

ChemicalChange

______Formationofgasorbubbles

______Changeintemperaturehappenedwhenthesubstanceswereaddedtogether.

______Formationofaprecipitate(solid)

______Changeincolor

PhysicalandChemicalChangesChecklist

PhysicalChange

______Changeinstateofmatter

______Changeincolor

______Changeindensity

______Theidentityofthesubstancesdidn’tchange

ChemicalChange

______Formationofgasorbubbles

______Changeintemperaturehappenedwhenthesubstanceswereaddedtogether.

______Formationofaprecipitate(solid)

______Changeincolor

Blackline Master #2

IdentifytheUnknownSubstance

Background:Bakingpowderisacombinationofdifferentpowders—bakingsoda,creamoftartar,andcornstarch.Therearetwooftheseingredientsthatreactwhenwaterisaddedtothemixturetoreleaseagas,CO2.

Objective:identifytheunknownsubstanceinbakingpowderthatreactswithwater.

Inquiryquestion:WhichtwosubstancesinbakingpowderreactwithwatertoreleaseCO2(gas)?

Prediction:________________________________________________________________________

Identify:

A. Independentvariable:__________________________________________________________

B. Dependentvariable:____________________________________________________________

C. Controlgroup:________________________________________________________________

Materialsforeachgroup• Bakingsoda• BakingPowder• Cornstarch• Creamoftartar• Water• 4beakers

Procedure

1. Label4beakers:1,2,3,42. Inbeaker1mix5grams(1tsp)ofcreamoftartarwith5grams(1tsp)ofcornstarch.3. Inbeaker2mix5grams(1tsp)ofcreamoftartarwith5grams(1tsp)ofbakingsoda.4. Inbeaker3mix5grams(1tsp)ofbakingsodawith5grams(1tsp)ofcornstarch.5. Inbeaker4add10grams(2tsp)ofbakingpowder.6. Placeathermometerineachoneofthebeakersandrecordtheinitialtemperature.7. Add10mLofwatertobeaker1,observeandrecordobservations.8. Repeatstep7withbeaker2,beaker3,andbeaker4.

Blackline Master # 3

TableSelection CreamofTartar+BakingSoda

BakingSoda+CornStarch

CornStarch+CreamofTartar

Controlgroup

1. Whattwosubstancesreactwithwatertoproducegas?

____________________________________________________________________________________

2. Wasthisachemicaloraphysicalchange?Explainyouranswer

____________________________________________________________________________________

3. Whattwosubstancesunderwentphysicalchangeswhenwaterwasadded?Explainyouranswer.

____________________________________________________________________________________

AnswersIdentifytheUnknownSubstance

Background:Bakingpowderisacombinationofdifferentpowders—bakingsoda,creamoftartar,andcornstarch.Therearetwooftheseingredientsthatreactwhenwaterisaddedtothemixturetoreleaseagas,CO2.

Objective:identifytheunknowntwosubstancesinbakingpowderthatreactswithwater.

Inquiryquestion:WhichtwosubstancesinbakingpowderreactwithwatertoreleaseCO2(gas)?

Prediction:_Answerswillvary________________________________________________________

Identify:

A. Independentvariable:_Thecombinationofpowders:creamoftartarandbakingsoda,creamoftartar

andcornstarch,andcornstarchandbakingsoda_______________________________

B. Dependentvariable:_Theformationofbubbles____________________________________

D. Controlgroup:Thesamplewithbakingpowderonly_________________________________

Materialsforeachgroup• Bakingsoda• BakingPowder• Cornstarch• Creamoftartar• Water• 4beakers• Thermometer

Procedure

1. Label4beakers:1,2,3,42. Inbeaker1mix5grams(1tsp)ofcreamoftartarwith5grams(1tsp)ofcornstarch.3. Inbeaker2mix5grams(1tsp)ofcreamoftartarwith5grams(1tsp)ofbakingsoda.4. Inbeaker3mix5grams(1tsp)ofbakingsodawith5grams(1tsp)ofcornstarch.5. Inbeaker4add10grams(2tsp)ofbakingpowder.6. Placeathermometerineachoneofthebeakersandrecordtheinitialtemperature.7. Add10mLofwatertobeaker1,observeandrecordobservations.8. Repeatstep7withbeaker2,beaker3,andbeaker4.

TestSolution BakingSoda+CreamofTartar

BakingSoda+CornStarch

CornStarch+CreamofTartar

BakingPowder

ControlgroupWater Bubbling Nochange Nochange Bubbling

4. Whattwosubstancesreactwithwatertoproducegas?Whenwaterwasadded,themixtureofbaking

sodaandcreamoftartarproducedbubbles

5. Wasthisachemicaloraphysicalchange?ExplainyouranswerThiswasachemicalchangebecause

whenwaterwasaddedtothemixtureofcreamoftartarandbakingsodatheproductionofgaswas

observed.

6. Whattwocombinationsunderwentphysicalchangeswhenwaterwasadded?Explainyouranswer.

Whenwaterwasaddedtothemixtureofeithercreamoftartarandcornstarch,orcornstarchand

bakingpowdernonewsubstanceswereformed,andnosignificanttemperaturechangedwasnoticed.

Name:______________________________Period:_____________Date:_________________________PhysicalandChemicalChanges1.Identifywhatthereactantsareinachemicalreaction.

A)thesubstancesthatresultfromthereactionB)thesubstancesthatchangeasaresultofthereactionC)thesubstancesthatchangeasaresultofandfromthereactionD)neitherthechangingnorresultingsubstances

2)Whichofthefollowingisnotevidenceofachemicalchange?

A)changeinstateofmatterB)changeintemperatureC)changeincolorD)changeinodor

3.Identifywhattheproductsareinachemicalreaction.A)thesubstancesthatresultfromthereactionB)thesubstancesthatchangeastheresultofthereactionC)thesubstancesthatchangeasaresultofandfromthereactionD)neitherthechangingnorresultingsubstances

4.David'smothermadeaconcentratedsugarsyrupbydissolvingsugarinhotwater.Oncooling,crystalofsugargotseparated.Thisindicatesa:

A)PhysicalchangescanbereversedB)ChemicalchangescanbereversedC)PhysicalchangescannotbereversedD)Chemicalchangescannotbereversed

Blackline Master # 4

5.Whichisofthefollowingstatementisincorrectforachemicalchange?

A)Heatmaybegivenoutbut,neverabsorbedB)SoundmaybeproducedC)AcolorchangemaytakeplaceD)Agasmaybeevolved

6.Twodropsofsulfuricacidwereaddedto1gofcoppersulfatepowderandthenasmallamountofhotwaterwasaddedtodissolveit(step1).Oncooling,beautifulbluecoloredbluecrystal,gotseparated,(step2).Step1and2are:

A)chemicalandphysicalchangesrespectivelyB)physicalandchemicalchangesrespectivelyC)bothphysicalchangesD)bothchemicalchanges

Name:______________________________Period:_____________Date:_________________________PhysicalandChemicalChanges1.Identifywhatthereactantsareinachemicalreaction.

A)thesubstancesthatresultfromthereactionB)thesubstancesthatchangeasaresultofthereaction(Correct)C)thesubstancesthatchangeasaresultofandfromthereactionD)neitherthechangingnorresultingsubstances

2)Whichofthefollowingisnotevidenceofachemicalchange?

A)changeinstateofmatter(Correct)B)changeintemperatureC)changeincolorD)changeinodor

3.Identifywhattheproductsareinachemicalreaction.A)thesubstancesthatresultfromthereaction(Correct)B)thesubstancesthatchangeastheresultofthereactionC)thesubstancesthatchangeasaresultofandfromthereactionD)neitherthechangingnorresultingsubstances

4.David'smothermadeaconcentratedsugarsyrupbydissolvingsugarinhotwater.Oncooling,crystalofsugargotseparated.Thisindicatesa:

A)Physicalchangescanbereversed(Correct)B)ChemicalchangescanbereversedC)PhysicalchangescannotbereversedD)Chemicalchangescannotbereversed

5.Whichofthefollowingstatementisincorrectforachemicalchange?A)Heatmaybegivenoutbut,neverabsorbed(Correct)B)SoundmaybeproducedC)AcolorchangemaytakeplaceD)Agasmaybeevolved

6.Twodropsofsulfuricacidwereaddedto1gofcoppersulphatepowderandthenasmallamountofhotwaterwasaddedtodissolveit,(step1).Oncooling,beautifulbluecoloredcrystalswereformed.(step2).Step1andStep2are:(Identifythechangesineachstepinorder).

A)chemicalandphysicalchangesrespectivelyB)physicalandchemicalchangesrespectively(Correct)C)bothphysicalchangesD)bothchemicalchanges

Physical and Chemical Changes · 4. Plasma is very hot ionized gas that consists of nearly the same...

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