Copyright Shari Kendrick

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2 Changes and Properties of Matter Lesson Teacher Notes How I use this lesson in my classroom: In my classroom, I put the lesson manipulatives in plastic boxes located on a bookshelf near the door. I place lab materials on a separate table. For this lesson, the boxes would contain the two handouts. The baggies and chemicals would be located on the table. Students pick up the boxes when they enter the classroom. I usually let students work with up to three other students or they may work alone. More structured collaborative groups could also be set up and would work well. Students start at the beginning of the lesson and work their way through the lesson. I move between individuals and groups answering questions, asking higher order questions, and verbally assessing. Originally, I also included a set of practice questions which I would quickly check and stamp upon completion. This works pretty well, although it can be time consuming with large classes. This year, I will have students do their practice questions online though a Learning Management System. Additional practice questions could also be assigned as homework. Note: This lesson does not include additional practice questions. The bullet symbols in the lesson serve as visual action cues to the student. Indicates that the student needs to do something: get out cards, sort something, etc Indicates that the student needs to make an observation? Indicates that the student needs to answer a question Teacher Preparation: The Handouts: There are two handouts that are used during this lesson. They may be printed in color or in grayscale. Each group of students will need a copy of the handouts. This lesson works BEST if the handouts are printed in color and laminated. The Chemical Reactions: I use small baggies and bread clips. The bread clips can often be found in grocery stores and can also be ordered online. I put the Phenol Red solution in small screw-top test tubes. Prepare the bags with the chemicals in advance for a stress-free lab. Use about 4 grams of each solid substance. Attach the bread clip and add both substances to the bag. Add about 6 ml of Phenol Red solution to capped tube. The entire baggie may be disposed of in the trash. Students should wear goggles while performing the reaction. Hazards: Phenol Red can stain skin or clothes. Be careful not to let the bag fill up with too much gas or it may pop. Prepare 0.5 M solutions of each substance. Attach the bread clip and add equal amounts of each solution to the bag. The entire baggie may be disposed of in the trash. Students should wear goggles while performing the reaction.

3 The Study Sheet: I usually provide the study sheet along with the lesson, but it could also be given out after the lesson or before a quiz. Modifications: This lesson has several kinesthetic and visual components. Student and teacher interactions during the lesson also ensure a strong verbal component. Because of this, it works well as is for on level, special education, and most 504 students. I usually modify as needed by varying the level of my questioning when interacting with students. This lesson could also be used as an introductory activity for more advanced students. Learning Objectives (Bloom s Revised Taxonomy): Remembering Describe the difference between: physical and chemical changes. physical and chemical properties. extensive and intensive physical properties. Recognize indicators of chemical change. Understanding Explain the following terms as they relate to changes and properties of matter: particle, atom, physical change, chemical change, state change, precipitate, physical property, chemical property, intensive property, extensive property. Applying Classify properties of matter as: physical or chemical. intensive or extensive. Analyzing Differentiate between the behavior and structure of particles in: physical and chemical changes. physical and chemical properties. Differentiate between extensive and intensive physical properties. Evaluating Discuss how differences in particle behavior and structure determine whether: a physical or chemical change has occurred. a property is a physical or chemical property. Creating Predict and illustrate the particle arrangements that would be expected to occur in various physical and chemical changes.

4 Changes and Properties of Matter By the end of this lesson, I will be able to: Explain the following terms as they relate to changes and properties of matter: particle, atom, physical change, chemical change, state change, precipitate, physical property, chemical property, intensive property, extensive property. Differentiate between the behavior and structure of particles in: physical and chemical changes. physical and chemical properties. Identify examples of: physical and chemical changes. physical and chemical properties. extensive and intensive physical properties. Create visual representations of physical and chemical changes. Ask your teacher for the two handouts that accompany this lesson. Part 1: Physical and Chemical Change Vocabulary! Matter is composed of small particles. Particles are composed of one or more atoms Look at the handout titled Physical and Chemical Changes. This card illustrates several examples of physical and chemical changes. Compare the structure of the particles before and after each physical and chemical change.? What do you think is the main difference between a physical change and a chemical change?

5 Indications of Chemical Change Chemical changes usually exhibit one or more of the following indicators: Color change (Be careful! Color change can also occur in a physical change!) Temperature change Gas bubbles Odor change Precipitate formation Vocabulary! A precipitate is an insoluble solid substance formed in a chemical reaction between solutions. Look for indicators of chemical change as you carry out the chemical reactions described below. Ask your teacher for a vial containing phenol red solution and a baggie containing calcium chloride and baking soda. The calcium chloride will be separated from the baking soda by a clip. Remove the clip and pour the phenol red solution into the bag.

6 Observe the contents of the bag. The solid substances will no longer be visible.? Place a check next to each indicator of chemical change that you observe. Color change Temperature change Gas bubbles Odor change Precipitate formation Dispose of the baggie as directed by your teacher. Ask your teacher for a baggie containing solutions of magnesium sulfate and sodium carbonate. The two solutions will be separated by a clip. Remove the clip and mix the two solutions together. Observe the mixture carefully.? Place a check next to each indicator of chemical change that you observe. Color change Temperature change Gas bubbles Odor change Precipitate formation Dispose of the baggie as directed by your teacher.

7 A Physical Change occurs when a substance changes its appearance or form, but not its particle structure. cutting, dissolving, compressing, mixing, Vocabulary! A Chemical Change occurs when a substance changes into another substance by changing its particle structure. burning, digesting, Vocabulary! State change a change between the solid, liquid, or gas state of a substance.? Using some or all of the particles shown below, illustrate three different examples of physical change. Particles

8 ? Using some or all of the particles shown below, illustrate three different examples of chemical change. (You will need to create some new particles with the same atoms.) Particles

9 Part 2: Physical and Chemical Properties Look for the handout titled Physical and Chemical Properties. This handout shows how the particles of magnesium are affected when several of its properties are measured or observed.? Determine whether measuring or observing each property does or does not change the particle structure of magnesium. Mass Yes No Volume Yes No Density Yes No Flammability Yes No Melting point Yes No Reactivity with acid Yes No Conductivity Yes No

10 Vocabulary! Physical properties are properties that can be measured or observed without changing the particle structure of the substance. Chemical properties are properties that describe the ability of a substance to undergo a change (a change the particle structure).? Classify each of the properties that you investigated above as either physical or chemical. Part 3: Intensive and Extensive Physical Properties Your teacher has set up a demonstration for you to evaluate. The demonstration consists of two graduated cylinders which have each been placed on a scale. The graduated cylinders contain different samples of water. The scales have been set to indicate only the masses of the water samples.

11 ? For each sample of water, record the indicated physical properties in the table below. (g) (ml) (g/ml)? Which physical properties of water changed when the amount of water changed?? Which physical properties of water did not change when the amount of water changed? Vocabulary! Extensive Properties are properties that change when the amount of the substance is changed. Intensive Properties: are properties that do not change change when the amount of the substance is changed.

12 ? Classify each of the physical properties that you investigated above as either extensive or intensive.

13 Changes and Properties of Matter Study Sheet Page 1 Vocabulary Particle: very small piece of matter; particles are composed of atoms Atom: tiny pieces of matter that compose particles Physical Change: occurs when a substance changes its appearance or form, but not its particle structure Chemical Change: occurs when a substance changes into another substance by changing its particle structure State Change: change between the solid, liquid, or gas state of a substance melting: solid to liquid evaporating: liquid to gas sublimation: solid to gas freezing: liquid to solid condensing: gas to liquid deposition: gas to solid Precipitate: an insoluble solid substance formed in a chemical reaction between solutions Physical Property: properties that can be measured or observed without changing the particle structure of the substance Chemical Property: properties that describe the ability of a substance to undergo a chemical change (change in particle structure) Intensive Property: physical properties that do not change when the amount of the substance changes Extensive Property: physical properties that do change when the amount of the substance changes

14 Changes and Properties of Matter Study Sheet Page 2

15 Physical and Chemical Changes

16 Physical and Chemical Properties

17 Changes and Properties of Matter - Answers By the end of this lesson, I will be able to: Explain the following terms as they relate to changes and properties of matter: particles, atoms, physical change, chemical change, state change, precipitate, physical property, chemical property, intensive property, extensive property. Differentiate between the behavior and structure of particles in: physical and chemical changes. physical and chemical properties. Identify examples of: physical and chemical changes. physical and chemical properties. extensive and intensive physical properties. Create visual representations of physical and chemical changes. Ask your teacher for the two handouts that accompany this lesson Part 1: Physical vs Chemical Change Vocabulary! Matter is composed of small particles. Particles are composed of one or more atoms Look at the handout titled Physical and Chemical Changes. This card illustrates several examples of physical and chemical changes. Compare the structure of the particles before and after each physical and chemical change.? What do you think is the main difference between a physical change and a chemical change? In a physical change, the appearance of the substance may change, but the structure of its particles remains the same. In a chemical change, the structure of the particles changes.

18 Indications of Chemical Change Chemical changes usually exhibit one or more of the following indicators: Color change (Be careful! Color change can also occur in a physical change!) Temperature change Gas bubbles Odor change Precipitate formation Vocabulary! A precipitate is an insoluble solid substance formed in a chemical reaction between solutions. Look for indicators of chemical change as you carry out the chemical reactions described below. Ask your teacher for a vial containing phenol red solution and a baggie containing calcium chloride and baking soda. The calcium chloride will be separated from the baking soda by a clip. Remove the clip and pour the phenol red solution into the bag.

19 Observe the contents of the bag. The solid substances will no longer be visible.? Place a check next to each indicator of chemical change that you observe. Color change Temperature change Gas bubbles Odor change Precipitate formation *Calcium carbonate is also formed as a precipitate, but may be difficult to see due to undissolved solids. Ask your teacher for a baggie containing solutions of magnesium sulfate and sodium carbonate. The two solutions will be separated by a clip. Remove the clip and mix the two solutions together. Observe the mixture carefully.? Place a check next to each indicator of chemical change that you observe. Color change Temperature change Gas bubbles Odor change Precipitate formation

20 A Physical Change occurs when a substance changes its appearance or form, but not its particle structure. Vocabulary! A Chemical Change occurs when a substance changes into another substance by changing its particle structure. Vocabulary! State changes change between the solid, liquid, or gas state of a substance? Using some or all of the particles shown below, illustrate three different examples of physical change. Particles Example of a phase change (liquid to gas)

21 + Example of a mixture Example of a solid that is torn or broken in half? Using some or all of the particles shown below, illustrate three different examples of chemical change. (You will need to create some new particles with the same atoms.) Particles Example of a chemical reaction (decomposition)

22 + + Example of a chemical reaction (single replacement) + Example of a chemical reaction (synthesis) Part 2: Physical and Chemical Properties Look for the handout titled Physical and Chemical Properties. This handout shows how the particles of magnesium are affected when various properties matter are measured or observed.? Determine whether measuring or observing each property does or does not change the particle structure of magnesium. Mass Yes No Volume Yes No Density Yes No Flammability Yes No Melting point Yes No Reactivity with acid Yes No Conductivity Yes No

23 Vocabulary! Physical properties are properties that can be measured or observed without changing the particle structure of the substance. Chemical properties are properties that describe the ability of a substance to undergo a chemical change (change the particle structure).? Classify each of the properties that you investigated above as either physical or chemical. Mass Volume Density Melting Point Conductivity Flammability Reactivity with Acid Part 3: Intensive and Extensive Physical Properties Your teacher has set up a demonstration for you to evaluate. The demonstration consists of two graduated cylinders which have each been placed on a scale. The graduated cylinders contain different samples of water. The scales have been set to indicate only the masses of the water samples.

24 ? For each sample of water, record the indicated physical properties in the table below. (g) Read from your scales (ml) None None Read from your cylinder Clear Clear (g/ml) Calculate from your mass and volume? Which physical properties of water changed when the amount of water changed? Mass, Volume? Which physical properties of water did not change when the amount of water changed? Color, Clarity, Density Vocabulary! Extensive Properties are properties that change when the amount of the substance changes. Intensive Properties: Properties that do not change when the amount of the substance changes.

25 ? Classify each of the physical properties that you investigated above as either extensive or intensive. Mass Volume Color Clarity Density

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