Today is: Monday, October 17th
Get out your homework!
10/17/2016 #motivationmonday (This is Week 11 Warm Ups!)
1. It’s a new quarter, which means a fresh start! What can you
do to stay motivated this quarter?
2. How is sublimation different than vaporization, condensation,
and melting?
a. Vaporization, condensation, and melting all include a solid
phase.
b. Sublimation takes place at much higher temperatures
than the other three.
c. Sublimation generates its own heat energy.
d. Sublimation does not include a liquid phase.
Science News: Why is waking up so hard?
https://safeshare.tv/x/ss5800037c03778
3.
During which stage of sleep is it most difficult to wake up and
why? Why shouldn’t you hit the snooze button? 3 complete
sentences!
Learning Target:
● I can identify evidence of a chemical change.
Agenda:
● Signs of a
Chemical
Reaction
Last Class:
● Physical vs.
Chemical
Changes
Next Class:
● Signs of a
Chemical
Reaction
Answer to Warm Up
Question #2:
How is sublimation different than vaporization, condensation, and melting?
a.
b.
c.
d.
Vaporization, condensation, and melting all include a solid phase.
Sublimation takes place at much higher temperatures than the other
three.
Sublimation generates its own heat energy.
Sublimation does not include a liquid phase.
Why?!
Answer to Warm Up
Question #2:
How is sublimation different than vaporization, condensation, and melting?
a.
b.
c.
d.
Vaporization, condensation, and melting all include a solid phase.
Sublimation takes place at much higher temperatures than the other
three.
Sublimation generates its own heat energy.
Sublimation does not include a liquid phase.
Why?!
Trade & Grade Homework
https://drive.google.com/file/d/0BxE8-okx7Xxt
QXRPU1p5NDFLdjQ/view?usp=sharing
https://drive.google.com/file/d/0BxE8-okx7Xxt
UUNoSUIzVGFjVVU/view?usp=sharing
If you were absent, turn in both of these
assignments when you return to school!
I am able to identify: matter based on physical/chemical properties, the evidence of a
physical/chemical change and how the transfer of energy affects the physical/chemical
properties of matter.
4
3
2
In addition to mastering
level 3, I make in-depth
inferences and
applications that go
beyond what was taught
in class.
I am able to classify:
I can define the following terms:
●
Physical properties
(states, density, boiling
point, melting point,
solubility)
●
Chemical properties
(reactivity, pH,
acid/base/neutral,
oxidation)
●
Physical Changes (i.e.,
phase change)
●
Chemical Changes (i.e.,
color change,
endothermic, exothermic,
generation of a gas,
precipitate)
I am able to explain:
●
how the transfer of energy
can affect the
physical/chemical
properties of matter.
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
1
Physical property
State (solid, liquid, gas)
Density
Boiling point
Melting point
Solubility
Physical Change
Phase change
Chemical property
Reactivity
pH, acid, base, neutral
oxidation (corrosion)
Chemical reaction
Color change
Generation of gas
Precipitate
Endothermic reaction
Exothermic reaction
With help, I can perform at
level 2.
Activity #24
Signs of a
Chemical Reaction
Materials for Today
●
●
●
●
●
●
10mL of Vinegar (Acetic Acid)
Baking Soda (Sodium Bicarbonate) in a cup
Lab Scoop
Test Tubes
Test Tube Rack
Test Tube Brush
Lab Sheet for
Notes and Observations
https://docs.google.com/document/d/1sEkXsDK4007VYngfCDFIJTP2MVZKYuNh86XShEYFpXU/
edit?usp=sharing
Chemical Reactions ■
Produce new substances
by changing the way in
which atoms are
arranged.
REACTANTS= substances
used in a chemical
reaction
PRODUCTS= substances
formed by chemical
reaction
6 Signs of a Chemical Reaction
1.
2.
3.
4.
5.
6.
Odor Change
Formation of a Gas
Endothermic Reaction
Exothermic Reaction
Formation of a Precipitate
Color Change
6 Signs of a Chemical Reaction!
1. ODOR CHANGE
Produces new smells as the reaction
occurs
■ Examples: Rotting, bad breath, body odor
■
Sign #2: Formation of a Gas
■
■
■
Reactants: Baking Soda (Sodium Bicarbonate)
and Vinegar (Acetic Acid)
5 mL of Vinegar in test tube
1 lab scoop of baking soda
6 Signs of a Chemical Reaction!
FORMATION OF A GAS
■
■
■
■
Bubbles often appear
Fizzes
A product gas is leaving the reaction mixture
Examples: vinegar + baking soda = carbon
dioxide
Sign #3: Endothermic Reaction
■
■
■
■
■
Reactants: Citric Acid and Baking Soda
(Sodium Bicarbonate)
10 mL Citric acid in test tube
Take temperature
Combine w/ 1 lab scoop of baking soda
Swirl and observe temperature!
6 Signs of a Chemical Reaction!
ENDOTHERMIC REACTION
(temperature/energy change)
■
■
■
■
Chemical bonds break
Energy (heat) is absorbed from surroundings
Substance seems cooler
Examples: baking, cold packs, photosynthesis
Sign #4: Exothermic Reaction
■
■
■
■
■
Reactants: Hydrogen Peroxide and Yeast
10 mL Hydrogen Peroxide in test tube
Take temperature
Combine w/ 1 lab scoop of yeast
Swirl and observe temperature!
6 Signs of a Chemical Reaction!
EXOTHERMIC REACTION
(temperature/energy change)
■
■
■
■
Chemical bonds are made
Energy (heat) is released to surroundings
Substance seems warmer
Examples: fireworks, explosions, hand warmers
Sign #5: Color Change
■
■
■
■
Reactants: Cabbage Juice and Vinegar;
Cabbage Juice and Baking Soda
Add 10 mL of cabbage juice to 2 test tubes
Add 3 drops of vinegar to one test tube
Add one lab scoop of baking soda to another
6 Signs of a Chemical Reaction!
COLOR CHANGE
■
■
■
Substances change color
Color change is a product of two or more reactants
Examples: Rust, leaves changing color, mold
Sign #6: Formation of a
Precipitate
■
Reactants: Ammonia and dissolved Epsom Salt
6 Signs of a Chemical Reaction!
A PRECIPITATE IS FORMED
■
■
■
A solid that forms when two liquids combine
The solid particles are the product
Examples: Kidney stones, pearls, cheese
Academic Lab
Please get out a book and begin reading!
Separating Mixtures
Lab
Separating Mixtures Lab
Objective:
Separate a mixture of salt, iron filings, pepper,
and sand by each substance’s physical properties.
Procedure:
•You and your group will need to come up with a
procedure to separate each part of the mixture
(yes, it’s possible!!)
•Think about what physical properties you could
use to separate each substance!
Materials:
•Funnel
•Coffee Filter
•Graduated Cylinder
•Spoon
•Beaker
•Magnet
•Paper plate
•Iron Filings
•Salt
•Pepper
•Sand
Exit ticket
1.
What physical changes did you observe when you separated the mixture with your
group?
2.
How successful were you (on a scale of 1-10) in separating and recovering each of the four
components? Justify your success based on your observations.
https://docs.google.com/document/d/1ntdGB
hNPF60Ym_pRbMW-DL5oUera8121lWEAL
6OAs6Q/edit?usp=sharing
Academic Lab
Physical vs. Chemical Change Lab
Academic Lab
Physical vs. Chemical Change Lab
OBJECTIVE: To differentiate between chemical & physical
changes.
BACKGROUND: When a physical change occurs, only the
form of the substance changes. Chemical changes, however,
result in the formation of new substances with different
properties. Some general signs of a chemical change include
a change of color or odor, the formation of a precipitate
(solid), the formation of a gas, and a change in heat or light.
In this lab, you will perform different activities and, based
on your observations, determine whether a chemical or
physical change has taken place.
Academic Lab
Physical vs. Chemical Change Lab
SAFETY:
Before lighting the match, tie back long hair and secure loose
clothing. After extinguishing the match, thoroughly douse it
with water before placing it in the designated waste beaker.
Do not ingest any chemicals.
Absolutely no goofing off.
Academic Lab
Physical vs. Chemical Change Lab
MATERIALS:
Match
Chalk
Vinegar
Water
Sucrose
Calcium Chloride Solution
Sodium Carbonate Solution
Mortar and Pestle
Test Tubes
Candle
Foil Square
Tongs
Academic Lab
Physical vs. Chemical Change Lab
PROCEDURE:
Perform each of the following activities and carefully observe what happens. After each
activity, complete your data table.
Lighting a match – Light a single match (refer to safety precautions listed above).
Lighting a candle: Light a single candle. Observe the candle for 45 seconds.
Heating Sucrose: Take a pinch of sugar and place it on the foil. Using the tongs, hold the foil
over the candle for approximately 1 minute.
Crushing chalk – Use a mortar and pestle to crush a piece of chalk.
Mixing crushed chalk with vinegar – In a test tube, mix a small amount of the crushed chalk
from Activity #2 with vinegar.
Mixing crushed chalk with water – In a test tube, mix a small amount of the crushed chalk from
Activity #2 with water.
Dissolving sucrose in water – In a test tube, dissolve a small amount of sucrose in water.
Mixing CaCl2 and Na2CO3 solutions – In a test tube, combine several drops each of the calcium chloride and sodium carbonate solutions.
Academic Lab
Physical vs. Chemical Change Lab
DATA:
Activity Title
Lighting a Match
Chemical or Physical Change
Evidence
Lighting a match is a _______ change
because...
Academic Lab
Physical vs. Chemical Change Lab
ANALYSIS:
Directions:
Look at each of the following situations and identify as CHEMICAL or PHYSICAL, then explain why.
1. A bridge is rusting
__________________
WHY?
2.
Ice cube melting
WHY?
__________________
3.
Mix baking soda and Vinegar __________________
WHY?
4.
Cooking a hamburger
WHY?
__________________
5.
Solid Air Freshener
WHY?
__________________
6.
A pane of glass is shattered
WHY?
__________________
Academic Lab
Physical vs. Chemical Change Lab
CONCLUSION:
Explain what a chemical & physical change is and give examples of each. Your audience is third graders. Use complete sentences.
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