Chemistry
HS/Science
Unit: 02
Lesson: 01
Suggested Duration: 5 days
Matter’s Changes and Properties
Lesson Synopsis:
This lesson is designed as a review of chemical and physical changes and properties of matter. The activities are
designed to reinforce the student’s knowledge of matter and apply them in new situations. Students will be asked to
complete their first formal laboratory report of the course. This gives the students an opportunity to learn the expectations
of a formal laboratory report with a concept that is very familiar to them.
TEKS:
C.4
C.4A
C.4B
C.4C
Science concepts. The student knows the characteristics of matter and can analyze the relationships between
chemical and physical changes and properties. The student is expected to:
Differentiate between physical and chemical changes and properties of matter. Readiness Standard.
Identify extensive and intensive properties. Supporting Standard
Compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. Supporting Standard
Scientific Process TEKS:
C.1
C.1A
C.1C
Scientific processes. The student for at least 40% of instructional time, conducts laboratory and field investigations
using safe, environmentally appropriate, and ethical practices. The student is expected to:
Demonstrate safe practices during laboratory and field investigations, including the appropriate use of safety
showers, eyewash fountains, safety goggles, and fire extinguishers.
Demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of
materials.
C.2
Scientific processes. The student uses scientific methods to solve investigative questions. The student is expected
to:
C.2E
Plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and
selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific
glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and
burettes, electronic balances, and an adequate supply of consumable chemicals.
Collect data and make measurements with accuracy and precision.
Communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings,
graphs, journals, summaries, oral reports, and technology-based reports.
C.2F
C.2I
GETTING READY FOR INSTRUCTION
Performance Indicator(s):
•
In a formal laboratory report, present data, and discuss the methods used for the identification of five different
substances, the identification of each substance, and what data supports each identification. (C.2I; C.4A, C.4B,
C.4C)
1C, 1G; 5G
Key Understandings and Guiding Questions:
•
Physical and chemical properties can be used to identify and classify matter.
−
How can physical and chemical properties be used to identify substances?
Vocabulary of Instruction:
•
•
•
•
•
•
matter
physical property
chemical property
density
mass
solubility
©2012, TESCCC
•
•
•
•
•
•
elasticity
compressibility
sublimation
volume
viscosity
reactivity
06/04/13
•
•
•
•
•
extensive property
intensive property
chemical change
physical change
phase change
page 1 of 11
Chemistry
HS/Science
Unit: 02
Lesson: 01
Suggested Duration: 5 days
Matter’s Changes and Properties
Materials:
See Notes for Teacher section for list of materials.
Attachments:
•
•
•
•
•
•
Teacher Resource: PowerPoint: Chemistry Unit 02 Lesson 01
Handout: Reaction Mat (1 per every 2 students, see Advance Preparation)
Teacher Resource: Station Cards (3 sets, see Advance Preparation)
Handout: Physical and Chemical Properties & Changes Graphic Organizer (1 per student)
Teacher Resource: Performance Indicator Instructions KEY
Teacher Resource: PowerPoint: Performance Indicator Instructions KEY
Advance Preparation:
1. Prior to the unit:
• You will need one super ball (polyneoprene), a similar size ball, and a colored ball (polynorbornene) with
minimal bounce for the Elasticity station. These types of balls are available commercially.
• You will need two spheres of the same material, one that floats (hollow) and the other that sinks (solid), for
the Density Station on Day 1. Find two spheres with the same mass, but of different sizes. Kits of these types
of steel spheres are available commercially. If you do not have access to these, modify the Station Card with
another density comparison activity, such as placing cans of regular cola and diet cola in water. The diet cola
will float, and the regular cola will sink (assuming no air is trapped on the bottom surface of the can).
• For the Viscosity Station, you will need to make or obtain a viscosity tube apparatus, consisting of four tall,
supported vertical tubes open on one end, large enough to put in a steel ball (3/8 inch if possible) and 100 mL
of liquid. Put the liquids to be tested in each tube with labels. You will need a magnet to retrieve the steel ball
and stoppers for the tubes. Be sure to test the procedure prior to instruction.
2. Prior to Day 1, put 10 mL of water in a latex balloon and heat it on high in a microwave to determine the time
needed for heating without bursting (Explain Teacher Demonstration of Phase Change). Practice the heating and
cooling.
3. Compressibility Station syringes – Use two large (140 mL) syringes with tips that are tight. Draw 70 mL of water in
one syringe and 70 mL of air in the other, and attach the tips. Again, test the procedure prior to instruction.
4. Prepare the Hot and Cold Pack Station Bags for each class as follows:
• Use a clothespin to fold in half (‘butterfly’) eight to twelve resealable, quart-size, plastic bags (depending on
class and group size).
• Place one tablespoon of calcium chloride in one side of each of the butterflied bags for the “hot”; label each
as H.
• Place one tablespoon of sodium bicarbonate in the other side of each of the butterflied bags for the “cold”;
label each as C.
• You will need room temperature water in a container for this station.
5. For the Sublimation Station, you can usually obtain dry ice at your local supermarket. Chip the ice into small
pieces, and keep in a small cooler at the station. You will also need room temperature water in a container for this
station. Note safety precautions for working with dry ice.
6. You will need to have hot water (close to boiling) for the Condensation Station. Set up a hot plate with stirrer so
that water in a 250 mL beaker stays hot. You will also need to have ice in a small cooler at the station.
7. Preview each slide of the Teacher Resource: PowerPoint: Chemistry Unit 02 Lesson 01. Depending on the level
of your students, you may wish to embed visuals or other local resources, such as video clips to illustrate related
concepts. Specifically consider slides 8, 13, 14, and 15.
8. Print and cut apart one set of the Station Cards from the Teacher Resource: Station Cards on cardstock, and
laminate or place them in plastic sleeves. Copy and prepare additional cards as needed, especially if you need to
make any modifications to the Stations.
©2012, TESCCC
06/04/13
page 2 of 11
Chemistry
HS/Science
Unit: 02
Lesson: 01
Suggested Duration: 5 days
Matter’s Changes and Properties
9. For the Elaborate and Evaluate, you will need one labeled set of the powders to be tested, a set of the unknown
powders to be tested labeled A, B, C, D, and E (Be sure to make a key!), and the testing materials/reagents to be
used, one set per lab table. Use diluted acetic acid (0.1 M) or vinegar. You will need to provide ten 3 cm x 15 cm
pieces of aluminum foil for each group of students. If you cannot find powdered (popcorn) salt, make powdered
table salt in a mortar and pestle. If small scoopulas are not available, use one-half teaspoon measuring spoons.
10. Prepare dropper bottles containing tincture of iodine (1 per group of students).
11. Print the Reaction Mat for the Elaborate, one per group. Laminate or place in plastic sleeves.
12. Prepare attachments as necessary.
Background Information:
Chemistry is the study of matter. The physical and chemical properties of matter are used to help scientists in a number of
disciplines. They are used to help identify unknown substances and to characterize newly developed materials. They are
used to develop new technologies–from cell phones to aircraft materials. Substances are characterized by numerous
physical properties such as density, viscosity, solubility, and malleability. Physical changes are those in which the state or
form of matter is changed without changing its chemical composition or properties. Any phase change, such as melting or
boiling, is an example. Volume, mass, and length are extensive properties because they change when the size of a
sample of matter changes. Intensive properties, such as density, melting point, and boiling point, are properties that do
not change with the sample size and can be useful in identifying a substance.
Chemical properties are associated with a substance’s reactivity. The reactivity of a substance can also be used for its
characterization. Common characterizations include reactivity with halogens, water, acid, base, and oxygen. Chemical
changes involve chemical reactions that change the chemical composition of the substances involved. Burning (reaction
with oxygen), rusting (reaction with oxygen), tarnishing (reaction with sulfur or sulfur-containing substances), and
fermenting are all examples of chemical changes.
Dissolving a substance is a physical change that is often difficult for students to grasp, especially if associated with a
perceivable change in temperature (heat of dissolution) since students often equate a change in temperature with a
chemical change. For example, dissolving calcium chloride in water in a test tube is an exothermic process that can be
experienced by touching the bottom of the test tube. However, since the original substance dissolved can be recovered
from the solution, dissolving is a physical change and solubility is a physical property.
There are four basic attributes of the nature of particulate matter that students should develop throughout chemistry: 1) all
matter is made of discrete particles; 2) particles are in constant random motion; 3) the space between particles is empty;
and 4) forces or ‘bonds’ exist between particles. Kinetic molecular theory is often taught as a topic in isolation. This does
not help students to appreciate particle behavior in other situations.
Changes of state (phase changes) and chemical changes (reactions) both involve interactions between particles, so use
particle terminology. For example, refer to ‘sodium particles’ and ‘chlorine particles’ rather than just using the element
names that indicate bulk substances. Refer to the motion of particles in discussions of changes in state. This is also
related to the energy of the system. Particle energy increases as a substance transforms from solid → liquid → gas.
A common misconception held by high school students is that the decrease in volume of a gas on cooling is due to
increased attractive forces rather than decreased particle motion. Emphasize the change in particle motion. Furthermore,
it is recommended that the term ‘bond’ be used rather than ‘attractions’ or ‘attractive forces.’ For consistency and to
prevent difficulties later in the semester when learning chemical bonding, the term ‘intermolecular bonding’ is best used to
describe the bonds which form/break during state changes and other physical changes such as dissolving, as needed.
STAAR Note:
Differentiating between physical and chemical changes and properties will be tested as Readiness Standards in Category
1: Matter and the Periodic Table.
©2012, TESCCC
06/04/13
page 3 of 11
Chemistry
HS/Science
Unit: 02
Lesson: 01
Suggested Duration: 5 days
Matter’s Changes and Properties
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Unknown Powder Threats
NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Display Teacher Resource: PowerPoint: Chemistry Unit 02 Lesson 01 Attachments:
presentation slides 1 and 2.
• Teacher Resource: PowerPoint:
Chemistry Unit 02 Lesson 01
2. Present the following scenario to students:
• A threatening letter containing an unidentified white powder was
Instructional Note:
received at a political candidate’s office. As a precaution, many
As time allows, have students briefly
people were sent to the hospital for examination or were
discuss each scenario with a neighbor and
quarantined while authorities tried to determine if the powder was
then share two or three of their ideas with
hazardous.
the class.
3. Pose the following question:
• Can you think of any other scenarios where unknown
substances have been in the news? Answers may vary, but may
include drugs found on persons and in vehicles, barrels of waste in
a warehouse, and unidentifiable human remains in a field or park.
Science Notebooks:
Remind students to record any noteworthy
information in their science notebooks.
4. Discuss the following scenarios and plan of instruction:
• It turns out that the ability to identify unknown chemicals is
important to a number of different fields from law
enforcement, to medicine, to civil engineering, to just about
everything. Perhaps a physician is working at a hospital and a
child arrives unconscious from having swallowed some
medication. What is the physician going to do? Depending on
what the child has ingested, different treatments might be
necessary. To maximize the effectiveness of the treatment, the
physician will need to figure out what was swallowed.
• A family purchases a property and workers begin excavating
for a foundation to build a home. They come across a rusty
barrel leaking a black substance. What happens next? What
are they going to do to get those chemicals cleaned up? It
depends on what chemicals have been dumped.
• Suppose a community’s drinking water is discolored or has an
unpleasant odor coming out of the tap. What do the
community members do next? What must be done to clean up
the water supply? Before it can begin, the contaminants need
to be identified.
• In the next activity, we will learn about some techniques
©2012, TESCCC
06/04/13
page 4 of 11
Chemistry
HS/Science
Unit: 02
Lesson: 01
Suggested Duration: 5 days
Matter’s Changes and Properties
Instructional Procedures
Notes for Teacher
chemists use to identify unknown substances. Once these
techniques have been mastered, your groups will be given five
unknown powders that will need to be identified using the
techniques you have learned.
Suggested Days 1 (continued) and 2
EXPLORE – Properties of Substances Stations
1. This activity consists of a teacher demonstration and seven stations,
with one optional station/demonstration. Students will explore a variety
of properties of matter including phase change, density, elasticity,
viscosity, compressibility, solubility, sublimation, and reactivity. NOTE:
Some stations will take longer to do than others. See Instructional
Notes. You will need to prepare stations prior to class and set out
Station Cards from the Teacher Resource: Station Cards (see
Advance Preparation).
Materials:
• balloon (9 in, latex, light in color, for
teacher demonstration, 1 per teacher)
• gloves (heat-resistant, for teacher
demonstration, 1 set per teacher)
• microwave oven (1 per teacher)
• hot plate with stirrer (1 per teacher
2. Teacher Phase Change Demonstration – At this station students
demonstration/Condensation Station)
observe the change of water from a liquid to a gas and back to a liquid
• magnetic stir bar (1 per teacher
in a closed system (balloon) and visualize the resulting increase and
demonstration/Condensation Station)
decrease of the respective volumes.
• ice water (1 L, for teacher
• Pour about 10mL of water into the balloon. Squeeze as much air
demonstration,
as possible out of the balloon. Tie it closed, being careful not to
per class)
lose any water.
• Heat the balloon at high power in the microwave until it reaches full • balls (see Advance Preparation, 2 for
Elasticity Station)
size. The balloon will burst if heated until over-sized. (See Advance
• solid sphere (see Advance Preparation,
Preparation and Safety Note)
1 per Density Station)
• While wearing heat-resistant gloves, quickly remove the balloon
• hollow sphere (see Advance
from the microwave.
Preparation, 1 per Density Station,)
• Shake the balloon instructing students to listen to the raining sound
•
viscosity tubes apparatus (see Advance
created as the steam returns to the liquid phase.
Preparation, 1 per Viscosity Station)
• Repeat the activity, but this time pour ice water over the balloon as
• honey (100 mL)
soon as you remove it from the microwave oven.
• Give students several minutes to explain the changes that took
• vegetable oil (100 mL)
place in their science notebooks. Ask them to use the following
• corn syrup (100 mL)
sentence starter: “First, the water in the balloon…”
• water
• steel balls (3/8 in., see Advance
3. Direct students to rotate through the following seven stations in teams
Preparation, 4)
of two to three students following the instructions provided on the
• magnet (1)
Teacher Resource: Station Cards. Students will record observations,
make station setup sketches, and respond to Station Card questions in • ice cubes or crushed ice (per
Condensation Station)
their science notebooks. Answer any questions students may have
•
syringe with cap (large/140 mL, 2 per
before they begin.
Hydraulics and Pneumatics Station)
•
Hot Pack/Cold Pack Station Bags (see
4. Elasticity Station – At this station, students drop two balls that look
Advance Preparation)
identical from the same height onto the floor. One bounces to almost
the same height while the other does not bounce as well. Although the
• resealable plastic bag (quart-size,
balls have some similar physical properties, such as size (extensive),
see Advance Preparation,12 per
color (intensive), and density (intensive), they differ in elasticity
class)
©2012, TESCCC
06/04/13
page 5 of 11
Chemistry
HS/Science
Unit: 02
Lesson: 01
Suggested Duration: 5 days
Matter’s Changes and Properties
Instructional Procedures
Notes for Teacher
•
(intensive).
5. Density Station – At this station, students observe two spheres with
nearly identical mass (extensive) but with different volumes (extensive).
You may want to have students calculate the density (intensive) of the
smaller ball (assuming it is a solid). If so, provide the necessary
•
information.
6. Viscosity Station – At this station, students compare the relative
viscosities (intensive) of water, honey, vegetable oil, and corn syrup.
•
•
•
7. Compressibility – At this station, students use syringes half-filled with
water (hydraulic) and air (pneumatic) to compare gas versus liquid
compressibility.
•
8. Hot Pack vs. Cold Pack Station – At this station, students observe
both physical and chemical changes within a closed system. The
dissolution of baking soda is an endothermic physical change. The
dissolution of calcium chloride is an exothermic physical change. The
combination of the baking soda and calcium chloride solutions results
in a chemical change evidenced by the formation of a gas (carbon
dioxide).
•
•
•
•
•
9. Sublimation Station – At this station, students observe the
sublimation of solid carbon dioxide (dry ice) when placed in room
temperature water.
•
10. Condensation Station – At this station, students observe water
condensing.
•
11. Water Phase Change Station (OPTIONAL) − At this station, students
collect temperature data as solid water (ice) melts to liquid water and
then boils producing water vapor and examine the resulting phase
change diagram. This station is optional due to time requirements, and
could also be done as a teacher demonstration. A thermometer or a
temperature probe may be used.
•
•
•
•
•
•
•
calcium chloride (1 tbsp., see
Advance Preparation, 1 per bag)
• sodium bicarbonate (1 tbsp., see
Advance Preparation, 1 per bag)
• clothespins (12 per class)
pipet (plastic, 25 mL, 1 per Hot Pack vs.
Cold Pack Station)
dry ice (1 lb. per Sublimation Station)
tongs (1 set per Sublimation Station)
beakers (250 mL, several for multiple
stations)
watch glasses (wider than 250 mL
beaker, 1 per Condensation Station)
paper towels (7 rolls, 1 per station)
tongs (1 per Sublimation Station)
safety goggles (1 per student)
foam coolers (small, 1 per Sublimation
Station/Optional Water Phase Change
Station)
MSDS, calcium chloride (1 per Hot
Pack vs. Cold Pack Station)
MSDS, sodium bicarbonate (1 per Hot
Pack vs. Cold Pack Station)
MSDS, dry ice (solid carbon dioxide) (1
per Sublimation Station)
hot plate with magnetic stirrer (1 per
Water Phase Change Station) –
Optional
magnetic stir bar(1 per Water Phase
Change Station) – Optional
ice cubes (1 per Water Phase Change
Station) – Optional
thermometer or temperature probe (with
data collection software, 1 per Water
Phase Change Station) – Optional
beaker (250 mL, 1 per Water Phase
Change Station) – Optional
ring stand (1 per Water Phase Change
Station) – Optional
clamp(1 per Water Phase Change
Station) – Optional
Attachments:
• Teacher Resource: PowerPoint:
Chemistry Unit 02 Lesson 01
• Teacher Resource: Station Cards (see
©2012, TESCCC
06/04/13
page 6 of 11
Chemistry
HS/Science
Unit: 02
Lesson: 01
Suggested Duration: 5 days
Matter’s Changes and Properties
Instructional Procedures
Notes for Teacher
Advance Preparation)
Safety Notes:
Heat-resistant gloves are necessary for the
teacher demonstration. Practice in advance,
so you know about how long to run your
microwave.
Students and teachers must wear safety
goggles during all activities as multiple
potential hazards exist from steam burns, to
projectiles, to particles getting into eyes.
Remind students not to handle dry ice.
Instructional Notes:
Set up multiples of stations to
accommodate larger class sizes and slower
stations. Allow only one team at a station at
a time, if possible. One way for students to
know if a station is open is to use red and
green cups stacked on top of one another.
If red is on top, the station is occupied. If
green is on top, the station is available.
Science Notebooks:
Students record observations and make
sketches for each of the station setups.
EXPLAIN
Suggested Days 2 (continued) and 3
1. Using the Handout: Physical and Chemical Properties & Changes
Graphic Organizer, instruct students to create a graphic organizer in
their notebooks to record notes summarizing the key learning
outcomes of the demonstration and stations they experienced.
2. Display slides 3−15 (or 16) for the station summary from Teacher
Resource: PowerPoint: Chemistry Unit 02 Lesson 01.
3. As you display the slides, facilitate a discussion in which students
reflect on the key learning outcomes of the demonstration and stations
they experienced. Remind students to use the graphic organizer to
summarize key learning outcomes.
©2012, TESCCC
06/04/13
Materials:
• colored pencils (1 set per pair)
Attachments:
• Teacher Resource: PowerPoint:
Chemistry Unit 02 Lesson 01 (from
previous activity)
• Handout: Physical and Chemical
Properties & Changes Graphic
Organizer (1 per student)
page 7 of 11
Chemistry
HS/Science
Unit: 02
Lesson: 01
Suggested Duration: 5 days
Matter’s Changes and Properties
Instructional Procedures
Notes for Teacher
Misconceptions:
•
Students may think that mass and
weight are the same.
•
Students may think that a single
observable change in properties is
enough to indicate a chemical or
physical change.
•
Students may think that objects
with more volume always have more
mass.
•
Students may have difficulty
understanding mass-volume
relationships (density) and calculating
density.
Science Notebooks:
Students continue to make entries in their
science notebooks.
Suggested Day 4
ELABORATE – Known Powder ID Activity
1. Divide the class into groups of two. Have two groups share labeled
materials and testing materials at each table.
2. Show the five powders to the class in their labeled containers, so that
students know the general identities of the substances before they
begin testing.
3. Explain the purpose of the comparative investigation they are about to
begin: to make a chart of known physical and chemical properties for
each of the powders. Once their chart is completed, it will then be used
as a tool to determine the identity of substances in unmarked jars.
NOTE: This is the basic premise of qualitative analysis: using the
characteristics of known substances to determine the identity of
unknown substances.
4. Review the testing procedures shown on Slide 17 of Teacher
Resource: PowerPoint: Chemistry Unit 02 Lesson 01 to assist
students in identifying what physical and chemical property information
they will record on their data charts.
• Physical properties might include color, particle size (fine, medium,
coarse), solubility, etc. Chemical properties to be tested include
reaction with: water, acid, iodine, and heat.
©2012, TESCCC
06/04/13
Materials:
• safety goggles (1 pair per student)
• MSDS for iodine, acetic acid, sodium
chloride, sucrose, starch, sodium
bicarbonate, potassium hydrogen
tartrate
• powders in labeled containers (1 set per
table):
•
starch
•
baking soda
•
powdered sugar
•
powdered salt (popcorn
salt)
•
baking powder
• tincture of iodine solution (in dropper
bottle, 1 per table)
• acetic acid (vinegar, 3%, in dropper
bottle, 1 per table)
• distilled or deionized water (in dropper
page 8 of 11
Chemistry
HS/Science
Unit: 02
Lesson: 01
Suggested Duration: 5 days
Matter’s Changes and Properties
Instructional Procedures
Notes for Teacher
5. Based on the procedure provided, have students construct a data chart
in their science notebooks. Data charts will vary.
•
6. Instruct students to make note of any hazard potentials from the MSDS
for each substance and reagent in their science notebooks.
7. Approve each group’s data table before allowing students to begin the
testing procedure.
8. Provide each pair of students a copy of Handout: Reaction Mat and
five 3 cm x 15 cm pieces of aluminum foil.
9. Instruct students to construct five “spoons” from the five sheets of
aluminum foil provided; one “spoon” per each of the five powders for
the heat test.
•
•
•
•
•
•
•
bottles, 1 per table)
pH paper (small strips, 1 bottle per
table)
aluminum foil (3cm X 15cm sheets, 5
sheets per pair)
candle (votive, 1 per table)
matches (1 box per table)
toothpicks (1 box per table)
hand lens (1 per pair)
plastic scoopulas (1 for each powder, 5
total per table)
camera (digital, 1 per class or group, if
available) - Optional
Attachments:
• Teacher Resource PowerPoint:
11. Suggest that students perform all five tests on one substance before
Chemistry Unit 02 Lesson 01 (from
getting the next powder to test in order to avoid cross-contamination on
previous activity)
their Reaction Mat or in the containers of powder.
• Handout: Reaction Mat (1 per pair)
10. Remind students that they must wear safety goggles.
12. Ask students to divide one small scoopula of each white powder into 5
approximately equal portions, depositing one portion per circle in the
appropriate row on their Reaction Mat and placing the fifth portion in an Safety Notes:
aluminum spoon for the heat test.
Review safety rules, emphasizing the
importance of safety goggles, wearing
13. Students are now ready to begin the tests as shown on the Teacher
chemical aprons or laboratory coats, and
Resource: PowerPoint: Chemistry Unit 02 Lesson 01 presentation
fire prevention and associated laboratory
slide 17. Remind students to record their data on the data table in their features.
science notebooks. As needed, review the proper use of pH paper with
students.
Provide the MSDS for each powder and
14. Optional − Make digital cameras available so that students can record
their results to include in their notebooks and to use in the Evaluate
laboratory report.
15. At the completion of the activity, students should dispose of and/or
recycle all materials as appropriate and clean their work areas.
Goggles must be worn at all times until EVERY laboratory group has
cleared their area.
16. Monitor and assist as necessary.
©2012, TESCCC
reagent listed in the materials section
Mention the staining potential of the iodine
solution.
Demonstrate wafting for proper smelling of
odors.
Check for Understanding:
As students are constructing their data
charts, ask questions such as:
• Is that property intensive or
extensive?
• Is that a physical or chemical
property?
06/04/13
page 9 of 11
Chemistry
HS/Science
Unit: 02
Lesson: 01
Suggested Duration: 5 days
Matter’s Changes and Properties
Instructional Procedures
Notes for Teacher
•
What evidence have you observed of
chemical changes?
Science Notebooks:
Students continue to make entries in their
science notebooks. Students should enter
the physical and chemical property data for
their powdered substances. Encourage
multiple observations.
EVALUATE – Performance Indicator - Unknown Powders and Lab
Report
Performance Indicator
• In a formal laboratory report, present data, and discuss the
methods used for the identification of five different substances, the
identification of each substance, and what data supports each
identification. (C.2I; C.4A, C.4B, C.4C)
1C, 1G; 5G
1. Refer to the Teacher Resource: Performance Indicator Instructions
KEY and the Teacher Resource: PowerPoint: Performance Indicator
Instructions KEY for information on administration of the assessment.
©2012, TESCCC
06/04/13
Suggested Day 5
Materials:
• safety goggles (1 pair per student)
• MSDS for tincture of iodine, acetic acid,
sodium chloride, sucrose, starch,
sodium bicarbonate, potassium
hydrogen tartrate
• unknown substances (in containers
labeled A,B,C,D,E; 1 set per table):
• starch
• baking soda
• powdered sugar
• powdered salt (popcorn salt)
• baking powder
• tincture of iodine solution (in dropper
bottle, 1 per table)
• acetic acid (vinegar, 5%, in dropper
bottle, 1 per table)
• distilled or deionized water (in dropper
bottles, 1 per table)
• pH paper (small strips, 1 bottle per
table)
• aluminum foil (3 cm x 15 cm sheets, 5
sheets per pair)
• candle (votive, 1 per table)
• matches (1 box per table)
• toothpicks (1 box per table)
• hand lens (1 per pair)
• plastic scoopulas (1 for each powder, 5
page 10 of 11
Chemistry
HS/Science
Unit: 02
Lesson: 01
Suggested Duration: 5 days
Matter’s Changes and Properties
Instructional Procedures
Notes for Teacher
•
total per table)
camera (digital, 1 per class or group, if
available) – Optional
Attachments:
• Handout: Reaction Mat (from previous
activity)
• Teacher Resource: Performance
Indicator Instructions KEY
• Teacher Resource: PowerPoint:
Performance Indicator Instructions
KEY
Safety Notes:
Review the safety rules, emphasizing the
importance of safety goggles, wearing
chemical aprons or laboratory coats, and
fire prevention and associated laboratory
features.
Provide the MSDS for each powder and
reagent listed in the materials section.
©2012, TESCCC
06/04/13
page 11 of 11