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Benchmark #: SC.8.P.9.2

Differentiate between physical changes and chemical changes.

Information

General Information

Subject Area: Science
Grade: 8
Body of Knowledge: Physical Science
Big Idea: Changes in Matter - A. Matter can undergo a variety of changes.

B. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter.

C. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties.

Clarification for grades K-5: The target understanding for students in the elementary grades should focus on Big Ideas A and B.

Clarification for Grades 6-8: The target understanding for students in the middle grades should begin to transition the focus to: C. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties.
Date Adopted or Revised: 02/08
Content Complexity Rating: Level 2: Basic Application of Skills & Concepts - More Information
Date of Last Rating: 05/08
Status: State Board Approved
Assessed: Yes
  • SC.8.P.9.In.1 Observe and classify changes in matter as physical (reversible) or chemical (irreversible).
  • SC.8.P.9.Su.1 Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter.
  • SC.8.P.9.Pa.1 Recognize an example of a physical change, such as ice changing to water.
  • SC.8.P.9.Pa.2 Recognize that heat influences changes (chemical) in matter, such as cooking.

Learning Goal

  • Colorful Electrolysis Electrolysis is the decomposition of a solution by using a electrical current. Chemical changes occur during this process. The electrodes act a conductors where electron transfer take place. The flow of electrons are from the anode (positive electrode-the site of oxidation), to the cathode (negative electrode - site of reduction). Students will explore chemical changes by observing the Electrolysis of potassium iodide, copper (II) bromide, and sodium chloride solutions. Students will use their observations to identify the products formed at the anode and the cathode in the electrolysis of each solution.

Lesson Plans

  • Bubbles and Colors and Smells...Oh My! In this lesson, students will conduct observational and experimental investigations to differentiate between physical changes and chemical change. Students will make and record observations as well as identify experimental variables. Students will conduct several investigations to help them to understand the differences between chemical and physical changes. Students will record investigative observations and use their observations to provide evidence that a physical or a chemical change has occurred.
  • Chemical and Physical Changes in the City This is a lesson about chemical and physical changes encountered on a daily basis.
  • What's Your Change? In this Model-Eliciting Activity (MEA), students will identify the best material to use for playground equipment by analyzing the physical changes that happens to each type. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/resource/mea.aspx
  • Physical and Chemical Changes Introductory Lesson In this POE lesson, students will explore different visual and verbal representations of physical and chemical changes to predict the definition and indicators of the types of changes, observe the different changes, and explain how their definition compared to that of the class.
  • Chemical and Physical Change This yummy lesson on physical and chemical changes will require students to apply their scientific knowledge to a backyard treat.
  • Let's Make a Change!!! This lesson has students conduct 11 different experiments, make observations of changes, and determine whether a physical or chemical change has occurred. The experiments allow students to observe different kinds of physical changes (changing state, dissolving, change size) and chemical changes (color change, new substances formed).
  • Matter Changes but Mass is Saved! The focus of this lesson is for students to gain an understanding of how to identify if changes in matter are a physical or chemical change. Also, students will see that the mass before and after a physical and chemical changes will be the same which supports the Law of Conservation of Mass. The lesson consists of teacher demonstrations, student lab activities. a writing activity to support student findings and the creation of presentations for students to share their results and applications of concepts to the real world.
  • Ch-Ch-Changes! This lesson is is used to introduce students to the concepts of physical and chemical changes in substances. The lesson instructs students how to identify which type of change has taken place. The lesson also contains an opportunity for students to produce a substance change and identify this as being a chemical or physical change.
  • Change or Not - Same Mass The students make observations and take the mass of various structures constructed by the teacher. They rearrange the structures and measure the mass again. During the whole class discussion the students come to understand that during a chemical or physical change the mass is conserved.
  • Chemical and Physical Changes Lesson 2 of 3 At the end of this lesson, students will be able to list the signs of a physical or chemical change and have a high degree of confidence in their ability to recognize them and differentiate between them in daily life.
  • “It's Time for a Change” Physical changes do not change what things are made of, but chemical changes do change what things are made of.
  • Chemical and Physical Changes Lesson 1 of 3 Used to assess prior knowledge of chemical change and physical change.
    ** THIS IS LESSON 1 IN A SERIES OF 3 LESSONS. **
  • Chemical and Physical Changes Lesson 3 of 3 In this lesson, students will engage in explorations with a pulse glass and a candle and bell jar to learn to differentiate, understand and describe the differences between physical and chemical changes. During a physical change, particles at the microscopic level re-arrange themselves, but no new substance is formed. During a chemical change, particles are broken apart and the atoms are re-arranged into new particles, thereby forming a new substance. This is Lesson 3 in a series of three lessons. The other lessons are:
  • Lord of Fries Conservation MEA In this Model-Eliciting Acivity (MEA), students will investigate different types of hamburger patties and choose the one that is best for the restaurant. Some of the areas that students will examine is how the hamburger patties undergo a chemical change, but mass is not lost only changed into different substances. They will also investigate how the hamburger patties are chemically changed due to a change in temperature. Students will also be exposed to how the Law of Conservation of Mass is used in our daily lives. For example, cooking a hamburger patty, the mass is not lost but sometimes the juices are separated from the meat. Also, in French fries, matter is not created but cooking oil is absorbed by the fries. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/resource/mea.aspx
  • Time to Change the Baby!?!?!? In this open inquiry activity, students will explore what it is that keeps a diaper-wearer "dry" and whether it is chemical change or physical change.

Original Student Tutorial

Presentation/Slideshow

  • Physical and Chemical Changes Powerpoint This PowerPoint covers the basics of physical and chemical properties as well as physical and chemical changes with examples and sections for student involvement.

Video/Audio/Animation

  • Recognizing Chemical Reactions This resource describes an activity that will allow students to observe the effects of a chemical change as opposed to a physical change. It also gives them the opportunity to observe conservation of matter by modeling chemical equations. The main learning objective is the recognition that all chemical reactions create new molecules and that in a chemical reaction the original atoms get rearranged, bonding together in different ways.

Collections

STEM Lessons - Model Eliciting Activity

  • Lord of Fries Conservation MEA In this Model-Eliciting Acivity (MEA), students will investigate different types of hamburger patties and choose the one that is best for the restaurant. Some of the areas that students will examine is how the hamburger patties undergo a chemical change, but mass is not lost only changed into different substances. They will also investigate how the hamburger patties are chemically changed due to a change in temperature. Students will also be exposed to how the Law of Conservation of Mass is used in our daily lives. For example, cooking a hamburger patty, the mass is not lost but sometimes the juices are separated from the meat. Also, in French fries, matter is not created but cooking oil is absorbed by the fries. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/resource/mea.aspx
  • What's Your Change? In this Model-Eliciting Activity (MEA), students will identify the best material to use for playground equipment by analyzing the physical changes that happens to each type. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/resource/mea.aspx

Original Student Tutorials Science - Grades K-8

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