Chemical and Physical Changes

Observing Reactions and Determining Common Indicators

Explosions are the best part of any chemistry activity, but how do they happen? What changes occur to create them? This activity dives into physical and chemical changes by having students observe different reactions at home. Students will be introduced to reaction examples like mentos and coke, yeast and hydrogen peroxide, and more!

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Learning Objectives

Students will know

The common examples of physical change
The common indicators of chemical change
Mixing acetic acid and sodium bicarbonate is a chemical change
Hot ice is a physical change that uses a chemical change product.

Students will understand

Appearance or form of matter changes in a physical change, but not the kind of matter in a substance
Kind of matter changes in a chemical change and at least one new product or substance with new properties is formed
That nothing is lost from the original substances in a chemical reaction

Students will be able to

Precisely measure and mix acetic acid and sodium bicarbonate in a sandwich bag to create two new products.
Use common examples of physical and chemical change to identify whether a new reaction is a physical or chemical change, and cite evidence in support.
Create hot ice

Standards Alignments + Connections

Next Generation Science Standards Connections

5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

5-PS1-2. Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.

Texas Essential Knowledge and Skills Connections

6.5(C). Identify the formation of a new substance by using the evidence of a possible chemical change such as production of a gas, change in temperature, production of a precipitate, or color change.

7.6. The student knows that matter has physical and chemical properties and can undergo physical and chemical changes. The student is expected to distinguish between physical and chemical changes in matter.

8.5(E). Investigate how evidence of chemical reactions indicates that new substances with different properties are formed and how that relates to the law of conservation of mass.

Louisiana Standards for Science Connections

7-MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

7-MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.

Unit Plan

Pre-Laboratory Engagement (30 min)

Students will watch a MooMooMath and Science’s introduction to physical and chemical changes video (2:35)
• Students will complete this worksheet while watching the video.
Students will be introduced to an example of a physical change and a chemical change.
• Students will write their observations on their student handout.
Students will complete this Crossword Puzzle

Laboratory Exploration (45 min)

Students will watch “Chemical and Physical Changes Part One” (4:30) and complete Part I of the student handout.
Students will watch “Chemical and Physical Changes Part Two” (13:56) and complete Part II, III, and IV of the student handout.
Students will have the opportunity to try both of the filmed reactions at home with the following procedures:
- Mentos and Coke
- Hydrogen Peroxide and Yeast
Students can watch the walk through video (30:26) of the student handout for understanding assistance. This can be provided before or after students submit work.

Post-Laboratory Extension

Students will watch Sci Guys’ video on Hot Ice (6:17) and complete the accompanying worksheet.
- Students then have the opportunity to try to make hot ice at home.