Investigating changes of state chemical and physical changes gas hydrates india

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Day 1: Give each student a piece of paper and then ask students, "What can you do to change this piece of paper?" Give them about a minute to tear it, crumple it, write on it, roll it into a ball, cut it up, etc. Ask, "Is it still paper?" (Yes) Then ask, "What if I want to change it into something other than paper? What could I do?" Roll up a piece of paper, and put it in a large glass jar. Strike a match, light the paper on fire, and let the students watch it burn. After it finished burning, ask, "Is it still paper?" How do you know?" (No. It is a different substance with new properties)

Chemical changes Station 2: Vinegar and baking soda reaction (gas bubbles produced); Station 3: Souring milk (change in odor); Station 5: Rusted steel wool (change in color); Station 6: Cream of tartar and water reaction (change in temperature); Station 7: Vinegar and milk reaction (precipitate formed)

Day 2: Explain differences between physical and chemical changes read from the article. Use Fryer model, Definition of chemical change, characteristics of chemical change, examples and non-examples of chemical change, Read Pancakes, Pancakes aloud. Read the book twice, once to enjoy and the next time to listen to examples of chemical and physical changes. Have them raise their hand when they hear an example. Have them tell you what kind of change it is and why. Physical changes: cutting wheat, separating grain from chaff, grinding wheat, squirting milk in the pail, churning butter (?), melting butter, chopping wood, breaking an egg, and stirring the batter. Chemical changes: burning wood for a fire, and cooking the pancake.

Day 3: Elaborate with making butter out of cream with the students. Give each student a clean baby food jar and fill it half full with whipping cream, place two clean marbles in the cream. Have students predict what they think will happen. Shake the jars. Have them notice any sound changes as the cream gets thicker. Caution them not to shake too hard or the jar may break.

Day 4: Set up an electric griddle for adult use only to make pancakes. Place in groups and provide a box of just add water pancake mix, measuring cup, bowl and spoon or whisk and water and forks to eat the pancakes. On the menus the students will draw pictures of the batter before and after it is cooked and explain why cooking pancakes is a chemical change. Groups will come up to you with their prepared batter and observe changes as you cook the pancakes. "Watch as the batter is changed into a light and fluffy pancake. Add your homemade butter and a little syrup. Enjoy! I’m hoping to have parent volunteers to come in to help with this activity. Evaluate with new menu ideas for their "Chemical Change Cafe". You can give them this list and they can decide which ones go on their menu or they can brainstorm ideas with the class or on their own. Examples of new menus ideas would be: toast, scrambled eggs, buttermilk biscuits, cottage cheese, toasted marshmallows. Physical change items would be orange juice, strawberry smoothie, trail mix, orange-sickles, and fruit salad. You can list all these on a page and they can decide which ones would go on their menu. If they wanted to come up with any of their own they could as well. Teaching Notes and Tips

Day 1: Give each student a piece of paper and then ask students, "What can you do to change this piece of paper?" Give them about a minute to tear it, crumple it, write on it, roll it into a ball, cut it up, etc. Ask, "Is it still paper?" (Yes) Then ask, "What if I want to change it into something other than paper? What could I do?" Roll up a piece of paper, and put it in a large glass jar. Strike a match, light the paper on fire, and let the students watch it burn. After it finished burning, ask, "Is it still paper?" How do you know?" (No. It is a different substance with new properties)

Chemical changes Station 2: Vinegar and baking soda reaction (gas bubbles produced); Station 3: Souring milk (change in odor); Station 5: Rusted steel wool (change in color); Station 6: Cream of tartar and water reaction (change in temperature); Station 7: Vinegar and milk reaction (precipitate formed)

Day 2: Explain differences between physical and chemical changes read from the article. Use Fryer model, Definition of chemical change, characteristics of chemical change, examples and non-examples of chemical change, Read Pancakes, Pancakes aloud. Read the book twice, once to enjoy and the next time to listen to examples of chemical and physical changes. Have them raise their hand when they hear an example. Have them tell you what kind of change it is and why. Physical changes: cutting wheat, separating grain from chaff, grinding wheat, squirting milk in the pail, churning butter (?), melting butter, chopping wood, breaking an egg, and stirring the batter. Chemical changes: burning wood for a fire, and cooking the pancake.

Day 3: Elaborate with making butter out of cream with the students. Give each student a clean baby food jar and fill it half full with whipping cream, place two clean marbles in the cream. Have students predict what they think will happen. Shake the jars. Have them notice any sound changes as the cream gets thicker. Caution them not to shake too hard or the jar may break.

Day 4: Set up an electric griddle for adult use only to make pancakes. Place in groups and provide a box of just add water pancake mix, measuring cup, bowl and spoon or whisk and water and forks to eat the pancakes. On the menus the students will draw pictures of the batter before and after it is cooked and explain why cooking pancakes is a chemical change. Groups will come up to you with their prepared batter and observe changes as you cook the pancakes. "Watch as the batter is changed into a light and fluffy pancake. Add your homemade butter and a little syrup. Enjoy! I’m hoping to have parent volunteers to come in to help with this activity. Evaluate with new menu ideas for their "Chemical Change Cafe". You can give them this list and they can decide which ones go on their menu or they can brainstorm ideas with the class or on their own. Examples of new menus ideas would be: toast, scrambled eggs, buttermilk biscuits, cottage cheese, toasted marshmallows. Physical change items would be orange juice, strawberry smoothie, trail mix, orange-sickles, and fruit salad. You can list all these on a page and they can decide which ones would go on their menu. If they wanted to come up with any of their own they could as well. Teaching Notes and Tips