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Mass, Volume, or Length? Practice using the correct units (pdf).Metric System Notes for interactive notebooks (pdf) ( blog entry).It will have the same effect as the experiment. You can roll them into small balls and students can take them home. If you mix the baking soda and citric acid together in a cup and add about a half-teaspoon of baby oil to the mixture, it sticks together without changing. If you don't have time to do all the experiments, I have used the citric acid, baking soda and water to make dragon eyes. The experiment with citric acid would be my last one done because my students could then use their prior knowledge to the vinegar and baking soda experiment to make a better prediction of what will happen. This activity is different from my past one because of the use of citric acid. In their groups, jobs would be given so no one person would be doing all the work for the group. Ideally I would have groups of two but with limited supplies I have groups of four. I also go over the information multiple times and have students repeat back the procedures to insure students have an understanding of expectations and concepts. I remind students with cuts to be extra careful and if it does get into a cut to go wash it out. Citric acid stings just like lemon juice. I would have the student wear goggles to prevent exposure to their eyes. I make sure students understand it may look like sugar, but it is not. I go over safety when dealing with citric acid. What did we find out? Which characteristics were present in the experiment? Does anything surprise you? They will use their observations and definitions of physical and chemical changes to decide if their hypothesis was true.Īfter each experiment as a closer, we would have a quick share. Students will write and draw their observations down. (The water will become cold and CO2 gas will fill the bag)įor each experiment the students will make a hypothesis of whether it will be a physical or chemical change. Have students get as much air out of the bag before closing. Place the unzipped bag with water into your large bag. Water filled halfway in a small plastic bag It will change the colors from purple to pinkġ-tablespoon citric acid and 1-tablespoon baking soda in a large plastic zip lock bag Students will observe the water can be taken out of the towelġ0 ml of cabbage juice and 10 ml of lemon juice (Have students put the vinegar in first then the baking soda, seal bag before mixing) The students would use their definitions to provided them with evidence of physical and chemical changes while experimenting with the following items:ġ-tablespoon baking soda and 20 ml of vinegar in a plastic bag Ideally I would have the students come to five characteristics: chemical change has color change, temperature change, production of a solid, forms a gas, and change in odor. I would help guide the students in clear characteristics. The other side would be the characteristics of a chemical change. On a chart paper the students would list the characteristics of a physical change on one side. The class would think, pair, share on why the burning paper was a chemical change. From this point I would introduce the concept of a chemical change. I would ask this question, "Which of one was a physical change and why?" Students should be able to identify which one was a physical change by using what they already know about what qualifies as a physical change. Then I would burn a small piece of paper and write observations down on the chart. Then their observations will be written on an observation chart. First they would observe the paper being crumpled. In this introduction students will make observations of what they have seen. In this activity I would start by comparing the difference between crumpling a piece of paper and burning a piece of paper.
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