Chemical Change In Matter

The experiment is to observe a variety of chemical reactions and to identify patterns in

Procedure: In this experiment, various chemicals were mixed together, to determine a reaction. Using two drops from chemical 1 and two drops of chemical two, unless otherwise stated, then recording the type of physical reaction or color changes that occurred.

1. What type of macroscopic evidence for chemical change did you observe during this experiment? Give at least three different examples. (15 points) The main evidence of chemical change in this lab is the change in color, production of gas, and the production of precipitate.

Next is the Physical Change, physical change are more concern with energy and state of matter. Always remember a physical change does not produced a new substance, but it could be that the starting and ending

A chemical reaction is when substances (reactants) change into other substances (products). The five general types of chemical reactions are synthesis (also known as direct combination), decomposition, single replacement (also known as single displacement), double replacement (also known as double displacement), and combustion. In this lab, the five general types of chemical reactions were conducted and observations were taken before, during, and after the reaction. Then the reactants and observations were used to determine the products to form a balanced chemical equation. The purpose of this lab was to learn and answer the question: How can observations be used to determine the identity of substances produced in a chemical reaction?

A few more important terms to keep in mind when doing a lab with chemical and physical changes are

While sitting within Kempner High School’s auditorium my sophomore year and watching AP Chemistry students conduct fascinating experiments on stage, I began breaking down each individual’s experiment to its fundamental concepts. Pulling out different concepts from these specific examples, I began watching as each of those concepts interacted with one another. I specifically remember seeing a student prepare a batch of sodium polyacrylate and mixing the compound with water to ultimately completed the students’ goal. But what goal did this AP student accomplish? For the goal of this student may have been simply to create a synthetic snow, but the effects of their actions on myself started shaping my passion for Chemistry. Although the student

I had trouble with the slime experiment. I had trouble with the slime experiment because my slime kept getting liquidy and sloshed around in the cup. Another reason why I had trouble with the slime experiment because I think I added too much detergent to the glue. That is why I had

This article addresses the misconceptions students have about chemical and physical changes that occur. When trying to understand the difference between physical and chemical changes, students often try to look for something that stands out between the two. A few common misconceptions are thinking that all chemical changes have to be a something new formed and physical changes always have to be reversible. This article explains how it is not always the case when it comes to physical and chemical changes. A few examples the article gave was when an egg gets broken and how it is nonreversible but would still be considered a physical change and not a chemical one. Another example the article gave was mixing a drink mix powder and how the substance is now different but nothing chemical really occurred during the process. Therefore, the article explains that relying on these common misconceptions is not the best when trying to teach physical and chemical change.

As a child, I loved watching the colors change, but as I got older, I yearned to understand why they changed. This mindset and the interactive experiments I conducted immersed me in the wonders of chemistry.

A chemical change takes place when one or more substances are changed into entirely new substances with different properties. A chemical change occurs when baking a cake.

The unit, Chemical Reactions and Fossil Fuels, is designed for a 10th grade Honors Chemistry. Students will explore the ideas of heat, energy and chemical reactions. Students will connect the concept of energy and chemical reactions with their impact on their environment. Students will focus on fossil fuels as a form of energy and if they are harmful to the environment. Students will use previous chemistry curriculum when we discuss the meaning of energy, heat, and chemical reactions; they will have the opportunity to think about the impact of fossil fuels on the environment; and finally students will research and defend their position on fossil fuels and alternative energy in a debate format. This will demonstrate what they are thinking and what they have learned throughout this unit.

“This enrichment connects the foundational chemistry concepts the cadets have learned in the classroom over the course of the

In the observation lesson as each group shared some of the things they observed. The teacher took the one observation that a group made about how the butterfly changes color with the flashlight and introduced the concept of nanotechnology. In the second grade magnet lesson the teacher explained why the keys were not magnetic. In the fourth grade magnet lesson the concept of repelling was introduced when one group said how when the north ends of the magnets were put together they pushed

The second question I asked was “ Can you tell me what you know about them?”, I realized that with this question I wasn’t getting enough detail because most of them weren’t familiar with the solids. Student A was so detail about his description, he stated “(liquids) Are wet, they are very juicy” he didn’t know what was a liquids but he pointed at the images. Student A also said “(Solids) are hard” pointing at the solid images. I restated the question differently; I said, “How can we tell the difference between the two?”. Student B said that the solids were mostly tools and the liquids were “water things”. As you can see some of responses were not what I was hoping for. I was considering not mentioning these questions but they very important, and would help me see if the students can describe and if they can