1. CHANGE MATTERS By Candace Stanley and Cortissa Beach
Vocabulary
-pH: the scale that tells how acidic or basic a solution is
-State of matter: one
of the three forms that
matter can take- solid, liquid, or gas
-matter: anything that
has mass and takes up
space
-chemical change: a change of matter that occurs when atoms link together in a new way, creating a new substance different from the
original substances
-physical change: a change of matter in size, shape, or state without
any change in identity
CHANGE
MATTERS By
Candace Stanley
and
Cortissa
Beach
The Fact of the
Matter is….
A Solid is a state of matter that has its
own definite shape and volume
When liquids change to a gas, it is called vaporization
When liquids change to solids, it is called freezing -*
A Gas is a state of matter has no
definite shape or volume

2. Engage “Why does matter, matter
Engage “Why does matter, matter? Who would like to share the three states of matter with the class? We have a tray that has been divided into four equivalent sections. Each division is labeled with a solid solution. I will place the solution in the corresponding location on the tray. In this container, we have vinegar. Based on your background knowledge of the pH scale, who can tell us whether vinegar is an acidic or basic solution? Who would like to predict what will happen when I add a drop of my liquid to each solid? What state of matter is missing from this experiment? Can anyone hypothesize when that state of matter will appear?” The instructor will then proceed to dispense the vinegar among the solid solutions. The students will observe each reaction to determine whether a chemical or physical reaction occurs Explore This activity may be completed in cooperative learning groups of three, or as a class. Each student will receive a quart sized bag. Each bag will have a label describing all ingredients involved (¼ cup of Half & Half, ½ tablespoon sugar, ¼ teaspoon vanilla extract). Each student will receive a gallon sized bag. Each bag will contain a pre-mixed concoction of crushed ice and rock salt. Students will be instructed to carefully insert the quart-sized bag into the gallon-sized bag, and gently shake the bag for approximately 15 minutes. As a class we will discuss physical changes in states of matter (changing from liquid to solid). “Who knew science could taste so sweet?” Each student will receive a cup and spoon to eat their scientific creation.
“Now we will focus our investigation toward chemical changes in matter. Here we have three glasses of a red cabbage solution that contains a water-soluble pigment known as anthocyanin. The pigment reacts and changes color when combined with an acidic or basic solution. We will hold one glass of the red cabbage solution as a constant variable; it will not change to indicate a neutral solution.”
Critical Thinking:
“What do you predict will happen if we combine vinegar with the anthocyanic solution? Is vinegar an acid or a base?” (Color will change from purple to red.) “What do you predict will happen if the laundry detergent is added? Is laundry detergent an acidic or basic substance?” (Color will change from purple to green.) Experiment with one more solution combination allowing students to predict whether the solution will change from purple to green or red based on pH knowledge.
Problem-Solving:
“We have already discussed the qualities and concepts concerning physical and chemical changes.
Are chemical changes reversed easily? Your job as a chemist in
our classroom today is to
experiment using problem-solving strategies to discover a process of reversal. Can you determine a
logical solution to reversing the chemical change?”
Students will be divided into cooperative learning groups to explore and discuss possible strategies for reversal of the chemical changes. Each
cooperative learning group will receive a small portion of the constant solution to use as a reference. Each group will also receive a portion of each
chemically altered solution.
Each group will receive three additional solutions to utilize
through experimentation to
reverse the reaction. Students
will receive portions of clear soda, milk, orange juice, and dish soap.
Students will record all ideas, theories, and processes in their inquiry journals.