Summary

In this lab, students will determine the physical and chemical properties of several different substances through testing and observation. Additionally, they will further their understanding of chemical and physical changes, and their ability to recognize each type of change.

Grade Level

High School

NGSS Alignment

This lab will help prepare your students to meet the performance expectations in the following standards:

• Scientific and Engineering Practices:
  • Engaging in Argument from Evidence

Objectives

By the end of this lab, students should be able to:

• Determine the physical and properties of substances.
• Identify when a physical change occurs to a substance.
• Recognize if a chemical change has occurred by observing evidence.
• Distinguish between a physical and chemical property.
• Differentiate between a physical and chemical change.

Chemistry Topics

This lab supports students’ understanding of:

• Physical Properties
• Physical Changes
• Chemical Properties
• Chemical Changes
• Observations

Time

Teacher Preparation: 30 minutes
Lesson: 45-60 minutes

Materials (per group)

• Baking Soda (NaHCO₃), ≈ 1 tsp.
• Sand (SiO₂), ≈ 1 tsp.
• Poppy Seeds (C_wH_xN_yO_z), ≈ 1 tsp.
• Iron Filings (Fe), ≈ 1 tsp.
• Magnesium ribbon (Mg), ≈ 2 in.
• Silver nitrate (AgNO₃), 0.2M, several drops
• Small Bathroom cups, 7
• Small magnet (put in a snack bag), 1
• Beaker, 250 mL
• Bunsen burner
• Striker
• Crucible tongs
• Ceramic tile
• Stirring rod

Safety

• Always wear safety goggles when handling chemicals in the lab.
• Students should wash their hands thoroughly before leaving the lab.
• When students complete the lab, instruct them how to clean up their materials and dispose of any chemicals.
• Always use caution around open flames. Keep flames away from flammable substances.
• Always be aware of an open flame. Avoid reaching over the open flame, tie back hair, and secure loose clothing.
• An operational fire extinguisher should be in the classroom.
• Reference SDS documents linked in the Materials section.

Teacher Notes

• Review the safety guidelines for this lab before students begin. Ask students what hazards are present in this lab and have a short discussion about how to mitigate them.
• Warn students to handle the silver nitrate with care, as it will stain their skin.
• Set up two waste containers, using large beakers. Label one for dry solid waste and one for wet waste.
• Give students the following directions before they begin:
  • Do not remove the magnet from the bag.
  • Dispose of the waste in the labeled beakers on the counter. One is labeled for dry solid waste and one for wet waste.
• If you do not have enough materials for each group to have a complete set, you can set this up as a station lab. If you do it as a station lab, give your students the following instructions:
  • Make sure that the Bunsen burner and gas are shut off before moving to another station.
  • Clean up each station before moving on to another station. This includes disposing the waste and cleaning the glassware.
  • Keep your goggles and apron on as you move from station to station.
• Data from this lab can be used in the lab Separation of a Mixture.
• An Answer Key document is available to download.