Chemical sciences: Review - What are Properties?

Week 2 Term 2
Solids, liquids and gases have different observable properties and behave in different ways.
Watch: https://www.youtube.com/watch?v=tAEQDu7juEg

Different properties are needed for different reasons.

Circle the material and underline the property terms in each sentence.

Plastic is flexible and can be made into many shapes. Water is a liquid we need to live.

Wood is flammable and can be used as fuel. Glass is transparent.

Iron is magnetic. Bricks are hard and can be used for building.

Gold is shiny. Leather is waterproof. Aluminium is a conductor of electricity.

Describe these Describe the properties of the material before it is

properties. changed. Describe the new product.
Waterproof Trees are made into paper.

Transparent Oil is manufactured into paint.

Absorbent Sand is changed with heat glass.

into

Strength Old cardboard is recycled newspaper.

into

Flexible Clay is made into bricks.

Elasticity Old plastic bottles are polar fleece.

recycled into

Magnetic Gravel, sand and cement concrete.

are mixed into
Chemical Sciences: Solids, Liquids and Gases Week 3 Term 2

Solids, liquids and gases have different observable properties and behave in different ways.

In groups of three, discuss your ideas and finish these statements.

A solid is ________________________________________________________________________.

A liquid is _______________________________________________________________________.

A gas is _________________________________________________________________________.

Write your ideas on sticky notes and put them on the wall to share.

How many ways can you change the shape?

Write and draw.

Solid - plasticine Liquid - water Gas - air

http://www.abpischools.org.uk/page/modules/solids-liquids-gases/slg2.cfm?coSiteNavigation_allTopic=1

The Particle Model explains the properties of solids, liquids and gases
Watch the presentation on
http://www.bbc.co.uk/bitesize/ks3/science/chemical_material_behaviour/particle_model/activity/

As a class, we will model the structure of solids, liquids and gasses in an activity using our
bodies.

Draw a diagram to show the structure of

Solid material particles Liquid material particles Gas material particles
Chemical sciences: States of Matter Week 4 Term 2

We are learning about solids, liquids and gasses and the ways they can be changed.

Watch the video about changes to materials:

https://www.youtube.com/watch?v=f8RzBMnvmdc

Play the States of Matter card game in groups of three.

Each member of the group receives a state card solid, liquid or gas.
The remaining cards are placed face down and then players take turns choosing one card
and they only keep it if it is a property of their state card.
Discuss with the group about whether you should keep the card.
Check your cheat sheet if you cannot agree.

The three states of matter

Solid Liquid Gas

Spreads out to fill the bottom of Spreads out to fill the

Keeps its shape
a container whole space

Cannot flow Can flow Flows easily

Has a fixed volume Has a fixed volume No definite volume

Cannot be compressed Cannot be compressed easily Can be compressed

Cannot move through it Can move through it Easy to move through it

Particles packed close together and can Particles can move or slide over
Particles can move freely
only vibrate each other

We cant feel it and it is

Feels hard Feels wet
usually invisible

Maintains its shape Maintains its volume Both its shape and volume
and its volume but not its shape can change

Draw the particles of water if we put them into this box in the state matching your card.

Write some of the properties that water would have in the state on your card.
Chemical Sciences: Solids, Liquids and Gases Week 5 Term 2
We are learning that gases have mass and take up space and describing what happens
when materials are mixed.
With guidance, we pose questions to clarify practical problems or inform a scientific
investigation, and predict what the findings of an investigation might be.
Balloon, vinegar and sodium bicarbonate demonstration
Write a procedure for this demonstration. Write and draw.

Popcorn Lava Lamp

Read the procedure before you start and make a prediction before you start.
Prediction

Procedure
1. Add one tablespoon of sodium bicarbonate to half a cup of water and stir
thoroughly.
Wait till the mixture goes clear.
2. Add six or eight pieces of popcorn.
3. Add three tablespoons of vinegar to the water and watch carefully it might take up
to a minute or two before things begin to happen. If nothing happens after two
minutes, ask the teacher for help.
Draw a labelled diagram to show what you notice happening.

What is another question we can investigate using this procedure?

What happens to .. when we change?
Chemical Sciences: Solids, Liquids and Gases Week 6 Term 2
We are learning that gases have mass and take up space.

Tissue and cup demonstration

What did you notice happening this demonstration? Write and draw.

Catch A Bubble
Try not to breath directly towards or into the bottle during this activity. Moving air can blow
the carbon dioxide out of your bottle and the activity wont work. Move the bottle slowly
and gently when trying to catch a bubble.
1. One person should blow the bubbles. Another person moves the bottle. After each turn,
two new people have a turn.
2. Add one tablespoon of baking soda to your bottle.
3. Add three tablespoons of vinegar and wait for the fizzing to stop.
4. Carefully blow some bubbles up into the air so that they will land near the bottle. This
might take a bit of practice.
Try not to breathe too heavily toward the
bubbles so they dont get blown away!
5. Gently slide the bottle across
the table to catch one of the bubbles.
Watch what happens as a bubble falls into the bottle. Blow bubbles up
into the air Gently slide the bottle
to catch a bubble

Why is this important? What do you think? What do you notice? (start here)
Which is heavier air or carbon
dioxide?

.
Using this method, what other questions can we ask?
What happens to the when we change?
A science investigation for Chemical change: Making Sherbet Week 7 Term 2
We are learning about reversible and non-reversible changes to matter. A non-reversible
chemical change happens when we mix an acid (vinegar) and a base (bicarb soda) to
release the gas carbon dioxide.
Solids, liquids and gases have different observable properties and behave in
different ways.

Ingredient Taste of ingredient Standard recipe

A 1 teaspoon

B 2 scoops

C 1 scoop

D 1 scoop

Making sherbet
1. My sherbet tastes________________________________________________
I want to make my sherbet_______________________________________
The ingredient I will change is_____________________________________
2. Now change the amount of one ingredient per recipe to improve your sherbet. You
have 2 more chances to produce the best sherbet you can.
Record your recipe each time you change an ingredient and label each bag with the
recipe number.

Recipe 1 (standard
Ingredient Recipe 2 Recipe 3
recipe)
A

D
Taste of
sherbet
Recipe number___________is my best sherbet.

What do you think is happening when you eat sherbet?

Why is it only fizzy when you eat it?

Why are there ingredients in sherbet that don't taste good?

Chemical Sciences: Investigating Calcium Carbonate Week 8 Term 2

Solids, liquids and gases have different observable properties and behave in different ways.
Changes to materials can be reversible or irreversible.

Calcium is a chemical that is always grabbing onto other chemicals. One of the most
common chemicals connected to calcium is called carbonate. Together, the calcium and
the carbonate are called calcium carbonate.
Calcium carbonate is in eggshells, seashells, limestone, and many other materials.
In this activity, you can use a common liquid to detect calcium carbonate.

We will investigate what happens when we add water or vinegar to some materials.
Crush each sample with a spoon and divide in half. Add the same volume water to one
half and vinegar to the other using a pipette.
Predictions and results
Egg Shell Chalk Calcium Vitamin
Tablet

Prediction of what
you think will
happen when we
add water
Observation of what
you noticed when
we added water
Prediction of what
you think will
happen when we
add vinegar
Observation of what
you noticed when
we added vinegar

Did you carry out a fair test and why?

Did your observations match your predictions?

Are the reactions reversible or non-reversible?

Does this investigation tell us anything important about calcium carbonate in the
environment?

All life forms, including human life, are connected through ecosystems on which they
depend for their wellbeing and survival.
Actions for a more sustainable future reflect values of care, respect and responsibility, and
require us to explore and understand environments.
Watch: https://www.youtube.com/watch?v=GL7qJYKzcsk and
https://www.youtube.com/watch?v=9EaLRcVdTbM
What did you learn about calcium carbonate in the environment from the video?


 Chemical Sciences: Changes to Materials Week 9 Term 2
We are learning about changes to materials when we cook.
Solids, liquids and gases have different observable properties and behave in different ways
We will safely use appropriate materials, tools or equipment to make and record observations

Pancake recipe:
Ingredients
1 cup (150g) flour
1 table spoon of sugar
1 egg, lightly beaten
1 cup (250ml) milk
2 teaspoons (10ml) lemon juice
1/4 teaspoon sodium bicarbonate
30g butter, melted

Method:
Put the milk, lemon juice and sugar into a small bowl and stir.
Sift the flour and sodium bicarbonate into the large bowl and mix together.
Make a well (like a hole) in the middle of the flour and add the milk mixture and egg.
Mix the egg and milk into the flour until all the lumps are gone.

WAIT until your groups turn to go to the cooking table where Leanne will cook your
pancakes.
SAFETY:
To be safe when we are using heat we all need to
Listen to the teachers instructions
Talk safely
Move slowly and carefully
Think and act safely
We discussed first aid for burns.
We know that if we get a burn from the electric frying pan we must put the burn under cold
running water for at least 20 minutes.
Do this straight away - do not wait for the teacher.****

My observation My prediction of what My observation

What I notice before cooking I will see, smell, hear or feel. What I notice after cooking

Pancake
mixture

Explain why you think lemon juice and sodium bicarbonate are included in the recipe.

Use your knowledge of changes to materials to explain what happens to the pancake
mixture when it is heated and cooked.