Science Outcomes

Chemical Changes - Second Level

By contributing to investigations into familiar changes in substances to produce other substances, I can describe
SCN 2-15a
how their characteristics have changed.
I have collaborated in activities which safely demonstrate simple chemical reactions using everyday chemicals. I
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can show an appreciation of a chemical reaction as being a change in which different materials are made.
Core Knowledge
Pupils should:
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 know that a chemical reaction changes materials, this change is usually irreversible
 be able to identify some of the signs of a chemical reaction (bubbles, colour change, texture change, heat taken in or given out)
 be able give some examples of chemical changes
 know that energy can be stored in some materials (food and fuels)

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 be able to demonstrate their understanding of a chemical reaction
Skills focus will depend on the learning activities. The suggested activities in this unit can be used to develop:

Suggested Skills Focus

 develop an understanding of the underlying scientific concepts
 formulate questions, which can be tested, based on observations and information
 use simple tools, equipment and apparatus
 follow simple procedures
 observe
 collect information
 select methods of recording
 use simple charts and diagrams
 present
 analyse
 interpret
 identify simple relationships
 draw conclusions based on findings
 present findings orally, in writing or visually using a range of media
Health and Wellbeing
I understand that people at different stages have differing nutritional needs and that some people may
eat or avoid certain foods.
HWB 2-32a

By investigating food labelling systems, I can begin to understand how to use them to make healthy HWB 2-36a
food choices.

I can explain the links between the energy I use while being physically active, the food I eat and my HWB 2-28a
health and wellbeing.

Maths and Numeracy I have carried out investigations and surveys, devising and using a variety of methods to gather
information and have worked with others to collate, organise and communicate the results in an MNU 2-20b
appropriate way.

I can display data in a clear way using a suitable scale, by choosing appropriately from an
extended range of tables, charts, diagrams and graphs, making effective use of technology. MTH 2-21a

Suggested Activities
Be Safe! P16-21 Heating and Burning and using chemicals
Revise/recap/introduce physical change, this is change which can easily be reversed.
Boiling, freezing, melting and condensing are all examples of physical change. Physical changes can be
brainstormed and/or demonstrated (teacher) e.g. condensation - hot breath on a cold window or cold
surface over a hot liquid.

Chemical changes are changes which are not easily reversed. There is a change in the arrangement of the
particles which results in new materials being formed.
http://www.bbc.co.uk/schools/ks2bitesize/science/revision_bites/reversible_irreversible.shtml

Clear plastic disposable tumblers are useful containers for many of these activities.
Please note a risk assessment needs to be written when using chemicals in the ‘use with care category on P20 ‘Be Safe’. A model risk
assessment is provided for silly putty

The following changes are examples of chemical changes;

 an egg being boiled or fried
 a cake being baked
 an Alka Seltzer tablet is placed in water
 bicarbonate of soda is added to vinegar (effect is more spectacular if container is long and narrow)
 vinegar/lemon juice is added to red cabbage water
 bicarbonate of soda is added to red cabbage water
 soap solution/cleaners are added to red cabbage water
 egg shells from boiled eggs in coke
 mixing Plaster of Paris ( care in contact with water can generate enough heat to cause burning small quantities no skin
contact )
 silly putty
silly putty
model risk assessment for silly putty
Red cabbage water is made by placing red cabbage in hot water and filtering or decanting the liquid. (Best to make and use in the same
day because can be a bit smelly if left overnight).

Burning can be done as an example of a chemical reaction. Not all materials will burn e.g. aluminium foil, paper clips, stone etc. Some
pupils will think these materials do burn, as soot can be deposited on them. Pupils say they are ‘burnt’.
The soot that is deposited on these can be wiped off and used to pose the question “What do we mean by burning?”
cartoon burning.
 burning presentation
labels - contents for burning bags
labels - contents for burning bags food.doc
traffic lighting burning.doc

Pupils should be encouraged to try making the burning experiment a fair test in order to identify which materials store
most energy. The quantity of energy in materials can be estimated qualitatively by noting for how long the material
burned. A more quantitive approach is to use burning food to heat water in a heatproof container (test tube) and note the
rise in temperature. A data logger could be used to measure the rise. This is a challenging planning opportunity for pupils.

The burning of foods can be developed into a discussion of the energy values of food. The conclusions from burning
which could be that fatty foods like crisps or oatcakes have a high energy value. Food packets could be checked to find
the energy values of food. For a fair comparison the values in kilojoules/100gram could be noted. Foods could be sorted into high energy,
medium energy and low energy.

To investigate energy in foods, use foods or labels from foods (pupils could bring from home) or miniature foods tins etc. Read the
labels (with magnifying glass if necessary) in kj/100g to compare values.

Use labels to substitute simple units or symbols for energy e.g.

below 500kj/100g = low
500-1000kj/100g = med
above 1000kj/100g =high

 Which food has the highest/lowest energy?

 Which food gives you the most energy?
 What type of activities would you need a lot of energy for?

Place food pictures into two groups – high energy and low energy foods, or design a poster.

Make a collection of different cereal boxes and wrappers from breakfast cereal bars or make a collection of high energy foods.

Complete a table to compare the energy content of for example, a Mars bar, a Bounty bar, an Aero bar and a Milkyway – or other popular
chocolate bars.
(Simple worksheet which might be appropriate for some pupils)
AP2/6

Discuss why our bodies need energy for repair, replacement, growth, movement, production of heat, reproduce, and to fight infection.
How much energy do our bodies need?
 What happens if we have too little energy? (starvation)
 What happens if we take in too much energy? (weight gain)
calorie calculator
interactive quiz on a balanced diet
Eat well, be well - healthy diet
healthy diet
Join the Activaters
healthy eating

Burning activities and Energy in food relate to the energy unit

Concept Cartoons 9.9 Alka Seltzer

Active Assessment: responding to questions p123 Activity 2 Ready Steady Cook

Resources available to borrow from the Educational Resources Service: telephone 01241 435045 for further details.
Project materials including: Hewitt, S. Food, Franklin Watts, 9780749642754
Richards, J. Chemicals and reactions, Franklin Watts, 9780749647193