Best PPT

1. Kendriya
Vidyalaya
S.V.P N.P.A
Shivrampally Hyd.
Name - Chirag Ahuja
Class - VII 'D'
Roll No. - 19

2. Science

3. CHEMICAL
AND
PHYSICAL PROPERTIES CHANGES
&

4. WARM UP:
• UPDATE YOUR TABLE OF CONTENTS
• WRITE YOUR HOMEWORK – LEAVE IT OUT TO BE
STAMPED
• CHOOSE WHICHEVER COLOR OF CONSTRUCTION
PAPER YOU WANT OFF THE COUNTER – 1 PIECE.
• GET A PEN, COLORED PENCIL OR MARKER OUT
TO CORRECT Date Session YOUR CHEMISTRY TEST!
#
Activity Page
#
9/16-
9/17
8 Physical Vs. Chemical Foldable 14

5. BIG IDEA:
EVERY ELEMENT ON THE PERIODIC
TABLE HAS IT’S OWN SET OF PHYSICAL
& CHEMICAL PROPERTIES, THAT IS
WHAT MAKES THEIR “PERSONALITIES”
UNIQUE!!!

6. WHAT IS A PHYSICAL
PROPERTY?
• A
CHARACTERISTIC
OF AN ELEMENT
OR SUBSTANCE
THAT CAN BE
OBSERVED OR
MEASURED
WITHOUT
CHANGING ITS
IDENTITY OR
STRUCTURE.
• USE YOUR 5
SENSES OR
SCIENTIFIC
MEASUREMENTS
TO DESCRIBE OR
MEASURE…

7. WHAT IS A PHYSICAL
CHANGE?
• A CHANGE THAT
TAKES PLACE
WITHOUT
CHANGING THE
IDENTITY OR
STRUCTURE OF
THE ELEMENT OR
SUBSTANCE
• EXAMPLES:
• DISSOLVING
• PHASE CHANGE
(CHANGE
BETWEEN SOLID,
LIQUID, OR GAS)
• CHANGING SHAPE

8. WHAT IS A CHEMICAL
PROPERTY?
• A CHARACTERISTIC
THAT GIVES A
SUBSTANCE THE
ABILITY TO CHANGE
INTO A NEW
SUBSTANCE…BUT
THE CHEMICAL
CHANGE HAS TO BE
HAPPENING TO SEE
THE CHEMICAL

9. WHAT IS A CHEMICAL
CHANGE?
• A CHANGE THAT
RESULTS IN THE
PRODUCTION OF A
NEW SUBSTANCE AND
CANNOT BE
REVERSED.
• EXAMPLES:
• BURNING
• RUSTING
• COOKING

10. EVIDENCE OF A CHEMICAL
CHANGE/REACTION:
• COLOR CHANGES – (COLOR APPEARS OR
DISAPPEARS)
• TEMPERATURE CHANGES
• GAS/GAS BUBBLES PRODUCED
• FIRE/EXPLOSION
• PRECIPITATE IS FORMED – A SOLID
FORMS OUT OF 2 LIQUIDS

11. MMaatttteerr
AAnnyytthhiinngg tthhaatt hhaass mmaassss aanndd ttaakkeess uupp
ssppaaccee (hhaass vvoolluummee)..

12. MMaatttteerr
CCaann bbee ddeessccrriibbeedd aass
PPhhyyssiiccaall pprrooppeerrttyy –– ddeessccrriippttiioonn ooff
ssuubbssttaannccee.. IIee.. CCoolloouurr,, ssmmeellll,, ttaassttee,, ddeennssiittyy..
CChheemmiiccaall pprrooppeerrttyy –– DDeessccrriibbeess hhooww aa
ssuubbssttaannccee rreeaaccttss wwhheenn mmiixxeedd wwiitthh ootthheerr
ssuubbssttaanncceess.. iiee.. GGaass bbuurrnnss iinn hheeaatt aanndd
ooxxyyggeenn..

13. PPhhyyssiiccaall CChhaannggee
 AA cchhaannggee tthhaatt ddooeess nnoott pprroodduuccee aa nneeww
ssuubbssttaannccee..
 UUssuuaallllyy rreevveerrssiibbllee
 ee..gg.. mmeellttiinngg iiccee,, ddiissssoollvviinngg ssaalltt

14. CChheemmiiccaall CChhaannggee
AA rreeaaccttiioonn ttaakkeess ppllaaccee ccrreeaattiinngg aa nneeww
ssuubbssttaannccee..
UUssuuaallllyy hhaarrdd oorr
iimmppoossssiibbllee ttoo
rreevveerrssee..
EExx.. CCooookkiinngg aann eegggg

15. ee..gg.. GGuummmmyy BBeeaarr IInnffeerrnnoo DDeemmoo
SSuuggaarr ++ OO22  CCaarrbboonn DDiiooxxiiddee ++ HH22OO
IInn aa cchheemmiiccaall cchhaannggee,, tthheerree aarree cclluueess tthhaatt aa
cchhaannggee ooccccuurrrreedd.. CCaann yyoouu nnaammee tthheemm??

16. THERE ARE 5 CLUES THAT A
CHEMICAL CHANGE MAY HAVE
OCCURRED…
1. A NEW COLOUR APPEARS.

17. 2. HHeeaatt oorr LLiigghhtt iiss ggiivveenn ooffff..

18. 33.. BBuubbbblleess ooff GGaass aarree ffoorrmmeedd..

19. 4. A new solid mmaatteerriiaall ffoorrmmss (pprreecciippiittaattee)..

20. 55.. AA nneeww ooddoouurr iiss mmaaddee..

21. WHAT DO YOU THINK?
1. SUGAR DISSOLVING IN TEA?
2. BREAKING WATER UP INTO
HYDROGEN AND OXYGEN
GAS?
3. BURNING A LOG IN A CAMPFIRE?
4. CRUSHING AN ASPIRIN?
5. METAL RUSTING?
6. LIGHTER FLUID BURNING?
7. AN EGG ROTTING?
8. BOILING WATER?
9. TEST TUBES IN PICTURE  ?

22. PREPPING YOUR LABS
• WRITE IN BLUE OR BLACK PEN ONLY
• MISTAKES
• OBSERVATIONS USUALLY IN A TABLE (RULER)
• ALL TITLES AND SUBTITLES UNDERLINED (RULER)
• DATE AND NAME IN THE UPPER RIGHT CORNER WITH LAB PARTNERS NAME
• ANALYSIS MUST BE IN FULL SENTENCES. THAT MEANS INCLUDE THE
QUESTION IN THE ANSWER
Exp. 1
Exp. 2
Exp. 3
Before During After

23. Physical and Chemical Changes Lab
Purpose: To collect and use evidence
to identify
physical and chemical changes.
Materials: See Ms. Jamieson’s
ppt
Procedure: See Ms. Jamieson’s ppt
Observations:

24. Procedure:
Exp. 1 1. Add 2 cm of HCl to test tube
2. Add 2cm strip of Mg.
3. Dispose & Rinse test tube.
Exp. 2 1. Add 3 cm of distilled water to test tube
2. Add ½ pea size scoop of CuSO4
3. Shake gently (do not put thumb on top)
Exp. 3 1. Add pea size ball of steel wool to test tube used
in #2
2. Shake gently (do not put thumb on top).
3. Dispose & Rinse test tube.
Exp. 4 1. Add 1cm of HCl to the test tube
2. Add 2 drops of phenolthalein.
3. Slowly add drops of NaOH while shaking
gently until you observe a change
4. Dispose & Rinse test tube.

25. Analysis:
1. Classify each of the experiments as chemical
or physical changes. Write a sentence to justify
your decision using specific evidence you’ve
observed.
2. Give one example from everyday life of a
physical change. Explain how to reverse it.
3. In your own words, how would you explain the
difference between a physical and chemical
change to a friend?

26. EXAMPLES OF
REACTIVITY…

27. PHYSICAL VS. CHEMICAL
FOLDABLE
• MATCH EACH WORD IN THE WORD IN THE WORD
BANK WITH THE CORRECT DEFINITION…
• THEN, DECIDE WHETHER EACH PAIR
REPRESENTS A PHYSICAL OR CHEMICAL
PROPERTY AND PUT THEM ON THE CORRECT
SIDE OF YOUR FOLDABLE UNDER “EXAMPLES
OF PHYSICAL PROPERTIES:” OR “EXAMPLES OF
CHEMICAL PROPERTIES:”
• HINT: THERE ARE 8 PHYSICAL EXAMPLES &
4 CHEMICAL EXAMPLES…CHECK BEFORE
YOU PASTE!

28. VOCABULARY:
EXAMPLES OF
PHYSICAL PROPERTIES

29. •DENSITY •MASS PER VOLUME
OF A MATERIAL,
OR HOW MUCH
STUFF IS PACKED
TOGETHER IN AN
AREA.

30. •SOLUBILITY
• A MEASURE OF
HOW MUCH OF A
SUBSTANCE
DISSOLVES IN A
GIVEN AMOUNT OF
ANOTHER
SUBSTANCE.

31. •BOILING
POINT
• THE
TEMPERATURE AT
WHICH A LIQUID
CHANGES TO A
GAS.

32. •MELTING
POINT
• THE TEMPERATURE
AT WHICH A SOLID
CHANGES TO A
LIQUID.

33. •SPECIFIC
HEAT
• THE AMOUNT OF
HEAT OR ENERGY
NEEDED TO RAISE
1 GRAM OF A
SUBSTANCE BY 1
DEGREE CELSIUS
(1°C).

34. •MAGNETISM
• A FORCE OF
ATTRACTION OR
REPULSION THAT
EXISTS BETWEEN
LIKE AND UNLIKE
POLES.

35. •MALLEABILITY
• THE ABILITY TO BE
HAMMERED,
SHAPED, OR ROLLED
INTO THING SHEETS.
MOST METALS ARE
MALLEABLE.

36. •CONDUCTIVTY THE ABILITY OF A
MATERIAL OR
SUBSTANCE THAT
ALLOWS
ELECTRICITY OR
HEAT TO FLOW
THROUGH IT
EASILY. MOST
METALS ARE GOOD
CONDUCTORS.

37. VOCABULARY:
EXAMPLES OF CHEMICAL
PROPERTIES

38. •CHEMICAL
REACTIVITY
• THE ABILITY OF A
MATERIAL OR
SUBSTANCE TO
REACT WITH
ANOTHER MATERIAL
OR SUBSTANCE AND
FORM SOMETHING
ENTIRELY NEW OR
DIFFERENT.

39. •TOXICITY • THE DEGREE TO
WHICH A
CHEMICAL CAN
HARM AN
ORGANISM.

40. •FLAMMABILITY • THE ABILITY OF A
MATERIAL OR
SUBSTANCE TO
BURN OR START
ON FIRE EASILY.

41. •REACTIVITY
WITH OXYGEN • THE ABILITY OF A
MATERIAL OR
SUBSTANCE (USUALLY
METALS) TO REACT
WITH OXYGEN AND
CAUSE THEM TO RUST,
TARNISH, OR
COMBUST, SPARK OR
CREATE A FLAME OR
LIGHT.

42. WARM UP:
• UPDATE YOUR TABLE OF CONTENTS
• WRITE YOUR HOMEWORK – LEAVE IT OUT TO BE
STAMPED
• GET YOUR PHYSICAL PROPERTIES/PHYSICAL
CHANGES FOLDABLE OUT TO BE CHECKED…QUIZ
EACH OTHER ON Date Session THEM WHILE YOU WAIT!
#
Activity Page
#
9/18–
9/19
9 Chemical Change Mini Labs – (turn it in, and then
tape it into page 15 after it is returned with a grade -
Formal Grade 65%)
15

43. PROPERTY OR
CHANGE?
•THINK, GROUP, SHARE…
•EXPLAIN THE DIFFERENCE
BETWEEN A PROPERTY AND A
CHANGE.

44. PHYSICAL OR
CHEMICAL?
• THINK, GROUP, SHARE…
• EXPLAIN HOW YOU KNOW THE
DIFFERENCE BETWEEN A PHYSICAL
CHANGE AND CHEMICAL CHANGE?
•WHAT WERE THOSE 5 HELPFUL HINTS
THAT I GAVE YOU TO IDENTIFY A
CHEMICAL CHANGE?

45. WHAT WERE THE 5 THINGS THAT
GIVE YOU A HINT THAT A
CHEMICAL CHANGE/REACTION HAS
OCCURRED?
• COLOR CHANGES – (COLOR APPEARS OR
DISAPPEARS)
• TEMPERATURE CHANGES
• GAS/GAS BUBBLES PRODUCED
• FIRE/EXPLOSION/FLAME/LIGHT PRODUCED
• PRECIPITATE IS FORMED – A SOLID FORMS OUT
OF 2 LIQUIDS

46. MINI LABS &
DEMOS

47. MINI LAB 1:
•MAKE YOUR PREDICTION BASED
ON THE ITEMS YOU SEE THE
TEACHER HAS…
•WATCH CLOSELY…KEEP
WATCHING!
•WRITE YOUR OBSERVATIONS
•WHAT WAS YOUR “HINT” THAT A
CHEMICAL CHANGE OCCURRED?

48. FRIENDLY REMINDERS!!
**ANYONE SENSITIVE TO STRONG ODORS? LET ME KNOW IF ANY OF
THE ODORS ARE BOTHERING YOU AT ANY POINT DURING THE
LABS TODAY!
**ABSOLUTELY NONE OF THE LAB CHEMICALS SHOULD COME IN
CONTACT WITH YOUR MOUTH, EYES, OR BE BREATHED DEEPLY!!
• GROUP 1 = SINK 1
• GROUP 2 = SINK 2
• GROUP 3 = SINK 3 ETC…
• GROUP 7 & 8 = SHARE A SINK
• USE YOUR PLASTIC BIN TO CATCH ANY SPILLS, FOR EXAMPLE
WHEN YOU POUR VINEGAR INTO YOUR GRADUATED CYLINDER DO
IT OVER THE BIN!

49. GROUP ROLES
LEADER: READS THE DIRECTIONS FOR EACH LAB, KEEPS GROUP
ON TASK AND FOLLOWING DIRECTIONS
MATERIALS/CLEAN UP: COLLECTS, RETURNS, CLEANS AND
DISPOSES OF MATERIALS
DATA DISCUSSION LEADER: ENSURES THERE IS A CONVERSATION
ABOUT EACH DATA TABLE TO SHARE INFORMATION.
QUALITY MANAGEMENT: ENSURES EVERY STUDENT HAS DETAILED
QUALITY ANSWERS WRITTEN IN COMPLETE SENTENCES USING
SCIENTIFIC LANGUAGE & TURNS THEIR LAB GUIDE IN!

50. MINI LAB 2:
• SEND YOUR MATERIALS PERSON TO GET A
CUP OF MILK AND A CUP OF VINEGAR, AND A
STIR STICK
• POUR THE MILK INTO THE VINEGAR AND
STIR IT LIKE YOU MEAN IT!
• OBSERVE AND RECORD ANY CHANGES THAT
OCCUR AT THIS TIME.
• LET THIS ONE SIT ON YOUR TABLE TO SEE IF
THERE IS ANY CHANGE BY THE TIME CLASS
ENDS.

51. MINI LAB 3:
• SEND YOUR MATERIALS PERSON UP TO PICK UP A
ZIPLOC BAG WITH BAKING SODA IN IT FOR EACH
GROUP
• USE THE GRADUATED CYLINDER TO MEASURE
ABOUT
30 ML OF VINEGAR
• ADD THE 30 ML OF VINEGAR TO THE BAKING SODA
IN THE BAG AND SEAL THE BAG IMMEDIATELY
• OBSERVE AND RECORD ANY CHANGES THAT OCCUR.
• RINSE YOUR GRADUATED CYLINDER AND THROW
AWAY THE ZIPLOCK BAG ONCE YOU HAVE DUMPED
THE CONTENTS DOWN THE DRAIN

52. MINI LAB 4:
• SEND YOUR MATERIALS PERSON UP TO GET A
MYSTERY TEST TUBE FOR EACH GROUP MEMBER
• USE THE EYEDROPPERS TO ADD AN EYEDROPPER
FULL OF THE CABBAGE JUICE (PURPLE LIQUID) TO
EACH TEST TUBE…DO THIS ONLY ONCE
• OBSERVE AND RECORD ANY CHANGES THAT
OCCUR
• WAIT FOR FURTHER INSTRUCTIONS!!!
• RINSE YOUR TEST TUBES AND RETURN IT TO THE
TEST TUBE RACK. FLUSH YOUR EYEDROPPERS
WITH WATER. RINSE YOUR BIN & DRY IT! CLEAN
UP ANY SPILLS AT YOUR GROUP!

53. MINI LAB 5:
• SEND YOUR MATERIALS PERSON TO THE SINK TO GET
APPROXIMATELY 5 ML OF WATER IN YOUR GRADUATED
CYLINDER
• PUT THE WATER INTO YOUR FILM CANISTER & CLOSE THE
LID!
• BREAK ONE ALKA-SELTZER TABLET IN HALF AND HOLD IT
UP IN THE AIR!
• ONCE WE ARE OUTSIDE…
• PUT THE ALKA-SELTZER TABLET INTO THE FILM
CANISTER AND SNAP THE LID TIGHTLY
• QUICKLY PUT THE CANISTER ON THE GROUND CAP SIDE
DOWN AND STEP BACK!

54. YOUR LAB STATION SHOULD BE
CLEAN AND YOUR BIN SHOULD
CONTAIN ALL OF THE SUPPLIES IT
DID WHEN YOU STARTED!
• CLEAN, DRY PLASTIC BIN
• 1 GRADUATED CYLINDER
• 1 BOTTLE OF VINEGAR
• 1 SMALL BEAKER OF CABBAGE JUICE
• 2 PIPETTES (EYEDROPPERS)
• 1 PACKET OF ALKA-SELTZER
• 1 FILM CANISTER
WHAT ABOUT THE MILK & VINEGAR?

55. SOMETHING TO TRY AT
HOME 
•CHECK FOR CHANGES IN
MINI LAB 2 – THEN POUR
YOUR “NEW” SUBSTANCE
DOWN THE DRAIN AND
THROW THE CUPS AND
STIR STICK IN THE TRASH.

56. Do This
Physical Change Examples Chemical Change Examples
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

57. WARM UP:
• UPDATE YOUR TABLE OF CONTENTS
• WRITE YOUR HOMEWORK – LEAVE IT TO BE STAMPED
• GET YOUR PHYSICAL/CHEMICAL CHANGE CHART OUT TO
BE CHECKED…BE READY TO SHARE YOUR TABLES BEST
EXAMPLES!
• TAPE YOUR LAB GUIDE INTO PAGE 15! Date Session
#
Activity Page
#
9/20–
9/23
10 Mythbusters Video Quiz (paste into page 16 after it is
returned with a grade – Informal 35%)
16

58. LET’S TAKE A LOOK AT THE LAB…
• QUALITY MANAGEMENT: ENSURES EVERY STUDENT HAS
DETAILED QUALITY ANSWERS WRITTEN IN COMPLETE
SENTENCES USING SCIENTIFIC LANGUAGE & TURNS THEIR
LAB GUIDE IN!
• STOP USING THE WORD “IT” – WHAT IS “IT?” USE THE
VOCABULARY/EXPLAIN WITH DETAIL
SOME COMMON ERRORS:
• THE 2 LIQUIDS, THE MILK AND THE VINEGAR, FORMED A
PRECIPITATE…INSTEAD OF IT PRECIPITATED/IT WAS
PRECIPITATING – WHAT DOES THAT MEAN?
• IS DISSOLVING CHEMICAL OR PHYSICAL?

59. LET’S TAKE A LOOK AT THE LAB…
• QUESTION #2 ON THE BACK – SOME EXAMPLES OF GOOD ANSWERS
WERE:
• IN THE BEGINNING WE DIDN’T KNOW WHAT WOULD HAPPEN IN MINI
LAB 2, BUT IT GREATLY DISPLAYED HOW THIS RELATIONSHIP
BETWEEN PROPERTIES AND CHANGES BECAUSE YOU HAD TO MIX
THE MILK AND VINEGAR TOGETHER BEFORE THEIR PROPERTIES
COULD REACT AND CAUSE THEM TO FORM A PRECIPITATE WHICH
WAS THE CHEMICAL CHANGE.
• FOR EXPERIMENT #4, WE HAD TO POUR THE CABBAGE JUICE INTO
THE MYSTERY LIQUID TO SEE IT UNDERGO THE COLOR CHANGE. THE
COLOR COULDN’T CHANGE WITHOUT MIXING THE TWO LIQUIDS
ALLOWING YOU TO SEE THE CHEMICAL PROPERTY THROUGH THE
CHEMICAL CHANGE.

60. PHYSICAL VS.
CHEMICAL CHANGE
EXAMPLES
•FROM THE LAB
GUIDE…
•FROM THE
HOMEWORK…

61. WHITEBOARD QUIZ – PHYSICAL OR
CHEMICAL?
•NUMBER YOUR
WHITEBOARD 1-10
•YOU MUST GET AT LEAST
9 CORRECT TO GET A
TICKET

62. 1. PHYSICAL OR
CHEMICAL?
•FREEZING WATER…

63. 2. PHYSICAL OR
CHEMICAL?
•CHOPPING WOOD…

64. 3. PHYSICAL OR
CHEMICAL?
•DISSOLVING SALT IN WATER…

65. 4. PHYSICAL OR
CHEMICAL?
•CRUMPLED PAPER…

66. 5. PHYSICAL OR
CHEMICAL?
•BURNING WOOD…

67. 6. PHYSICAL OR
CHEMICAL?
•MELTING GOLD…

68. 7. PHYSICAL OR
CHEMICAL?
•DYING EASTER EGGS…

69. 8. PHYSICAL OR
CHEMICAL?
•BOILING WATER…

70. 9. PHYSICAL OR
CHEMICAL?
•FRYING CHICKEN…

71. 10. PHYSICAL OR
CHEMICAL?
•TARNISH ON THE STATUE OF
LIBERTY…

72. WHITEBOARD QUIZ PART 2 – WHICH
PROPERTY?
•NUMBER YOUR
WHITEBOARD 1-10
•YOU MUST GET AT LEAST 8
CORRECT TO GET A
TICKET

73. 1. WHICH PROPERTY?
•THE TEMPERATURE AT WHICH A
LIQUID CHANGES TO A GAS.

74. 2. WHICH PROPERTY?
•MASS PER VOLUME OF A MATERIAL, OR
HOW MUCH STUFF IS PACKED TOGETHER
IN AN AREA.

75. 3. WHICH PROPERTY?
• THE ABILITY TO BE HAMMERED, SHAPED,
OR ROLLED INTO THIN SHEETS. MOST
METALS HAVE THIS QUALITY.

76. 4. WHICH PROPERTY?
•THE ABILITY TO START ON FIRE
OR TO BURN.

77. 5. WHICH PROPERTY?
• THE AMOUNT OF HEAT OR ENERGY
NEEDED TO RAISE 1 GRAM OF A
SUBSTANCE BY 1 DEGREE CELSIUS (1°C).

78. 6. WHICH PROPERTY?
• A MEASURE OF HOW MUCH OF A
SUBSTANCE DISSOLVES IN A GIVEN
AMOUNT OF ANOTHER SUBSTANCE.

79. 7. WHICH PROPERTY?
• THE TEMPERATURE AT WHICH A SOLID
CHANGES TO A LIQUID.

80. 8. WHICH PROPERTY?
• THE ABILITY OF A MATERIAL OR
SUBSTANCE TO REACT WITH ANOTHER
MATERIAL OR SUBSTANCE AND FORM
SOMETHING ENTIRELY NEW OR
DIFFERENT.

81. 9. WHICH PROPERTY?
• THE ABILITY OF A MATERIAL OR
SUBSTANCE THAT ALLOWS ELECTRICITY
OR HEAT TO FLOW THROUGH IT EASILY.
MOST METALS HAVE THIS PROPERTY.

82. 10. WHICH PROPERTY?
•THE DEGREE TO WHICH A CHEMICAL
CAN HARM AN ORGANISM.

83. STUDY JAMS – EXTRA REVIEW
PHYSICAL & CHEMICAL CHANGES OF MATTER