PHYSICAL AND CHEMICAL CHANGES

GRADE LEVEL AND CONTENT: 5TH Grade Science

OVERVIEW
Through the use of several activities, students explore physical and chemical
changes in this one-week unit. In addition, students will explore the physical
changes of water.

STANDARDS ADDRESSED
S5P2. Students will explain the difference between a physical change and a chemical change.
a. Investigate physical changes by separating mixtures and manipulating (cutting, tearing, folding)
paper to demonstrate examples of physical change.
b. Recognize that the changes in state of water (water vapor/steam, liquid, ice) are due to
temperature differences and are examples of physical change.
c. Investigate the properties of a substance before, during, and after a chemical reaction to find
evidence of change.

AVAILABLE MATERIALS
Physical and Chemical Properties Worksheet
Physical and Chemical Changes Card Activity
Physical and Chemical Changes Lab
Physical and Chemical Changes Review
Day 1-Physcial and Chemical Properties
1. Display a picture of a colorful object such as a duck, chicken, etc.
2. Ask students to look at the image. How would you describe this object to a person that is
blindfolded? List responses on the board.
3. Explain that all substance have properties that we can use to identify them. You
described the object by the color, size, shape and other easy references. There are two
basic types of properties that we can associate with matter. These properties are called
Physical properties and Chemical properties. Physical properties do not change the
nature of matter, are easily observed with senses, are easily measured and are determined
without destroying matter. Measuring will not alter the basic nature of the substance.
Chemical properties indicate how a substance reacts with something else changing the
chemical nature of matter producing a new substance after the reaction.
4. Examples of physical properties are: color, smell, phase change (melting, freezing, boiling),
attraction or repulsion to magnets, shape, texture, luster and density.
5. Examples of chemical properties are combustibility, reactivity, and flammability.
Chemical properties cannot be determined by viewing or touching the substance, the
substance’s internal structure must be affected for its chemical properties to be
investigated.
6. Ask students to take out a sheet of paper and list the physical and chemical properties of
the sheet of paper. Answers will vary, but should include its color, size, shape, and
flexibility for physical properties and it can burn or is flammable for chemical.
7. Pass out the Physical and Chemical Properties Worksheet. Allow students to complete.
8. After enough time for students to complete the worksheet, divide class into groups. Have
them discuss their answers to the Physical Properties and Chemical Properties worksheet.
Give each group another copy of the worksheet. Tell each group to come up with one set of
answers per group and place them on the blank sheet. Be sure all group members have
their name on the sheet from the group.
9. Take up the group worksheet to be graded later. Discuss the answers with the entire
class.

Day 2-Physcial and Chemical Changes

1. Ask students to give you a definition of change. Write responses on the board.
2. Review the Law of Conservation of Matter: Matter is neither created nor destroyed. It
merely changes.
3. Take a balloon and hold it up. Ask a student to blow up the balloon and tie it.
4. Ask students to describe what changes occurred to the balloon. Looking for it changed
shaped. Ask students if a new substance was formed. Set the balloon aside.
5. Define physical change. Physical change is a change in which the substance changes
form but keeps its same chemical composition (reversible).
6. Take an ice cube and place it in a beaker. Ask students to describe what they see in the
beaker.
7. Place the beaker on a heat source until the ice cube melts. Ask students to describe what
they see in the beaker.
8. Continue to heat the beaker of water until it starts to boil. Ask students to describe what
they see in the beaker.
9. Ask students if a new substance was formed. Explain that the change of state: solid to
liquid to gas, of water is a physical change. No new substance was produced.
 10. Now take a match and show it to the class. Ask them to describe what they see. Then
strike the match to light it. Ask class to quickly describe what they see. Make sure
students see the new substance formed from the match.
11. Define chemical change: Chemical change takes place when one or more substances
react to form a new substance, or a substance breaks down to form one or more
substances. A chemical change is also called a chemical reaction.
12. Discuss with students the main difference in a physical change and a chemical change.
Ask students to give examples.
13. Now take a candle and show it to the class. Ask them to list the physical properties of the
candle. Make sure they list properties from their observation such as color, size, and
shape. Unless you let them feel the candle, do not accept it is wax. Ask them what is a
chemical property of the candle. The correct response should be the wick will burn when a
heat source is applied. Light the candle and ask them what type change is occurring.
Answers will vary. Correct response is both changes are occurring. The wax is changing
phase or melting and this is physical. The wick is burning and this is chemical.
14. You will have to make the card activity before doing this activity.
15. Divide class into groups and complete the Physical and Chemical Change Card Activity.
16. After each group has completed the activity, discuss the correct answers.
17. Ticket Out The Door: List two examples of a physical change and a chemical change that
were not discussed today. Label each example.
18. Homework: List several examples of physical and chemical changes at home or on the way
home.

DAY 3 & 4: Physical and Chemical Change Experiments

Objective: Students will conduct a series of experiments to learn the difference between
physical and chemical changes.

Time Allotment: 80-90 minutes

Materials:
Safety goggles Play-doh
Graduated cylinders Baking soda
Small plastic cups Lemon juice
Small plastic jars Vinegar
Ice Milk
Antacid tablets Kool-Aid powder
Squirt bottle of water Plastic shoebox

1. This lab may take two days. Make sure all students stop at the same point on Day 1 and
complete the lab on Day 2.
2. Begin by holding up a beaker of starch solution.
3. Ask students what they think will happen if iodine is added to the starch solution. List
responses.
4. Perform the demonstration by adding iodine to the starch solution (the solution will
quickly become bluish-black).
5. Ask students if a new substance was created when you added the iodine and what clues
did they use to determine this.
 6. Draw a helix (spiral) on the board and tell the students that starch takes this form when it
is dissolved in water. When iodine is added, the iodine molecule inserts itself into the
center of the helix and makes the helix rigid. This creates a new substance and causes the
solution to turn blue.
7. Explain that substances react in different ways when they are combined. Sometimes
these combinations create new substances (chemical change), but sometimes the reactants
merely change physical form or state (physical change). Physical changes are reversible,
while most chemical changes are not.
8. Divide students into small groups (3-4 students).
9. Inform students that they will be conducting an experiment on physical and chemical
changes.
10. Ask students to review the difference between chemical and physical properties (physical
properties are traits that can be observed and chemical properties are only observable
during a chemical reaction).
11. Ask students to review physical and chemical changes (chemical changes (reactions) result
in the formation of a new substance while physical changes do not).
12. Ask students to identify some clues that could suggest that a chemical reaction has
occurred (generation of heat, precipitate formation, gas production, a new odor, etc.).
13. Remind students to look for these clues during their investigation, but there may be some
exceptions.
14. Review Safety Regulations.
a. Goggles must be worn at all times.
b. Although some food items will be used, do not eat, drink or taste anything.
15. Have all students stop at a specific point.
16. Complete the lab on the second day. Allow students time to complete the analysis.

DAY 5
1. Collect all lab reports.
2. Have students complete the Physical and Chemical Changes Review.
3. Divide the class into pairs.
4. Have students compare their answers to the Review.
5. Pass out another blank sheet of the review to each group. Have them record their agreed
on responses on this sheet. Make sure both student names are on the sheet. Take the
group sheet up for grading late.
6. Go over the correct answers to the review.
Physical and Chemical Properties Worksheet Name________________________

Identify  if  the  following  are  chemical  or  physical  properties  by  writing  chemical  or  
physical  below  each:  

1. Oxygen  is  odorless  and  colorless  ________________________  

 
2. Copper  turns  green  when  exposed  to  the  environment  ________________________  
 
3. The  piece  of  metal  is  magnetic  ________________________  
 
4. The  density  of  water  is  1.0  gram  per  cubic  centimeter  ________________________  
 
5. Diamonds  are  a  very  hard  substance  ________________________  
 
6. The  tree  is  8  meters  high  ________________________  
 
7. Sodium  reacts  very  easily  with  other  elements.  ________________________  
 
8. Copper  conducts  electricity  ________________________  
 
9. The  mass  of  the  table  salt  sample  is  30  grams  ________________________  
 
10. Gold  is  nonflammable  ________________________  
 
11. Alka-­‐Seltzer  tablets  react  with  water  to  produce  gas  ________________________  
 
12. The  color  of  the  ball  is  red  ________________________  
 
13. Iron  reacts  with  oxygen  and  forms  rust  ________________________  
 
14. The  boiling  point  of  water  is  100  degrees  C  ________________________  
 
15. Baking  soda  reacts  with  vinegar  ________________________  
 
16. The  gas  is  flammable  ________________________  
 
17. Argon  is  not  very  reactive  ________________________  
 
18. The  perfume  smells  like  peppermint  ________________________  
 
19. Silver  necklaces  tarnish  and  turn  green.  ________________________  
 
20. A  student’s  shirt  suddenly  bursts  into  flames.  _______________________
Answers  
1. Physical  
2. Chemical  
3. Physical    
4. Physical    
5. Physical  
6. Physical  
7. Chemical  
8. Physical  
9. Physical    
10.  Chemical  
11.  Chemical  
12.  Physical  
13.  Chemical  
14.  Physical  
15.  Chemical  
16.  Chemical  
17.  Chemical  
18.  Physical  
19.  Chemical  
20.  Chemical  
 
Name_______________________________________Date______

PHYSICAL AND CHEMICAL CHANGES

1. On your desk, place the “Physical Change” card to your left and the “Chemical
Change” card to your right.
2. Using what you know about physical and chemical changes, place each card into the
correct category.
3. Record your data in the chart below.
Physical Change Chemical Change
Data Table: Physical vs. Chemical Changes

Physical Change Chemical Change

Analysis:
1. Were there any cards you had trouble classifying? Why/Why not?

2. Give an example of a physical change that was not listed above.

3. Give an example of a chemical change that was not listed above.

Conclusion:
Write 2-3 complete sentences on what you learned.
http://middleschoolscience.com/
Chemical and Physical Changes: Student Worksheet
You will do several experiments today. To prevent spills, keep the jars and cups inside of a plastic shoebox
and only pour ingredients over the box.Keep your goggles on at all times. As you observe the changes that
occur during the experiments, your goal is to decide which changes are chemical and which changes are
physical. Be sure to fill out the group datasheet with observations of the ingredients before, during, and
after they undergo physical or chemical change. When you are done with all of the experiments, work as
a group to answer the questions on the datasheet.

Experiment A: Antacid tablet

1. Observe and describe the antacid tablet at your table.
2. Break the tablet into small pieces. Is this a physical or chemical change?
3. Using a graduated cylinder, measure 50 ml of water and add it to a cup. Drop the tablet
pieces into the cup.
4. Observe what happens and write whether it is a physical or chemical c hange.
5. When you are finished, empty the cup into the waste bucket at the front of the room.
Rinse the cup with water from a squirt bottle and save the cup for experiment B.
6. A doctor might tell someone to use an antacid if his or her stomach produces too much
acid. Based on what you observed, how do you think antacids work? Write your response in
the Analysis part of this activity.

Experiment B: Ice
1. In the empty cleaned cup from experiment A, place 1 ice cube. Observe and record how
the ice looks and feels.
2. Set the cup and ice cube aside until you are finished with the other experiments.

Experiment C: Baking soda and lemon juice

1. With a graduated cylinder, measure 40 ml of lemon juice and add it to a small jar.
2. Add 1 teaspoon of baking soda to the jar.
3. Observe and record the changes.
4. On the datasheet, write whether this is a physical or chemical change.
5. Empty the jar into the waste bucket and rinse it with a squirt bottle. Save the jar for
experiment G.

Experiment D: Play-Doh
1. Remove the Play-doh from its container and describe how it looks, feels, and smells.
2. Break the Play-doh up into many small pieces.
3. Observe and record the change.
4. On the datasheet, write whether this is a physical or chemical change.

Experiment E: Baking soda and vinegar

1. Start with a new cup (NOT the one the ice cube was in) and add 1 teaspoon of baking
soda to it.
 2. Using the graduated cylinder, measure 10 ml of vinegar and add it to the same cup.
3. Observe and record the change.
4. On the datasheet, write whether this is a physical or chemical change.
5. Empty the cup into the waste bucket and rinse the cup with a squirt bottle. Save the cup
for experiment F.

Experiment F: Milk and vinegar

1. Using the graduated cylinder, measure 25 ml of milk and add it to the cup saved from
experiment F.
2. Using the graduated cylinder, measure 30 ml of vinegar and add it to the same cup.
3. Observe and record the change.
4. On the datasheet, write whether this is a physical or chemical change.

Experiment G: Kool-Aid and water

1. Add 1 teaspoon of Kool-Aid powder to the cleaned small jar from Experiment C.
2. Using the graduated cylinder, add 60 ml of water to the same jar.
3. Close the lid of the jar and gently mix by swirling it.
4. Observe and record the change.
5. On the datasheet, write whether this is a physical or chemical change.

Back to Experiment B: Ice

1. Look at the cup that held the ice cube from experiment B.
2. Observe and record the change.
3. On the datasheet, write whether this is a physical or chemical change.
Group Members_________________________________________

Physical and Chemical Change Experiment

DATA TABLE
Experiment Original Describe W hat happened Describe Physical or
Substance(s) substance during change? substance Chemical
before after change Change
change
A Antacid Crushed

A Antacid in water

B Ice

C Baking soda &

lemon juice

D Play-doh broken
into bits
E Baking soda &
Vinegar

F Milk & vinegar

G Kool-Aid &
water

Analysis: Answer the following six questions as a group.

1. Answer the question from Experiment A here.

2. How were you able to tell the difference between physical and chemical changes?

3. Can it ever be confusing to tell the difference between physical and chemical changes?
Give 2 examples.

4. Does the mass of the ingredients change during physical changes? What about during
chemical changes?
5. In one of today’s experiments, you made a mixture where the ingredients kept their
physical properties. Which experiment was it?

6. If you wanted to learn more about all the physical changes possible for water, what 3
states of matter would you study?
Physical  and  Chemical  Changes  Review    Name__________________________________  
 
Part  A    
Can  you  recognize  the  chemical  and  physical  changes  that  happen  all  around  us?  If  you  change  the  way  
something  looks,  but  haven’t  made  a  new  substance,  a  physical  change  has  occurred.  If  the  substance  
has  been  changes  into  another  substance,  a  chemical  change  has  occurred.    
 
   
Physical  or   Changes  that  happen  around  us  
Chemical  
1.   1. An  ice  cube  is  placed  in  the  sun.  Later  there  is  a  puddle  of  water.  Later  still  the  puddle  is  
gone.  
2.   2. Two  chemicals  are  mixed  together  and  a  gas  is  produce.    
3.   3. A  bicycle  changes  color  as  it  rusts.  
4.   4. A  solid  is  crushed  to  a  powder.  
5.   5. Two  substances  are  mixed  and  light  is  produced.  
6.   6. A  piece  of  ice  melts  and  reacts  with  sodium.  
7.   7. Mixing  salt  and  pepper.    
8.   8. Chocolate  syrup  is  dissolved  in  milk.  
9.   9. A  marshmallow  is  toasted  over  a  campfire.  
10.   10. A  watermelon  is  cut  in  half.    
 
Part  B:  Write  the  word  True  or  False  after  each  statement.  
 
1. Changing  the  size  and  shapes  of  pieces  of  wood  would  be  a  chemical  change.    ____________________  
 
2. In  a  physical  change,  the  makeup  of  matter  is  changed.  _____________________  
 
3. Evaporation  occurs  when  liquid  water  changes  into  a  gas.  _________________________  
 
4. Evaporation  is  a  physical  change.  _______________________  
 
5. Burning  wood  is  a  physical  change.  _________________________  
 
6. Combining  hydrogen  and  oxygen  to  make  water  is  a  physical  change.______________________    
 
7. Breaking  up  concrete  is  a  physical  change.  ___________________________  
 
8. Sand  being  washed  out  to  sea  from  the  beach  is  a  chemical  change._____________________________    
 
9. When  ice  cream  melts,  a  chemical  change  occurs.  _________________________  
 
10. Acid  rain  damaging  a  marble  statue  is  a  physical  change.  ____________________________  
 
 
 
 
 
 
  
Part  C  
Read  each  scenario.  Decide  whether  a  physical  or  chemical  change  has  occurred  and  give  evidence  for  
your  decision.    
   
Scenario   Physical  or   Evidence  
Chemical  Change  
1. Umm!  A  student  removes  a  loaf      
of  bread  hot  from  the  oven.  The  
student  cuts  a  slice  off  the  loaf  
and  spreads  butter  on  it.    
2. Your  friend  decides  to  toast  a      
piece  of  bread,  but  leaves  it  in  
the  toaster  too  long.  The  bread  is  
black  and  the  kitchen  if  full  of  
smoke.    
3. You  forgot  to  dry  the  bread  knife      
when  you  washed  it  and  reddish  
brown  spots  appeared  on  it.    
4. You  blow-­‐dry  your  wet  hair.      
5. In  baking  biscuits  and  other      
quick  breads,  the  baking  powder  
reacts  to  release  carbon  dioxide  
bubbles.  The  carbon  dioxide  
bubbles  cause  the  dough  to  rise.    
6. You  take  out  your  best  silver      
spoons  and  notice  that  they  are  
very  dull  and  have  some  black  
spots.  
7. A  straight  piece  of  wire  is  coiled      
to  form  a  spring.    
8. Food  color  is  dropped  into  water      
to  give  it  color.    
9. In  a  fireworks  show,  the      
fireworks  explode  giving  off  heat  
and  light.    
10. Chewing  food  to  break  it  down   A,_________________    
into  smaller  particles  represents    
a  ____A_____  change,  but  the    
changing  of  starch  into  sugars  by   B.__________________  
enzymes  in  the  digestive  system  
represents  a  _____B______change.    
 
 
 
 
 
 
 
 
 Physical  and  Chemical  Changes  Review  Answer  Key  
 
Part  A    
Can  you  recognize  the  chemical  and  physical  changes  that  happen  all  around  us?  If  you  change  the  way  
something  looks,  but  haven’t  made  a  new  substance,  a  physical  change  has  occurred.  If  the  substance  
has  been  changes  into  another  substance,  a  chemical  change  has  occurred.    
 
   
Physical  or   Changes  that  happen  around  us  
Chemical  
1. Physical   1. An  ice  cube  is  placed  in  the  sun.  Later  there  is  a  puddle  of  water.  Later  still  the  
puddle  is  gone.  
2. Chemical   2. Two  chemicals  are  mixed  together  and  a  gas  is  produce.    
3. Chemical   3. A  bicycle  changes  color  as  it  rusts.  
4. Physical   4. A  solid  is  crushed  to  a  powder.  
5. Chemical   5. Two  substances  are  mixed  and  light  is  produced.  
6. Physical/Chemical   6. A  piece  of  ice  melts  and  reacts  with  sodium.  
7. Physical   7. Mixing  salt  and  pepper.    
8. Physical   8. Chocolate  syrup  is  dissolved  in  milk.  
9. Chemical   9. A  marshmallow  is  toasted  over  a  campfire.  
10. Physical   10. A  watermelon  is  cut  in  half.    
 
Part  B:  Write  the  word  True  or  False  after  each  statement.  
 
11. Changing  the  size  and  shapes  of  pieces  of  wood  would  be  a  chemical  change.    ___False  
 
12. In  a  physical  change,  the  makeup  of  matter  is  changed.  ______False  
 
13. Evaporation  occurs  when  liquid  water  changes  into  a  gas.  ______True  
 
14. Evaporation  is  a  physical  change.  ______True  
 
15. Burning  wood  is  a  physical  change.  _______False  
 
16. Combining  hydrogen  and  oxygen  to  make  water  is  a  physical  change.______False    
 
17. Breaking  up  concrete  is  a  physical  change.  _______True  
 
18. Sand  being  washed  out  to  sea  from  the  beach  is  a  chemical  change.________False    
 
19. When  ice  cream  melts,  a  chemical  change  occurs.  _______False  
 
20. Acid  rain  damaging  a  marble  statue  is  a  physical  change.  ______False  
 
 
 
 
 
 
  
Part  C  
Read  each  scenario.  Decide  whether  a  physical  or  chemical  change  has  occurred  and  give  evidence  for  
your  decision.    
   
Scenario   Physical  or   Evidence  
Chemical  Change  
1. Umm!  A  student  removes  a  loaf   Physical   No  change  in  substances.    
of  bread  hot  from  the  oven.  The   No  unexpected  color  change,  temperature  change  or  
student  cuts  a  slice  off  the  loaf   gas  given  off.    
and  spreads  butter  on  it.    
2. Your  friend  decides  to  toast  a   Chemical   Identity  of  substances  change.    
piece  of  bread,  but  leaves  it  in   Blackening  of  bread  and  smoke  is  the  new  substance    
the  toaster  too  long.  The  bread  
is  black  and  the  kitchen  if  full  of  
smoke.    
3. You  forgot  to  dry  the  bread  knife   Chemical   Identity  of  substances  change.    
when  you  washed  it  and  reddish   Iron  of  knife  forms  rust  
brown  spots  appeared  on  it.    
4. You  blow-­‐dry  your  wet  hair.   Physical   No  change  in  substances.    
No  unexpected  color  change,  temperature  change  or  
gas  given  off.    
5. In  baking  biscuits  and  other   Chemical   Identity  of  substances  change.    
quick  breads,  the  baking  powder   Gas  is  produced    
reacts  to  release  carbon  dioxide  
bubbles.  The  carbon  dioxide  
bubbles  cause  the  dough  to  rise.    
6. You  take  out  your  best  silver   Chemical   Identity  of  substances  change.    
spoons  and  notice  that  they  are   Silver  oxide  produced    
very  dull  and  have  some  black  
spots.  
7. A  straight  piece  of  wire  is  coiled   Physical   No  change  in  substances.    
to  form  a  spring.     No  unexpected  color  change,  temperature  change  or  
gas  given  off  
8. Food  color  is  dropped  into   Physical   No  change  in  substances.    
water  to  give  it  color.     No  unexpected  color  change,  temperature  
change  or  gas  given  off.    
9. In  a  fireworks  show,  the   Chemical   Identity  of  substances  change.  Fireworks    
fireworks  explode  giving  off   combust  making  new  products  and  energy.  
heat  and  light.    
10. Chewing  food  to  break  it  down   A,____Physical____   Chewing  breaks  down  matter  into  smaller  particles  of  
into  smaller  particles  represents     the  same  substance.    
a  ____A_____  change,  but  the     Enzymes  change  starch  into  sugar  which  is    
changing  of  starch  into  sugars   B.____Chemical_____   a  new  substance.  
by  enzymes  in  the  digestive  
system  represents  a  
_____B______change.    
Sources:
Margaret Tarver: Margaret.tarver@CEISMC.gatech.edu

Physical & Chemical Changes Activity Cards:

http://middleschoolscience.com/

Physical & Chemical Changes Review:

http://www.mayfieldschools.org/Downloads/Phys%20and%20Chem%20Properties%20and%20Changes%20an
d%20KEY.pdf