Droehm Team:
Learning Is a Journey
Quest 5: Chemical and Physical Reactions
Posts 1 - 6
Q5P1: Getting to Know the Learning Target
Read the bullet points for Skill CH.6 from this linked page. You already have a paper copy of this document in your folder/binder. Get out (or turn to) that paper. Self Assess on the for just the CH6 Learning Target. I haven't taught you these skills yet - there is no way you are an M or an S yet - the key thing I want you to do is to really read the bullet points and identify the ones you don't know yet.
Go tell Mrs. Roehm which bullet point you are most excited to learn more about.
Q5P2: Chemical Physical Reactions Labs
Station 1
Complete Station 1 for the Chemical and Physical Reactions Lab Rotation.
It is really important that as you do the lab station that you ask yourself, "Is this a chemical reaction or a physical reaction?" Look for signs of a chemical change to determine this. Be very observant! Do you see any of the 5 signs of a chemical change listed on the 2nd page of this notes page?
Station 1: Star Quality
1. Wash your hands. Ask Mrs. Roehm for a Starburst.
2. Chew, swallow, and start digesting it.
Once you have eaten your Starburst, you must fill out Row 1 of the Chemical/Physical Reactions Lab document from Google Classroom.
Mrs. Roehm is going to be VERY picky with how you fill out Row 1. READ THE DIRECTIONS CAREFULLY.
Here's how:
1. Read the Station 1 Material Description this page. Try to find references to physical properties and chemical properties. Underline any reference to a physical property and circle any reference to a chemical property.
2. Column 1 on Chemical/Physical Reactions Lab document says "Physical Properties". The options you have to write in that box are listed on the right side of the chart. Write at least two of the physical properties you in the box. For example, if you read "brown" from the text on the materials description page, you would write "Color" in the box for Physical Properties. You would NOT write "brown". Or, if you read "bumpy" on the materials description page, you would write "texture" in the box. You would not write "bumpy". The properties you choose MUST come from the materials description page. For example, for Station 1, I could not write "Freezing point" because it does not talk about that in the Material Description.
3. Column 2 on the Chemical/Physical Reactions Lab document says "Chemical Properties". The options you have to write in that box are listed on the right side of the chart. Look at the chemical properties you read about in the Station 1 Material Description. Write at least two of these chemical properties in the box. Again, write the chemical property listed to the right of the chart. If you circled, "break down by stomach acid", you would write "Reactivity with Acid" in the chart.
4. Column 3 says "Physical Change, Chemical Change, or Both". Think about the reaction you saw (tasted) at Station 1. Was that a physical change, chemical change, or were there both physical or chemical changes happening at the same time? Write your answer in the box. Your choices to write in the box are "Chemical" "Physical" or "Both." If you choose "both," you are saying there are 2 different reactions happening -- one physical reaction and one chemical reaction.
5. Column 4 says "Evidence for Chemical Change". You have 5 options here. They are listed to the right of the chart towards the bottom of the chart. Your choices are gas production, temperature change, pH change, color change or precipitate formation. If you chose physical change for Column 3, you do not complete this box. Leave it blank. However, if you chose chemical change or both for Column 3, you write as many pieces of evidence that you can find. The key here is finding all possible forms of evidence. For example, if you are at a station and you saw bubbles and it got hot, you would write "color change" AND "temperature change".
Show Mrs. Roehm your completed Row 1.
Q5P3: Stations 2 and 3
Complete Stations 2 and 3 of the lab rotation. There are pictures here to help guide you. Don't panic if there are small differences between the picture and the lab station. For example, the picture shows a different container for the copper sulfate than the lab station has. This is fine. If you are ever confused about what to do at a station after you read the directions, ask Mrs. Roehm.
Station 2: The Amazing Bubbling Ribbon (Absent Students - look at the pictures and explanation below the directions)
1. Mrs. Roehm has cut little pieces of Magnesium Ribbon.
2. Place one of these pieces in a zip lock bag.
3. Using a eyedropper, measure about 4 eye droppers full of copper II sulfate (the blue stuff) and pour it into the sandwich bag. (It doesn't have to be exact.)
4. Close the sandwich bag and observe. Look closely at the bag or you might miss important evidence!
5. Throw away the zip lock bag. Do NOT dump it down the sink.
6. Read the material description for Station 2 on this page. Search for physical properties and chemical properties. (Underline physical, circle chemical)
7. Complete Row 2 of your Chemical/Physical Reactions Lab Document from Google Classroom. (For a reminder on how to fill it out, see the post for Station 1 of this lab rotation.)
Set Up and The Reaction:
Bubbles form around the ribbon. The ribbon turns from silver to a dark black and the bag gets slightly warm.
Station 3: A Pointed Question (Absent Students: Either sharpen your pencil or just imagine sharpening your pencil.)
1. Sharpen your pencil.
2. Read the material description for Station 3 on this page. Search for physical properties and chemical properties. (Underline physical, circle chemical)
3. Complete Row 3 of your Chemical/Physical Reactions Lab Document from Google Classroom. (For a reminder on how to fill it out, see the post for Station 1 of this lab rotation.)
Set Up and Reaction:
Show Mrs. Roehm your completed Row 2 and Row 3 of your lab document.
Q5P4: Stations 4, 5 and 6
Complete Stations 4, 5, and 6 of the lab rotation. There are pictures here to help guide you. Don't panic if there are small differences between the picture and the lab station. For example, the picture shows a different container for the copper sulfate than the lab station has. This is fine. If you are ever confused about what to do at a station after you read the directions, ask Mrs. Roehm.
Station 4: Precipitate Practice (Absent Students - look at the pictures and video below the directions)
1. Place 2 eye droppers full of ammonia (clear liquid with tin foil on top) in the test tube. (DON'T MIX UP THE EYEDROPPERS!!!)
2. Slowly, drop one drop (one drop NOT one eye dropper) of the copper sulfate (blue liquid) at a time into the ammonia. (DON'T MIX UP THE EYEDROPPERS!)
3. Watch the bottom of the test tube carefully. Do you see the white chunks forming? It's a precipitate!Rinse out the test tube thoroughly.
4. Read the material description for Station 4 on this page. Search for physical properties and chemical properties. (Underline physical, circle chemical)
5. Complete Row 4 of your Chemical/Physical Reactions Lab Document from Google Classroom. (For a reminder on how to fill it out, see the post for Station 1 of this lab rotation.)
Set Up:
The Reaction: Precipitate Formation - dark blue chunks form when the two liquids were mixed
Station 5: Color Me Chemical! (Absent Students - look at the pictures below the directions)
1. Carefully light the Bunsen burner.
2. Take a wooden skewer and break it in half.
3. Dip the frayed end of the skewer into the strontium chloride (clear) solution.
4. Place the wet end of the skewer into the flame.Repeat steps 1-4 with the copper II sulfate solution (blue).
5. Read the material description for Station 5 on this page. Search for physical properties and chemical properties. (Underline physical, circle chemical)
6. Complete Row 5 of your Chemical/Physical Reactions Lab Document from Google Classroom. (For a reminder on how to fill it out, see the post for Station 1 of this lab rotation.)
Set Up:
The Reaction: When the skewer was dipped in Strontium Chloride and put in the flame, the flame turned bright pink. The fire was hot and smoke was produced.
Station 6: Blow It Up With Butane! (Absent Students - look at the pictures and explanation below the directions)
1. Bring Mrs. Roehm a zip lock bag and she will put butane in it.
2. Read the material description for Station 6 on this page. Search for physical properties and chemical properties. (Underline physical, circle chemical)
3. Complete Row 6 of your Chemical/Physical Reactions Lab Document from Google Classroom. (For a reminder on how to fill it out, see the post in Classcraft for Station 1 of this lab rotation.)
Set Up:
The Reaction: The butane boiled in the bag. There were bubbles and the bag felt cold to the touch.
Show Mrs. Roehm your completed Row 4, 5, and 6 on your lab document.
Q5P5: Stations 7, 8, and 9
Complete Stations 7, 8, and 9 of the lab rotation. There are pictures here to help guide you. Don't panic if there are small differences between the picture and the lab station. For example, the picture shows a different container for the copper sulfate than the lab station has. This is fine. If you are ever confused about what to do at a station after you read the directions, ask Mrs. Roehm.
Station 7: What a Cut Up! (Absent Students: You can do this one!)
1. Cut a circle out of the white sheet of paper.
2. Fold the circle in half.Cut out different shapes along the fold to make a snowflake !If you would like, cut around the edges of the paper to make your snowflake look more real.
3. THROW AWAY YOUR SCRAP PAPER!
4. Read the material description for Station 7 on this page. Search for physical properties and chemical properties. (Underline physical, circle chemical)
5. Complete Row 7 of your Chemical/Physical Reactions Lab Document from Google Classroom. (For a reminder on how to fill it out, see the post for Station 1 of this lab rotation.)
Set Up:
Station 8: Blow it Up! (Absent Students - look at the pictures and video below the directions)
1. Pour about an inch of vinegar into the flask.
2. Use the funnel and fill the balloon with 1 scoops of baking soda. Use the skewer to get the baking soda through the funnel if you need to BUT be careful not to poke the balloon with the skewer.
3. Stretch the open end of the balloon over the neck of the flask. Make sure it's on tight!Hold onto the balloon at the flask, and pick up the heavy part of the balloon so that all of the baking soda falls into the vinegar at the bottom of the flask.
4. Watch and be amazed!Rinse out the flask.
5. Read the material description for Station 8 on this page. Search for physical properties and chemical properties. (Underline physical, circle chemical)
6. Complete Row 8 of your Chemical/Physical Reactions Lab Document from Google Classroom. (For a reminder on how to fill it out, see the post for Station 1 of this lab rotation.)
Set Up:
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The Reaction:
Station 9: Eeeeeew! Liver and Onions! (Absent Students - look at the pictures and explanation below the directions)
1. Using tweezers, take a piece of the liver and place it in the sandwich bag. When you set down the tweezers, don't let the handle touch the liver!
2. Pour a about 20 mL (it doesn't have to be exact) of hydrogen peroxide and pour it into the sandwich bag with the liver.
3. Quickly close the bag! Touch and feel the baggie!
4. Throw away the bag.
5. Read the material description for Station 9 on this page. Search for physical properties and chemical properties. (Underline physical, circle chemical)
6. Complete Row 9 of your Chemical/Physical Reactions Lab Document from Google Classroom. (For a reminder on how to fill it out, see the post for Station 1 of this lab rotation.)
Set Up:
The Reaction:
Show Mrs. Roehm your completed Rows 7, 8, and 9 on your lab document.
Q5P6: Stations 10, 11, and 12
Complete Stations 10, 11, and 12 of the lab rotation. There are pictures here to help guide you. Don't panic if there are small differences between the picture and the lab station. For example, the picture shows a different container for the copper sulfate than the lab station has. This is fine. If you are ever confused about what to do at a station after you read the directions, ask Mrs. Roehm.
Station 10: Bubblicious! (Absent Students: Just imagine blowing bubbles!)
1. Dip the stick into the bubble solution.
2. Take a breath and exhale some air into the circle to blow a bubble.
3. Read the material description for Station 10 on this page.
4. Search for physical properties and chemical properties. (Underline physical, circle chemical)
5. Complete Row 10 of your Chemical/Physical Reactions Lab Document from Google Classroom. (For a reminder on how to fill it out, see the post for Station 1 of this lab rotation.)
Station 11: Dissolving or Color Change? (Absent Students: Just imagine putting food coloring in water.)
1. Fill a beaker with 100 ml of water.
2. Add one drop of food coloring to the water.
3. Rinse out the beaker.Read the material description for Station 11 on this page. Search for physical properties and chemical properties. (Underline physical, circle chemical)
4. Complete Row 11 of your Chemical/Physical Reactions Lab Document from Google Classroom. (For a reminder on how to fill it out, see the post for Station 1 of this lab rotation.)
Station 12: Waxy Reaction (Absent Students: Just imagine lighting a candle!)
1. Light a match.
2. Place the flame on the wick of the candle to light the candle.
3. Read the material description for Station 12 on this page. Search for physical properties and chemical properties. (Underline physical, circle chemical)
4. Complete Row 12 of your Chemical/Physical Reactions Lab Document from Google Classroom. (For a reminder on how to fill it out, see the post for Station 1 of this lab rotation.)
Show Mrs. Roehm your completed rows 10 - 12 on your lab document.
