![]() This lesson does not include, nor does it assume students know about, physical and chemical properties. If your assessments require students to know that a chemical change results in substances with new chemical properties, and a physical change results in substances with new physical properties, you’ll need to add that into Part 3.If your assessments require students to know that specific terms like “rusting” or “tarnishing” are chemical changes, be sure to add those specific vocabulary words into Part 4.Below are several suggestions for adjusting this activity, if needed, based on your school-wide, district, or state assessments:.Note that the author created each of the reading passages included in the student activity.Teachers can edit the student handouts to present the information in a different way for example through lecture notes or PowerPoint. There are substantial reading passages in this resource, which are designed for students to read independently, at their own pace.Teachers can use more detailed nuclear equations in a later unit to focus more specifically on topics of nuclear decay and radioactive isotopes. Note that the nuclear equations provided in this activity are oversimplified in order to allow for students to acquire a basic understanding of nuclear reactions early in a chemistry course.Basic familiarity with elements and their symbols.Basic familiarity with the four main changes in state.Differences between an atom and a molecule.Students should be familiar with the following before doing this activity:.This activity is designed to be used early in a physical science or chemistry course, and it will be effective even for students with minimal prior knowledge about these topics.No specific safety precautions need to be observed for this activity.This activity supports students’ understanding of: Define vocabulary words that are frequently used to describe physical, chemical, and nuclear changes and use these words correctly when describing changes in matter.Observe a change and determine whether it was a physical change, chemical reaction, or nuclear reaction.Analyze particle diagrams and equations and determine whether they represent a physical change, chemical reaction, or nuclear reaction.HS-PS1-8: Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.īy the end of this activity, students should be able to:.This activity will help prepare your students to meet the performance expectations in the following standards: This self-guided activity is designed to ensure that students internalize fundamental chemistry concepts that will serve as a meaningful basis for future learning about matter and its changes. In this activity, students will analyze the representation of physical, chemical, and nuclear changes in four ways: submicroscopic (particle diagrams), symbolic (equations), macroscopic (observations), and linguistic (vocabulary words).
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