Chapter 3: Explaining Physical Changes

Practical 2.3.2 Developing a particle model

page 1/3
In this practical you will make observations and inferences about how solids, liquids and gases
behave. You will use these observations to develop your own particle model for a solid, liquid
and a gas.

Apparatus
You will need:
Experiment 1: block of wood, block of metal; balloon full of water, balloon full of air.
Experiment 2: bowl of water
Experiment 3: ice cube or solid lump of chocolate in a beaker; water or molten chocolate in a beaker;
lit candle in a jar with a lid.
Experiment 4: syringe full of sand, one full of water, one full of air
Experiment 5: 10 cm3 of sugar; 50 cm3 measuring cylinder with 20 cm3 of warm water (30 °C)

Method, observations and inferences

Use the Explanation cards from page 3 of this Practical sheet if you need help.

Experiment 1:
Squeeze each of the materials given to you.
Can you compress solids?
What does this tell you about the particles?
Can you compress liquids?
What does this tell you about the particles?
Can you compress gases?
What does this tell you about the particles?

Experiment 2:
Push your hand through the air in front of you. Push your hand through the bowl of water and
push your hand carefully ‘through’ the desk.
How easy was it to push your hand through:
a) the solid (desk)?
b) the liquid (water)?
c) the gas (air)?
What can you say about the particles in a solid as a result?
What about the liquid?
What might make the particles of the gas different from those in the solid and liquid?

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 Chapter 3: Explaining Physical Changes

Practical 2.3.2 Developing a particle model

page 2/3

Experiment 3:
Fill one of the beakers with ice or chocolate and one with liquid water or molten chocolate.
What shape does the water/molten chocolate take in the beaker?
What shape does the ice/chocolate take in the beaker?
What can you say about the shape taken by solids (like ice) and liquids (like water)?
Blow out the candle in the jar and place the lid on top.
What happens to the smoke that comes from it?
What can you say about the shape taken by gases (like smoke)?
What must the particles of a solid, liquid and gas be like to explain these observations?

Experiment 4:
Press down the plungers in the syringes.
How far did the plunger move:
a) in the syringe containing a solid (sand)?
b) in the syringe containing a liquid (water)?
c) in the syringe containing a gas (air)?
What can you say about the compressibility of solids, liquids and gases?

Experiment 5:
Add 10 cm3 of sugar to 20 cm3 of warm water in a 50 cm3 measuring cylinder.
What do you expect the final volume to be?
Record the final volume.
What explanations could there be for this result?

Summarising explanations
Draw up a large table to summarise your explanations, like this one.

Inferences from Solid Liquid Gas

experiment

Developing models
Use the summary of your explanations to develop your group’s agreed model for solids, liquids and
gases.

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 Chapter 3: Explaining Physical Changes

Practical 2.3.2 Developing a particle model

page 3/3

Explanation cards

The particles are very The particles are

The particles are
close together without close together, but may
very far apart.
any gaps. have some gaps.

The particles are The particles are The particles are

held together by quite held together by held together by very
strong forces. weak forces. strong forces.

The particles cannot The particles can move The particles can move
move from their slowly from their freely from their
position. position. position.

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 Chapter 3: Explaining Physical Changes

Practical 2.3.3 Investigating the properties of solids

page 1/2
In this practical you will investigate and record the properties of different solids.

Apparatus
Hardness test: copper, iron, aluminium, zinc, lead, plastic, wood
Solubility test: copper filings, iron left in water for considerable time, salt, three beakers, warm water
Conduction of electricity: battery or 12 V supply, light bulb, four leads, crocodile clips, different metal
and non-metal solids to test, such as copper, iron, aluminium, zinc, salt, wood, rubber, plastic

SAFETY INFORMATION
Mop up any spillages.
Use a 12 V earthed supply for your electric circuit.
Wear safety goggles – it is VERY IMPORTANT to avoid filings coming into contact with your eyes.

Method, observations and inferences

Hardness test
Scratch one solid with another. If you make a mark on one of them, then this is softer that the solid
that scratched it.
1. What do you need to do to make the test fair? Draw up a table and record your results.
2. What conclusions can you make about the different metals?
3. How would you show this using the particle model?

Solubility test
Add a spatula of copper filings to 20 cm3 of warm water (25 °C). Do the same for iron filings and salt in
two more beakers. Leave for 5 minutes and record your observations.
1. What observations can you make?
2. What conclusions can you make about the different solids?
3. Do all solids behave in the same way with water? If not, how are they different?

Conduction of electricity
Set up the circuit as shown in the diagram. Test a range of solids and see which will conduct electricity
and allow the light bulb to come on. Record your results in a table.

1. What conclusion can you draw about solids and their conduction of electricity?
2. Are there any common properties that all solids have? If so, what are they?
3. Which properties do solids differ in?
4. Can you think of any other properties which solids show differences in?

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 Chapter 3: Explaining Physical Changes

Practical 2.3.3 Investigating the properties of solids

page 2/2
Match up the picture cards with the description cards to help you with your explanations of your
investigation results.

A B

1 This solid is very soft to

touch and rubs off easily.
It does not conduct electricity.
It is not soluble in water.

2 This solid is very hard,

3 This is a very hard solid.
ductile and strong. It is not
It cannot be easily scratched.
soluble in water but does
It does not conduct electricity.
conduct electricity.

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 Chapter 3: Explaining Physical Changes

Practical 2.3.4 Exploring the processes of scientific enquiry

In this practical you will be making observations and developing a hypothesis to fit. You will then make
further observations and may need to change your original hypothesis. This process models how
scientists work in real life.

Apparatus
You will need:
5 cups of cola, about 20 cm3 in each
large spoonful of salt
sugar
flour
sand
marble chips
large plastic bowl
paper towels

SAFETY INFORMATION
Carry out each demonstration in the plastic bowl.
Do not drink the cola.
Use paper towels to mop up spillages.

Method, observations and inferences

One person in the group should be the demonstrator and carry out the following instructions:
1. Take the first cup of cola. Ask the rest of the group to make a prediction and record what will
happen when a spoonful of salt is added to the cola.
2. Carry out the test and observe what happens.
3. Develop a hypothesis for your observations. What do you think is happening to cause what
you see?
4. What can your group do to test your hypothesis? Would adding a different solute prove or
disprove your ideas? Choose a solute to add and use a fresh cup of cola.
5. Carry out the test and observe what happens. Does the hypothesis hold? Repeat with other
solutes to check.
6. Carry out the tests and observe what happens. If the hypothesis does not hold, a new hypothesis
must be formulated by the group.

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 Chapter 3: Explaining Physical Changes

Practical 2.3.5 Investigating the effects of temperature on a liquid

In this practical you will produce a plan to find out how temperature affects the flow of a liquid.Once
your plan has been approved by your teacher, you will carry out your investigation.

What are the variables?

1. What is the independent variable in the investigation?
2. What values will you choose?
3. What is the dependent variable?
4. How will you measure it?
5. Which variables will you control?
6. What values will you choose for these?
7. What are the hazards and risks of the investigation?
8. What safety precautions will you take to address these risks and hazards?
9. How will you make sure your results are accurate?
10. How will you make sure your results are reliable?

Apparatus
Write a list of apparatus you will need for your investigation and draw a labelled diagram to show how
to carry out the investigation.

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 Chapter 3: Explaining Physical Changes

Practical 2.3.6 Comparing how substances change state

page 1/2
In this practical you will investigate and compare how two different substances change state.

Apparatus
You will need:
beaker (250 cm3)
boiling tube and boiling tube rack
thermometer (0–100 °C)
stopclock
clamp, stand and boss
Bunsen burner, tripod and gauze
heat-resistant mat
stearic acid
crushed ice
eye protection

SAFETY INFORMATION
Wear eye protection at all times.

Method for melting stearic acid

1. Fill the beaker with water until it is about three-
quarters full.
2. Place it on a gauze above the Bunsen burner.
3. Wear eye protection, and heat the water with the
Bunsen burner, until it starts to boil.
4. Place 5 g of stearic acid in the boiling tube, and
place this in the beaker of boiling water. Hold a
thermometer, with the bulb in the centre of the
stearic acid, with a clamp, as shown in the diagram.
5. Record the temperature of the stearic acid every
minute until it reaches about 70 °C.
6. Using tongs, carefully lift the boiling tube from the
water and place it in a boiling tube rack. Now
measure and record the temperature every minute
as the stearic acid cools. Record the temperature at
which you see the stearic acid begin to solidify. This
is the melting temperature; it should be near 50 °C.
7. Repeat the investigation with the same stearic acid,
until you have three readings for the melting point.
Omit any anomalies (readings that are very different
from the others) and calculate the mean value.

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 Chapter 3: Explaining Physical Changes

Practical 2.3.6 Comparing how substances change state

page 2/2

Results
Note down:
first melting point of stearic acid
second melting point of stearic acid
third melting point of stearic acid
Calculate the mean value for the melting point of stearic acid

(Adapted from: http://www.nuffieldfoundation.org/practical-chemistry/melting-and-freezing-stearic-acid)

Method for melting ice and boiling water

1. Put about 3 cm depth of crushed ice into a 250 cm3 beaker.
2. Use the thermometer to record the temperature in the table at time 0 min. In the third column,
write down whether the water is a solid, a liquid or a gas or changing between two of these.
3. Set up the beaker of ice over the Bunsen burner. Light your Bunsen burner and heat the ice over
a blue flame. Start your stopwatch as you start heating.
4. Record the temperature every minute. Do not remove the thermometer from the beaker when you
are reading it.
5. Continue until the water is boiling and then take two more readings.
6. Turn your Bunsen burner off and allow the apparatus to cool before clearing away.

Results
1. Draw up a table like this to record all repeat readings for melting and boiling water. Also record
the temperatures at which ice melts and and which water boils.

Time (min Temperature (°C) State of matter

0
1

Analyse and interpret data

2. Draw two graphs, with lines of best fit and using mean values where apropriate. One graph
should show what happens as stearic acid melts and the other should show the melting of ice and
boiling
of water.
3. Describe what is happening at each stage of when the shape of the graph changes.

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 Chapter 3: Explaining Physical Changes

Practical 2.3.7 Planning an experiment

In this practical you will produce a plan to answer the question you have devised about evaporation.
What is the question you are investigating?

What are the variables?

What is the independent variable in the investigation?
What values will you choose?
What is the dependent variable?
How will you measure it?
Which variables will you control?
What values will you choose for these?
How will you make sure your results are accurate?
How will you make sure your results are reliable?

Apparatus
Write a list of apparatus you will need for your investigation and draw a labelled diagram to show how
to carry out the investigation.

Safety
What are the hazards and risks of the investigation?
What safety precautions will you take to address these risks and hazards?

Results
Draw up a results table allowing for repeat readings.

Analyse and interpret data

After carrying out your plan:
1. Calculate mean values and plot your data on graph paper.
2. What conclusions can you draw from your results?
3. Can you think of a practical application for this?

Evaluate the data and method

4. How valid are your results?
5. How reliable are they?
6. How repeatable is your procedure?
7. How reproducible is it?
8. What could you do to improve your investigation?

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 Chapter 3: Explaining Physical Changes

Practical 2.3.8 Investigating expansion

page 1/2
In this practical you will carry out investigations to explore the expansion of liquids and gases on
warming.

Investigation 1: Making a ‘thermometer’

Apparatus
You will need:
clamp stand and clamps
2 test tubes with a bung and delivery tube attached as shown in the diagram
2 × 250 cm3 beakers
100 cm3 water with red food colouring in a beaker
100 cm3 ice cold water
100 cm3 alcohol and blue food colouring in a beaker
kettle for 100 cm3 warm water at 40 °C
timer
marker pen
thermometers

SAFETY INFORMATION
Do not have any naked flames near the alcohol.

Method
1. Fill two test tubes to near the top with the red coloured water.
2. Place the tops on the test tubes and secure them using a clamp stand.
3. Note the level of red liquid in the tubes at the start with a marker pen.
4. Fill one beaker with ice cold water, and the other with warm water.
5. Lower the test tubes into the water in the beakers at the same time and leave for 5 minutes.
6. Record the distance of the liquid in the tubes after this time.
7. Repeat the investigation using alcohol and blue food colouring instead of water.

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 Chapter 3: Explaining Physical Changes

Practical 2.3.8 Investigating expansion

page 2/2

Investigation 2: Investigating expansion in gases

Apparatus
You will need:
clamp stand and clamp
test tube with a bung and delivery
tube attached as shown
250 cm3 beaker with 200 cm3 water
100 cm3 ice pack
kettle for 100 cm3 warm water at 40 °C
towel soaked in warm water

SAFETY INFORMATION
Use a towel to handle the ice pack.
Mop up all spillages.

Method
1. Collect a test tube with bung and a glass tube sticking out of it.
2. Place the test tube upside down with the glass tube dipping into the water and secure it using a
clamp. There should only be air in the test tube.
3. Count the number of bubbles of air coming out of the bottom of the glass tube for 5 minutes.
4. Write down the number of bubbles produced.
5. Carefully warm up the test tube with the towel soaked in warm water for 5 minutes.
6. Write down the number of bubbles.
7. Take the towel away and allow the test tube to cool for 5 minutes, using the ice pack.
8. Write down the number of bubbles produced in the table during this cooling down period.

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 Chapter 3: Explaining Physical Changes

Practical 2.3.12 Finding the density of carbon dioxide

In this practical you will make and collect some carbon dioxide gas and find its density.

Apparatus
You will need:
large trough
beehive shelf, if available
100 cm3 measuring cylinder
conical flask with bung and delivery tube
10 g baking powder
100 cm3 vinegar
paper towels to mop up spillages
access to a sensitive balance accurate to 0.01 g

SAFETY INFORMATION
Mop up any spillages.

Method
1. Set up the apparatus as shown in the diagram. Ensure the measuring cylinder is full of water and
there are no air gaps at the top, before turning it upside down and placing it in the trough.
2. Add the baking powder to the vinegar in the conical flask, and then immediately place the bung
over the lid, while someone else holds the measuring cylinder to collect the carbon dioxide
produced.
3. When a significant volume of carbon dioxide has been made, about 50 cm3, carefully, lift the
measuring cylinder out, turning it the right way up. Place your hand over the top to ensure that no
gas escapes.
4. Record the volume of carbon dioxide made. This is V1.
5. Place a lid on top of the measuring cylinder, and weigh it on the sensitive balance.
This is mass M1.
6. Record the mass with the lid on. Carefully pour away the carbon dioxide, which is sitting on top of
the water, ensuring no water is lost.
7. Reweigh the measuring cylinder, which now
has only water, with the lid on. This is mass M2.
8. The mass of carbon dioxide = M1 – M2 = M3
9. The density of carbon dioxide is M3/V1.
Work this out using your results.

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 Chapter 3: Explaining Physical Changes

Practical 2.3.13 Making solutions of different concentrations

page 1/2
In this practical you will be making solutions of different concentrations. You need to make your
measurements as carefully as you can so that the concentrations made are as accurate as possible.

Experiment 1 Apparatus
You will need:
100 cm3 and 10 cm3 measuring cylinder
balance accurate to 0.01 g
spatula
five 250 cm3 beakers
1 g glucose
1 g salt

SAFETY INFORMATION
Mop up all spillages.
Do not eat any of the materials.

Method
Imagine you work for a medical team in a flood emergency. One major problem facing the people is
the risk of vomiting and diarrhoea. To treat this people are given a solution of sugars and salts.
1. Make up a 100 cm3 solution of 2 g/l concentration of glucose. Discuss in your groups how to carry
this out, using your Student Book to help you. To check you have done this correctly, weigh your
sample on the balance. It should have a total mass of 100.2 g.
2. Now make up a solution of 100 cm3 of 1.6 g/l of sodium chloride. Weigh your sample. The total
mass should be 100.16 g.

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 Chapter 3: Explaining Physical Changes

Practical 2.3.13 Making solutions of different concentrations

page 2/2

Experiment 2 Apparatus
10 cm3 measuring cylinder
graduated 1 cm3 pipette
ten test tubes in test tube rack
hydrochloric acid
sodium hydroxide
universal indicator and dropper
white tile
safety gloves and safety goggles

SAFETY INFORMATION
You must wear safety goggles and gloves when handling this acid and alkali.

Method
Universal indicator changes colour depending on the strength of the acid or alkali it is added to. You
will dilute the acid and the alkali by different amounts in different test tubes. This will enable you to
demonstrate a wide range of colours of the indicator.
1. Work together in your group to decide on your dilutions.
2. Plan your investigation and then carry it out.
3. Record the concentrations (number of drops of acid/alkali and water added) in each test tube
4. Record the colour you achieve when you add universal indicator.

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 Chapter 3: Explaining Physical Changes

Practical 2.3.14 Investigating diffusion

page 1/2
In this practical you will investigate different examples of diffusion.

Experiment 1 Apparatus
You will need:
2 × 250 cm3 beakers
100 cm3 ice cold water in one beaker
100 cm3 hot water (40 °C) in one beaker
red food colouring and dropper
blue food colouring and dropper
timer

SAFETY INFORMATION
Mop up any spillages.

Method
1. Place the beakers with their water in them side by side.
2. At the same time, one person should add three drops of red food colouring to the hot beaker, and
another person should add three drops of blue food colouring to the cold beaker.
3. Watch the beakers and draw what happens in them after two minutes.

Experiment 2 Apparatus
Petri dish with water (deionised water if available)
two pairs of forceps
potassium iodide crystals
lead nitrate crystals (TOXIC)
safety goggles

SAFETY INFORMATION
Lead nitrate is TOXIC – wear eye protection, wear safety gloves and handle the crystals with
forceps. Do not allow your skin to come into contact with the lead nitrate.
Mop up any water spillages.

Method
1. Place the water in the Petri dish; deionised water should be
used if available. Put in enough water so that it covers the
bottom.
2. Your teacher may carry out this step on your behalf because
lead nitrate is toxic. ONLY IF YOU HAVE YOUR TEACHER’S
PERMISSION, one person should use one pair of forceps to
add a tiny amount of lead nitrate in the Petri dish and, at the
same time, another person should use the other pair of
forceps to add the same amount of potassium iodide to the
other side of the Petri dish, as shown in the diagram.

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 Chapter 3: Explaining Physical Changes

Practical 2.3.14 Investigating diffusion

page 2/2
3. Start the timer and see how long it takes for the two chemicals
to react.
4. Repeat the investigation using water at 40 °C.
5. Predict what will be different in the investigation.

Experiment 3 Apparatus
You will need:
5 different coloured Smarties or M&Ms
chromatography paper
water
scissors
5 Petri dishes
2 clamp stands with string between them
5 pegs

SAFETY INFORMATION
Mop up any spillages.
Do not eat the sweets.

Method
1. Cut the chromatography paper into five strips about 25 cm long.
2. Place the clamp stands a good distance apart and attach the string between them at a height of
about 20 cm.
3. Attach one end of each strip to the string with a peg.
4. Place the five Petri dishes under the other ends of the chromatography paper, so that the ends of
the paper will just dip into any water added to the dish. Arrange them so they are evenly spaced
between the two clamp stands, as shown in the diagram.
5. Place a different coloured Smartie or M&M into each of the Petri dishes at the same time.
6. Start the timer and observe what happens after 5 minutes.

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 Chapter 3: Explaining Physical Changes

Practical 2.3.15a Making and mixing solutions

page 1/2
In this practical you will make up different solutions and investigate the effect on the mass and volume
when they are mixed together.

Apparatus
You will need:
balance accurate to 0.1 g
5 weighing pots
copper sulfate crystals
potassium nitrate
calcium chloride
salt
sugar
spatula
water bath at 40 °C
5 × 25 cm3 measuring cylinders
5 × 10 cm3 measuring cylinders
safety goggles

SAFETY INFORMATION
Mop up any spillages.
Wear safety goggles when carrying out this investigation.

Method
1. Using a balance, carefully weigh 2 g of salt, sugar, copper sulfate, potassium nitrate and calcium
chloride into separate small, labelled pots.
2. Place each solid in a different 10 cm3 measuring cylinder and record the volumes.
3. Predict and record what the volume of the solution will be when 20 cm3 of warm water is added to
the solute and record your values.
4. Carefully fill five 25 cm3 measuring cylinders each with 20 cm3 of warm water at the same
temperature of 40 °C.
5. Place the first measuring cylinder on the weighing balance and record its mass.
6. Add the 2 g of salt to this measuring cylinder and stir with a spatula until all the salt has dissolved.
Clean the spatula ready for the next investigation.
7. Record the final mass of the solution and the final volume.
8. Repeat with the other four solutes and measuring cylinders of water.

Results
Record your reults in the table on the page 2.

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 Chapter 3: Explaining Physical Changes

Practical 2.3.15a Making and mixing solutions

page 2/2

Name of solute Mass of Mass of Volume of Expected Actual volume

solvent (g) solute and solute (cm3) volume of of solute and
solvent (g) solute and solvent (cm3)
solvent (cm3)

salt

sugar

copper sulfate

potassium nitrate

calcium chloride

Analyse and interpret data

1. What did your results tell you?
2. Were your predictions correct? If not, how did they differ from the actual values?
3. What might account for this difference?

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 Chapter 3: Explaining Physical Changes

Practical 2.3.15b Separating a mixture

In this practical you will plan a method to separate a mixture of sand and salt as accurately as
possible.

Apparatus
You will need:
balance accurate to 0.1 g
5 g sand
5 g salt
measuring cylinder
filter paper and funnel
conical flask
50 cm3 beaker
Bunsen burner, tripod and gauze
heatproof mat
evaporating dish
safety goggles

SAFETY INFORMATION
Mop up any spillages.
Wear safety goggles when using the Bunsen burner.

Method
In your group, plan how to separate a mixture of sand and salt as accurately as possible. You need to
recover as much of each as you can.

mass at start
Efficiency = × 100%
mass at end

Work out the efficiency of your process.

Evaluate data and method

1. How efficient was your process?
2. Does this surprise you?
3. Where could losses of the materials have taken place?
4. What could you do to make your process more efficient?
5. Can a process ever be 100% efficient?

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 Chapter 3: Explaining Physical Changes

Practical 2.3.16 Observing changes

page 1/2
In this practical you will make observations to determine whether changes are physical or chemical.

Apparatus needed for each group

You will be provided with some or all of the following:
Experiment a): 10 cm3 vinegar in a test tube, 10 cm3 milk in a test tube
Experiment b): 2 g butter, small beaker
Experiment c): 10 cm3 copper(II) sulfate solution, 1 cm magnesium ribbon, test tube, test tube rack
Experiment d): 2 g iron filings, 2 g sulfur, magnet
Experiment e): 1 g calcium carbonate, 20 cm3 1 M hydrochloric acid
Experiment f): 10 cm3 copper(II) sulfate solution, 10 cm3 1 M sodium hydroxide solution, test tube
Experiment g): spatula of ammonium nitrate, 20 cm3 water, test tube

SAFETY INFORMATION
Do not eat any of the materials.
Copper sulfate is HARMFUL so wash your hands after use.
Wear safety goggles when using the Bunsen burner, hydrochloric acid and sodium hydroxide.
Wear safety goggles when using the iron filings – it is VERY IMPORTANT to avoid them entering
your eyes.

Method
In all these investigations, follow the instructions and record observations of the change and record
masses where applicable. Decide whether physical or chemical changes have taken place.
a) Add the milk to the vinegar.
b) Melt the butter gently over a Bunsen flame. Allow the butter to cool
c) Add the magnesium ribbon to the copper sulfate solution. Record observations after 5 minutes.
d) Add the iron filings to the sulfur and mix them well. Use a magnet on the resulting substance.
e) Add the calcium carbonate to the hydrochloric acid.
f) Add the copper sulfate to the sodium hydroxide.
g) Take and record the temperature of the water. Add the ammonium nitrate and take and record the
temperature of the water after dissolving.

Results
1. Record your observations in the table on the next page. Remember units.
2. What was unusual in the burning reactions you observed?

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 Chapter 3: Explaining Physical Changes

Practical 2.3.16 Observing changes

page 2/2
chemical change?
Physical or
Observations
temperature
Mass or

after
temperature
Mass or

before
Investigation

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 Chapter 3: Explaining Physical Changes

Practical 2.3.17 Producing a foam

In this practical you will work in a group to produce a plan to find out which conditions produce the
best foam. Then you will carry out your plan and measure the height of foam.

Apparatus
You will need:
2 litre bottle of diet cola
other liquids and solutes provided
packet of Mentos or effervescent antacid tablets
bucket
measuring cylinder
ruler
method to measure height of the foam up to 2 m such as a 2 m strip of card with 20 cm divisions
timer
paper towels
2 index cards
safety goggles

SAFETY INFORMATION
Stand well back when carrying out the investigation to avoid getting wet.
Mop up all spillages. If possible carry out this investigation outside.
Wear eye protection and clothing protection.

Method
1. Select a suitable area outside. Set up your method of measuring the height of the foam. This
could be a long strip of paper with marks every 20 cm, up to 2 m, attached to a wall.
2. Place your selected amount of cola in the measuring cylinder.
3. Place the measuring cylinder in the bucket.
4. Make up a cartridge for Mentos. Roll up an index card with a diameter slightly larger than the
Mentos and tape this together. Place another index card underneath to support the Mentos.
5. Start the timer and pull the index card from the base so the Mentos fall into the measuring
cylinder. Stand back immediately.
6. Measure and record the maximum height of the foam; record how long the foam lasts.
7. With the teacher’s permission, you could take a photo or film the investigation to help you
measure the height more accurately.
8. Repeat, changing the variable you have decided on.

Key Stage 3 Science Teacher Pack 2 © HarperCollinsPublishers Limited 2014

 Chapter 3: Explaining Physical Changes

Practical 2.3.18a Comparing how solutes dissolve at different

temperatures
page 1/2
In this practical you will compare how two different solutes dissolve at different temperatures.

Apparatus
You will need:
balance
water bath
ammonium chloride crystals
sodium chloride crystals
10 × 50 cm3 beakers of water
2 themometers
2 spatulas
ice cubes in two 250 cm3 beakers
50 cm3 measuring cylinder
safety goggles

SAFETY INFORMATION
Take care when handling the 50 °C water.
Wear safety goggles when carrying out this investigation.

Method
1. Measure out 25 cm3 of water using a measuring cylinder and pour into a beaker.
2. Measure and record the mass of the beaker (mass 1).
3. Place the beaker in the 250 cm3 beaker of ice and wait until the temperature stops dropping.
Record the final temperature of the water.
4. Add a spatula of the first solute and stir until it all dissolves. Repeat until no more can be
dissolved.
5. Weigh and record the mass of the beaker (mass 2).
6. Repeat, investigating different temperatures such as 20 °C, 30 °C, 40 °C and 50 °C, using the
water bath to control the temperature.
7. Repeat the investigation with the other solute.

Results
Record your results in the tables on the next page. Draw a graph of mass of solute dissolved against
temperature.

Key Stage 3 Science Teacher Pack 2 © HarperCollinsPublishers Limited 2014

 Chapter 3: Explaining Physical Changes

Practical 2.3.18a Comparing how solutes dissolve at different

temperatures
page 2/2

Temperature (°C) Mass of Mass of beaker Mass of

beaker and and dissolved ammonium
water (g) ammonium chloride dissolved
[M1] chloride (g) (g)
[M2] [M2 – M1]

20

30

40

50

Temperature (°C) Mass of Mass of beaker Mass of sodium

beaker and and dissolved chloride dissolved
water (g) sodium (g)
[M1] chloride (g) [M2 – M1]
[M2]

20

30

40

50

Key Stage 3 Science Teacher Pack 2 © HarperCollinsPublishers Limited 2014

 Chapter 3: Explaining Physical Changes

Practical 2.3.18b Investigating two chemical reactions

In this practical you will look at two new chemical reactions.

Apparatus
You will need:
20 cm3 iron(II) sulfate solution
2 × 20 cm3 sodium hydroxide solution
20 cm3 iron(III) chloride solution
3 × 50 cm3 measuring cylinders
2 × 100 cm3 beakers
safety goggles

SAFETY INFORMATION
Wear safety goggles when carrying out this investigation.

Method
1. Measure out 20 cm3 of iron(II) sulfate using a measuring cylinder and place in a beaker.
2. Measure out 20 cm3 of sodium hydroxide in the other measuring cylinder and pour into the
iron(II) sulfate solution.
3. Record your observations. What are the signs that a chemical change has taken place?
4. Measure out 20 cm3 of iron(III) chloride using a new measuring cylinder and place in a beaker.
5. Measure out 20 cm3 of sodium hydroxide in its measuring cylinder and pour into the iron(III)
chloride solution.
6. Record your observations. What are the signs that a chemical change has taken place?

Key Stage 3 Science Teacher Pack 2 © HarperCollinsPublishers Limited 2014