• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Chemical and Physical Changes In Matter

Extracts from this document...


Chemical and Physical Changes In Matter A Laboratory Experiment Prepared by: Diana Ochoa October 23, 2000 Introduction The human eye observes changes in matter, but how to identify what type of change the matter underwent? Matter can be classified by using physical or chemical properties. A physical property is one that can be observed or measured without its physical form changing. Some physical properties are color, odor, density, hardness, structure, solubility, melting and boiling point. A chemical property deals more with the change of the matter's identity by the reaction of two or more substances. Some examples of chemical properties are the following: reacts with acids, reacts with oxygen in air, decomposes on heating, and is acidic or basic. Chemical and physical properties can sometimes be confused for chemical and physical changes, but they are two different things. Physical changes are changes objects undergo that do not change their chemical nature. A physical change involves a change in physical properties! For example, "when making a baseball bat, wood is carefully crafted into a shape which will best allow a batter to best apply force on the ball. Even though the wood has changed shape and therefore physical properties, the chemical nature of the wood has not been altered. ...read more.


With the test tube holder, place the test tube on the clamp. Heat the test tube strongly over the Bunsen burner for several minutes. After the experiment is done allow the test to cool off so it can be washed up. The second experiment; NaCl and water, place a spatula of sodium chloride in 2 to 3 mL of distilled water. Mix and place the two drops of the resulting solutions on a glass slide. Pass the slide back and forth over a low flame. Examine the residue after the liquid has evaporated. Then, compare the residue to a fresh sample of NaCl. The third experiment; Heating copper, obtain a clean, dry crucible. Make sure to dry the crucible to avoid having any other substances that will affect the experiment. Heat it strongly for 2 to 3 minutes and then allow the crucible to cool. Caution: Handle the hot crucible with tongs. While the crucible cools, obtain a small amount of copper turnings. Roll the copper into a ball about 2 cm. in diameter and place the ball in the crucible. Measure the mass of the crucible and copper to the nearest 0.01 g. Then, heat the metal in the crucible over a hot flame for five minutes, allow it to cool, and then remeasure. ...read more.


This reaction was a physical change, also because it went from the liquid phase to the solid phase after heated. In the third experiment, the measurement of the mass before heating the copper was 29.29 g. and after heating the copper the mass was 29.45g. This was a physical change because the mass increased but the matter was still recognizable (an extensive physical property). In the fourth experiment, when the copper was heated it turned into an emerald green liquid before the drops were added. After the drops were added the copper turned brown. This reaction was a chemical change because it involved two or more substances that made another different substance. The fifth experiment involving the combination of solutions was a chemical change because two substances were mixed together which made a new substance. The first product was a milky and cloudy yellow, the second product seemed like grape juice or a dark, thick purple, and the third product was a cloudy, clear yellow. In the sixth experiment, the calcium carbide reacted with the water in the dish and it bubbled. There was gas inside the bubbles; therefore, when the bubble put the lit wood splint it made a small explosion sound. This experiment was a chemical change because there was a production of gas in the bubbles. Ochoa, 2 ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our GCSE Aqueous Chemistry section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related GCSE Aqueous Chemistry essays

  1. How much Iron (II) in 100 grams of Spinach Oleracea?

    I also wanted to see how this affected the volume of Iron (II) that I was able to extract from the Spinach Oleracea. The solution was boiled to a temperature of 70 oc as this is hot enough to break up the oxalate complexes around the Iron (II).

  2. The action of amylase and pectinase in varying amounts when clarifying cloudy apple juice.

    I decided to continue with the use of 35?C because over 35?C then the pectinase enzyme would denature, however, below 95?C the ?amylase enzyme woul not denature but it would not be as effective. I decided at first to keep with the 30-minute time.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work