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Lesson 6: Hot or cold? (Temperature change) Length: 45mins-1hr Objective: For students to identify temperature change as a clue for the
occurrence of a chemical change. For students to investigate the differences between a variety of endothermic (cooling/heat-absorbing) and exothermic (heat-releasing) chemical reactions.

Key scientific knowledge:

A change in temperature can be another indication that a chemical reaction has occurred An exothermic reaction produces heat, for example, burning a candle (combustion) or fireworks An endothermic reaction absorbs heat and becomes cooler in temperature, for example, an instant cool pack (CSIRO, n.d.)

Science Syllabus outcomes:

NEW AUSTRALIAN CURRICULUM ST2-4WS Investigates their questions and predictions by analysing collected data, suggesting explanations for their findings, and communicating and reflecting on the processes undertaken ST2-7PW Identifies ways heat is produced ST2-13MW Identifies the physical properties of various materials, and how these properties influence their use NSW Board of Studies Syllabus PP S2.4 Identifies various forms of energy INV S2.7 Conducts investigations by observing, questioning, predicting, testing, collecting, recording and analysing data, and drawing conclusions

KLA Links: Maths MA2-18SP DS2.1 English EN2-1A TS2.1

Lesson outline:
[5-10min] INTRO: Recap previous lessons and introduce temperature change as a clue for chemical changes. Drive the discussion with questions such as: - Which clues have been explored so far? Can you remember the anymore? - How can we tell the temperature has changed? Can we see it? [40min]EXPERIMENT: 1. In a clear glass/plastic cup, observe and record any changes in temperature for the following combinations: A Steel wool + vinegar B Hydrogen peroxide + yeast C Water + Epsom salt D Citric acid powder + water + baking soda E Acetone + Styrofoam peanut *NB: Can be set up as a whole class experiment or in small groups depending on available resources

Resources:
! Glass/plastic cup ! Thermometer ! Steel wool ! Water ! Vinegar ! Epsom salt ! Yeast ! Acetone (in some nail ! Styrofoam peanut ! Hydrogen peroxide - Instant cool pack - Finger/toe warmers
CAUTION: ADULT SUPERVISION & HANDLING OF CHEMICALS (6% from beauty stores) polish removers)

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2. As a class compare observations and discuss results. Discuss any other observations made were there other chemical clues present? RESULTS: A Exothermic B Exothermic C Endothermic D Endothermic E Exothermic [5-10min] CONSOLIDATION: After discussing the experiment, brainstorm some more common, everyday examples of exothermic and endothermic chemical reactions. For example, instant heat/cool packs, candles or fireworks. Pass around instant cool pack and finger/toe warmers. Support: Visual instructions and explanations Video examples Teacher/peer scaffolding Whole class brainstorming Extension: Design a new product that utilises exothermic/endothermic chemical reactions Indigenous perspective: Visual explanations Hands-on learning Whole class conversations and sharing of knowledges/ideas

*Lesson adapted from: http://www.education.com/science-fair/article/chemical-reations-absorbrelease-energy/ and http://www.csiro.au/helix/sciencemail/activities/chillingrecipe.html

Student name:____________________

CHEMICAL REACTIONS Temperature change

Contents
1 Steel wool + vinegar Hydrogen peroxide + yeast Acetone + Styrofoam peanut Vinegar + baking soda Citric acid + water + baking soda

Temperature #1

Temperature #2

Exo thermic (heat) or Endo thermic (cold)

4 5