Physical vs. Chemical Changes

Name:

Date:

📚 Part 1: Quick Check (Multiple Choice)

WALT: Identify examples of physical and chemical changes.

Success criteria: I can choose whether a change is physical or chemical and give one reason.

1. Which of these is a physical change?

Ice melting to water

Wood burning

Baking a cake

Iron rusting

2. Which sign most clearly suggests a chemical change?

Change of shape only

Change of state (solid ↔ liquid)

A new substance forms (e.g. fizzing, new colour, smell)

Objects mixing but no new properties

3. Which is a reversible physical change?

Burning paper

Dissolving salt in water

Cooking an egg

Metal rusting

4. You measure a temperature change when two substances mix. This is most likely:

A physical change

A chemical change

A change of size

A change of shape

🔬 Part 2: Practical Activities & Short Answers

WALT: Carry out simple tests to decide if a change is physical or chemical.

Success criteria: I can describe observations and explain whether they show a physical or chemical change.

5. Practical A — Melting ice (physical)

Procedure: Place an ice cube on a plate at room temperature (~20–25°C). Observe for 5 minutes.

a) Describe two observations:

b) Is this a physical or chemical change? Explain briefly:

6. Practical B — Vinegar + baking soda (chemical)

Procedure: In a small cup, mix 1 tsp baking soda with 2 tbsp vinegar. Observe carefully (safety: do not inhale close).

a) Describe two observations:

b) Is this a physical or chemical change? Give one piece of evidence:

7. Match each example to the type of change.

A. Dissolving sugar in water

B. Burning toast

C. Freezing water

D. Tarnishing of silver

1. Chemical change

2. Physical change

8. Extension (advanced): Design a short classroom test (2–3 steps) to tell if an unknown sample shows a chemical change. Write your steps and expected observations:

📝 Teacher notes: Differentiation, Extension & Dyslexia-friendly options

Differentiation strategies: Give sentence starters for learners who need support (e.g. "I observed ..., so I think this is a ... change because ..."). Offer paired work or a labelled checklist for observations.

Extension activities: Ask advanced learners to research and report one everyday chemical change (e.g. baking, fermentation) and explain the new substances formed.

Dyslexia-friendly reading options: Provide printed sheets with larger font and increased line spacing, use a coloured overlay if preferred, read instructions aloud, and offer verbal or pictorial prompts for each step.

Safety reminder: Always wear goggles when doing experiments that fizz or heat. Clean up and wash hands after practicals.