Texas TEKS 6.6.E
The Standard
identify the formation of a new substance by using the evidence of a possible chemical change, including production of a gas, change in thermal energy, production of a precipitate, and color change.
Texas Essential Knowledge and Skills for Science
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students observe a material before and after substances interact. They use clues such as bubbles, an unexpected temperature shift, a new solid, or a lasting color change to infer that a new substance may have formed.
What Mastery Looks Like
- Students can identify relevant evidence in a written scenario or investigation. They explain why the evidence suggests a chemical change rather than melting, freezing, boiling, or mixing.
Common Misconceptions
- Students may treat bubbles from boiling as proof of a chemical change. They may confuse dissolving or melting with forming a new substance. They may also assume that one clue always proves a chemical change.
How to Assess It
- Give this exit ticket: Two clear liquids are mixed, the container warms, and a yellow solid appears. Name two clues and explain what they suggest.
Lesson moves
Ways to Teach It
Mix vinegar and baking soda in a sealed bag, record temperature before and after, and describe the evidence that new substances formed.
Ask students whether boiling water forms a new substance, then require them to defend their answer using observations.
Sort scenario cards into chemical change, physical change, or not enough evidence, then compare answers with a partner.
Examine a disposable hand warmer as it heats, and connect the temperature change to the reaction between iron and oxygen.
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Printable 6.6.E Worksheet
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- 2.6.B
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- 3.6.C
predict, observe, and record changes in the state of matter caused by heating or cooling in a variety of substances such as ice becoming liquid water, condensat...
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