PT Activity 1: Four Chemists

Physical & chemical changes

Fig 1.1
In Uncle Tungsten, you read about the
chemical explorations of a historic chemist –
Humphry Davy, Antonine Lavoisier, or Robert
Boyle (Figure 1.1) – through the eyes of Oliver
Sacks. Today you will get the chance to
experience these explorations plus a few of my
favorites (yes, I’m the fourth chemist) through
your own eyes. As you perform or observe the
experiments at each station, think of yourself in “a kind of Elysium” where “the play of boys (and
girls)…deserve[s] to be the study of philosophers” (103 – 105). You will focus your “play” to
better understanding each experiment as an example of a physical or chemical change and
reflecting on the meaning behind each, just as these great scientists did.

P
P R E P A R I N G

DISCUSSION • LEARNING OBJECTIVES

You have prepared by reading portions of chapters 10 or 11 in Uncle Tungsten or Chapter 3 of

Zumdahl and reflecting on the following guiding questions.
1. Based on examples of chemical and physical properties in the reading, what are
defining characteristics of a chemical or physical change?
2. What are examples of chemical or physical properties? How were they demonstrated in
the reading?
3. In what ways do the four critical thinking questions relate to the work of one of the
scientists mentioned? (Just discuss this – no writing in the lab journal.)

We will discuss your thoughts on these questions to prepare for this investigation. Following the
discussion:
 Summarize the major points of the conversation you’d like to capture from 1 & 2.
 Write your learning objectives for this activity. Refer to the discussion and the
introduction above when forming your objective statement.

E
E X P E R I M E N T I N G

BOYLE • DAVY • LAVOISIER • P RETZER

This experiment is divided into four stations. You will spend approximately 7 minutes at each
station, rotating when directed. Refer to the directions below when you arrive at each station.

Based on Uncle W, chapters 10 & 11

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Station One: Boyle
1. Create the following table in your experimenting section (spanning both columns).
Table 1: Boyle’s Experiments
Boyle’s Experiment Physical or Chemical Δ Justification
B1. “Pneumatical engine”

B2. Vinegar & ground coral

2. Follow the directions that accompany each of the three set ups at the station – B1, B2,
B3. For each, read the nano and symbolic meanings to accompany the macroscopic
observation you will make after following the directions.

3. Complete Table 1: Boyle’s Experiments. Use your macroscopic observations and the
nano and symbolic information in your justification (if appropriate).
Station Two: Lavoisier
1. Create the following table in your experimenting section (spanning both columns).
Table 2: Lavoisier’s Experiments
Lavoisier’s Experiment Physical or Chemical Δ Justification
L1. “Burning” metal

L2. Breakdown metal oxide

4. Follow the directions that accompany each of the three set ups at the station – L1 and
L2. For each, read the nano and symbolic meanings to accompany the macroscopic
observation you will make after following the directions.

5. Complete Table 2: Lavoisier’s Experiments. Use your macroscopic observations and

the nano and symbolic information in your justification (if appropriate).
Station Three: Davy
1. Create the following table in your experimenting section (spanning both columns).

Table 3: Davy’s Experiments

Davy’s Experiment Physical or Chemical Δ Justification
D2. Decomposing water w/
electricity
D5. Discovering iodine:
sublimation

2. Follow the directions that accompany the three set ups – D2 and 5. For each,
summarize the procedure and comment on any corresponding observations and data.

3. Complete Table 3: Davy’s Experiments. Use your macroscopic observations and the
nano and symbolic information in your justification (if appropriate).

Based on Uncle W, chapters 10 & 11

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Station Four: Pretzer
1. Create the following table in your experimenting section (spanning both columns).
Table 4: Pretzer’s Experiments
Pretzer’s Experiment Physical or Chemical Δ Justification
P3. Distillation

P2. Water, Wine, Milk, Beer

2. Follow the directions that accompany each of the three set ups at station – P3 and P2.
For each, summarize the procedure and comment on any corresponding observations
and data.

3. Complete Table 4: Pretzer’s Experiments. Use your macroscopic observations and the
nano and symbolic information in your justification (if appropriate).

A
A N A L Y Z I N G

READING • QUESTIONS

Reading: Four Chemists

Read ChemTalk on pages 11 and 12 of Active Chemistry.

Questions: Four Chemists

1. After your readings and completing this experiment, write a formal definition for and
give an example of the following four terms.
a. chemical change
b. chemical property
c. physical change
d. physical property

2. In this activity you witnessed a number of significant changes and read terms associated
with each. Using a reference of your choice, define the following and identify the
example from the activity. Note: Wikipedia contains too much detail on each of these
topics – keep it simple and understandable based on what you already know (i.e. don’t
use terms or expressions in your definition that you don’t personally understand).
a. sublimation
b. oxidation (of metals)
c. law of conservation of mass

Based on Uncle W, chapters 10 & 11

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 C R I T I C A L L Y T H I N K I N G

CT MEAN? • KNOW? • BELIEVE? • CARE?

What does the activity mean?

Chemistry explains the macroscopic phenomenon (what you observe) with and explanation
of what happens at the nanoscopic level (atoms and molecules) using symbolic structures
as a way to communicate. Explain the meaning of this activity by completing the MNS table.

MA CRO N ANO S YMBOLIC

Describe the macroscopic “In chemical changes, the How do we represent a

indications of a chemical arrangement of atoms in the chemical change in chemistry
change. different reactants is changing” language?
– we’ll be able to better
visualize this soon…for now
just write the statement above.

How do I know?
Making specific reference to your data, observations, and the terms from this activity, how
do you know electrolysis of water is a chemical change? (Note: Zumdahl may help you
answer this question!)

Why do I believe?
Relate one of these experiments to something you’ve done in your life as a chemist outside
Roberts 112. Explain how they relate.

Why do I care?
While these will usually relate to the chapter challenge (analyzing an alternative model), this
one is more about reflecting on your group processing – part of the learning goal for the
course. How well did your Preparing conversation work? If it worked well, why did it go
well? If you felt it was rough, why do you think it was rough?

Based on Uncle W, chapters 10 & 11

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