ScienceMatter & MaterialsAges 11–13
Physical vs Chemical Changes
Distinguish between physical changes (reversible, no new substances formed) and chemical changes (new substances formed, often irreversible), using conservation of mass to understand both types
Learning resources
Reviewed external links that reinforce this concept. They do not replace Gakuva’s teaching approach.
No reviewed resources for this concept yet.
The teaching approach above still stands. Curated practice links will appear here as the shelf fills.
Explore the learning path
5 before · 1 after
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Before
This concept
Physical vs Chemical ChangesConceptual concept
Check understanding
- Classifies given changes as physical or chemical with justification
- Explains what conservation of mass means and why mass is conserved in chemical reactions
- Names observable signs that a chemical reaction has occurred (colour change, gas produced, temperature change, precipitate)
- Explains why dissolving is a physical change but burning is a chemical change
“If your child dissolved sugar in tea versus burnt toast in the toaster, could they explain which is a physical change and which is a chemical change — and what test would show that mass is conserved in both cases?”
Curriculum record
- Type
- Conceptual
- Subject
- Science
- Domain
- Matter & Materials
- Age range
- Ages 11–13
Standards
ngss-ms:MS-PS1-2ngss-ms:MS-PS1-5uk-nc-2013:KS3.Sci.Chem.AEC.4uk-nc-2013:KS3.Sci.Chem.PIS.5