Mixtures, Solutions and Saturation: Testing Household Materials
Summary
The students will choose two different powders, used in the kitchen, from home and bring to science class. They will evaluate the properties of the materials and if the materials, when mixed with 50 ml of water, make a mixture or solution. If a solution is created, the student will determine how much material is needed to saturate the 50 ml of water. Along with this, they will explore their ability to dissolve the saturation amounts of the two materials at the same time. They will look for chemical reaction between the water and the materials and if a precipitate is present. They will also find the weight of the concentrated materials and determine the best way to separate them. Along with this, they will use critical thinking skills to analyze if water temperature is a factor in how the materials dissolved and what they would do to find the answer.
CollapseLearning Goals
Goals:
1.The students will be able to demonstrate their ability to identify mixtures from solutions based on known characteristics.
2. The students will be able to identify properties of materials.
3. The students will be able to accurately measure the volume and weights of solids and liquids.
4.Based upon prior knowledge the students will determine the best way to separate the mixture/solution.
5.The students will use critical thinking skills to determine if water temperature affects the materials dissolved and the saturation point.
Concepts:
-The students will re-examine the difference between a mixture and a solution.
-The students will discover if two different powders can saturate the same 50 ml of water at the same time.
-The students will use prior knowledge to determine the best way to separate the mixture/solution.
Vocabulary:
Mixture: Two or more materials mixed or stirred together
Solution: A special mixture formed when a material dissolves in a liquid and cannot be filtered out.
Solubility: The property of how a solid dissolves into a liquid.
Saturated Solution: When a sold material is added to a solution until no more will dissolve.
1.The students will be able to demonstrate their ability to identify mixtures from solutions based on known characteristics.
2. The students will be able to identify properties of materials.
3. The students will be able to accurately measure the volume and weights of solids and liquids.
4.Based upon prior knowledge the students will determine the best way to separate the mixture/solution.
5.The students will use critical thinking skills to determine if water temperature affects the materials dissolved and the saturation point.
Concepts:
-The students will re-examine the difference between a mixture and a solution.
-The students will discover if two different powders can saturate the same 50 ml of water at the same time.
-The students will use prior knowledge to determine the best way to separate the mixture/solution.
Vocabulary:
Mixture: Two or more materials mixed or stirred together
Solution: A special mixture formed when a material dissolves in a liquid and cannot be filtered out.
Solubility: The property of how a solid dissolves into a liquid.
Saturated Solution: When a sold material is added to a solution until no more will dissolve.
Context for Use
This lab lesson should be used at the end of a mixtures and solutions unit in the intermediate grades. It can be done with a class size of up to twenty-five. This should take forty-five minutes to one hour with an introduction and review. It is a good overall review of some of the key concepts introduced and learned in this unit. It also allows those who are kinesthetic learners to "show" what they have learned. This should be used when the students understand the concepts of mixture, solution, dissolve, and property. This activity could be easy to adapt to a classroom as long as you have a water bucket, dump bucket and towels available.
Description and Teaching Materials
Two to three days before this activity, you will need to send a note home asking for 1/4 cup of two different cooking materials. If this is not feasible you may supply five to six different materials.
Materials:
-Hand lenses
-100 ml graduated cylinders
-5 ml spoons
-Clear plastic cups
-Gram balances
-Pitchers
-Water
-Bucket for waste
Introduction:
At the beginning of class, you have a note on the board explaining the supplies needed for their discovery. They must collect these and place them at their workstation within the first five minutes of class. After the material collection time, all of the students will be in the seats. With the students in their seats, tell the students that they have been working with solutions, mixtures, saturated solutions, chemical reactions, and separating materials. Now they will have the chance to test their own materials from home to see what happens to them when added to 50 ml of water. Hand out the sheet and explain the steps that they will have to follow.
The students will first have to observe the properties of their materials that they brought. After his/her observation, s/he will determine if their materials, when mixed with 50 ml of water will make a mixture or solution. If a solution is made, the student will then determine with 50 ml of new water how much material is needed to make a saturated solution. The students will do this with both materials. While doing this experiment, the student will also look for signs of a chemical reaction. When finished making a saturated solution, the student will weigh the concentrated water to find the difference between one and two.
If both of the materials dissolved into the water, the next test that the student must perform is to see if both materials are able to dissolve into the same 50 ml of water at the saturation amounts. If no, they must test to see how much of material 1 and 2 can dissolve into the same 50 ml (trying to use equal amounts).
Now that the mixture(s) and/or solution(s) are made, the student will have to determine the best method of separating them. The student will not have to demonstrate this, but explain the method.
Closure:
After the students have finished the experiments, we will collect data to see if there were any students who chose the same materials and what conclusions they have made based on their information. This time can also be used to review solubility, saturated solution, concentration and other key concepts.
This activity is adapted fro the Foss Kit, Mixture and Solutions: Activity two, Extensions and Application, page eleven, activities one and five. Testing Household Materials Worksheet (Microsoft Word 24kB Sep8 08)
Materials:
-Hand lenses
-100 ml graduated cylinders
-5 ml spoons
-Clear plastic cups
-Gram balances
-Pitchers
-Water
-Bucket for waste
Introduction:
At the beginning of class, you have a note on the board explaining the supplies needed for their discovery. They must collect these and place them at their workstation within the first five minutes of class. After the material collection time, all of the students will be in the seats. With the students in their seats, tell the students that they have been working with solutions, mixtures, saturated solutions, chemical reactions, and separating materials. Now they will have the chance to test their own materials from home to see what happens to them when added to 50 ml of water. Hand out the sheet and explain the steps that they will have to follow.
The students will first have to observe the properties of their materials that they brought. After his/her observation, s/he will determine if their materials, when mixed with 50 ml of water will make a mixture or solution. If a solution is made, the student will then determine with 50 ml of new water how much material is needed to make a saturated solution. The students will do this with both materials. While doing this experiment, the student will also look for signs of a chemical reaction. When finished making a saturated solution, the student will weigh the concentrated water to find the difference between one and two.
If both of the materials dissolved into the water, the next test that the student must perform is to see if both materials are able to dissolve into the same 50 ml of water at the saturation amounts. If no, they must test to see how much of material 1 and 2 can dissolve into the same 50 ml (trying to use equal amounts).
Now that the mixture(s) and/or solution(s) are made, the student will have to determine the best method of separating them. The student will not have to demonstrate this, but explain the method.
Closure:
After the students have finished the experiments, we will collect data to see if there were any students who chose the same materials and what conclusions they have made based on their information. This time can also be used to review solubility, saturated solution, concentration and other key concepts.
This activity is adapted fro the Foss Kit, Mixture and Solutions: Activity two, Extensions and Application, page eleven, activities one and five. Testing Household Materials Worksheet (Microsoft Word 24kB Sep8 08)
Teaching Notes and Tips
This activity should be treated as reinforcement for concepts needed for the final test. It allows the teacher to see if students understand main concepts and vocabulary. One issue that may arise is students finishing before other students. In this case, the student can try and carry out, in experiment, the last question about the temperature of the water and if affects saturation amount. The other option is for the student to actually separate the material from the water. In this case you would need filters, funnels and more empty cups. If these are not options in the classroom, then they could review vocabulary for the test or be helpers to those not understanding concepts.
In the past we have not done these Extension and Application activities in this form.
In the past we have not done these Extension and Application activities in this form.
Assessment
As stated above, this will allow you to observe students and the depth of their knowledge before the test. This will be graded as part of their daily work in the areas of participation, following directions, and understanding of concepts. Their worksheet will be handed in and graded.
Standards
6th grade I.B.3 - tools for measuring
II.A.6 - solubility
II.B.1 and 3 - chemical reactions
II.A.6 - solubility
II.B.1 and 3 - chemical reactions