Mixtures 1-3 Separating a Dry Mixture
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The document discusses separating mixtures and solutions. It describes challenges involving separating mixtures of gravel, powder, and salt using various techniques. It addresses a student's confusion over whether salt water is a mixture or solution. The document focuses on designing methods to separate dry mixtures into their individual components and evaluating techniques to improve the separation process.
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Mixtures 1-2 Separating a Solution
This document discusses how to separate a salt solution. It describes evaporating a saltwater solution to separate out the salt. When the solution evaporates, it leaves behind salt crystals. Observing the crystals allows them to be identified by their cubic shape and sometimes X-like pattern. The mass of the salt can be determined by subtracting the mass of water alone from the total mass of the saltwater solution.
Mixtures and solutions Investigation 1-1
This document describes an experiment to separate mixtures. Students add water to cups containing gravel, powder, and salt. They observe that this creates three mixtures. Students then use screens and filter paper to try to separate the mixtures. The screen separates the gravel and powder mixtures, allowing the solid materials to be caught while the water passes through. The filter paper separates the powder mixture but not the salt mixture, since salt dissolved in water to form a solution that cannot be separated with a filter.
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The document discusses mixtures and solutions. A mixture is when two or more materials are stirred together but can be separated, such as gravel in water. A solution is a special type of mixture formed when a material dissolves in water, such as salt dissolving in water. The document asks questions about separating solutions and mixtures using screens or filters and determining the mass of a salt solution.
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This document discusses various methods for separating mixtures:
1) Magnetic separation uses magnets to separate mixtures containing ferromagnetic substances like iron from other substances.
2) Decantation separates heterogeneous mixtures into layers by taking advantage of differences in density, such as separating oil and water.
3) Filtration uses filters to separate solids from liquids, such as removing coffee grounds from coffee.
4) Evaporation boils off and removes liquids from mixtures by heating, such as using evaporation ponds to produce salt from seawater.
5) Distillation separates homogeneous mixtures into their component liquids based on differences in boiling points, such as separating ethanol from water.
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This document describes an experiment to separate mixtures. Students add water to cups containing gravel, powder, and salt. They observe that this creates three mixtures. Students then use screens and filter paper to try to separate the mixtures. The screen separates the gravel and powder mixtures, allowing the solid materials to be caught while the water passes through. The filter paper separates the powder mixture but not the salt mixture, since salt dissolved in water to form a solution that cannot be separated with a filter.
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The document discusses mixtures and solutions. A mixture is when two or more materials are stirred together but can be separated, such as gravel in water. A solution is a special type of mixture formed when a material dissolves in water, such as salt dissolving in water. The document asks questions about separating solutions and mixtures using screens or filters and determining the mass of a salt solution.
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The document discusses physical properties of matter and mixtures. It provides examples of mixtures, such as salad and cereal, which maintain the physical properties of their ingredients. Solutions are described as a special type of mixture where one substance dissolves evenly in another. Common tools that can separate mixtures include filters, magnets, and evaporation.
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This document discusses various methods for separating mixtures:
1) Magnetic separation uses magnets to separate mixtures containing ferromagnetic substances like iron from other substances.
2) Decantation separates heterogeneous mixtures into layers by taking advantage of differences in density, such as separating oil and water.
3) Filtration uses filters to separate solids from liquids, such as removing coffee grounds from coffee.
4) Evaporation boils off and removes liquids from mixtures by heating, such as using evaporation ponds to produce salt from seawater.
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Is matter around us pure
- A mixture contains two or more pure substances that are mixed but not chemically combined. Mixtures can be homogeneous, with a uniform composition throughout, or heterogeneous, with a non-uniform composition.
- Common types of mixtures include solutions, suspensions, and colloidal solutions. Solutions are homogeneous mixtures where one substance dissolves in another. Suspensions are heterogeneous mixtures where one substance is suspended throughout another but does not dissolve. Colloidal solutions are heterogeneous but appear homogeneous, with one substance dispersed throughout another in small, suspended particles.
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This document discusses different methods for separating mixtures:
- Magnetism can separate mixtures where one component is magnetic like iron.
- Hand separation involves manually separating large visible particles like separating ingredients in a salad.
- Filtration uses filters to separate solids from liquids like filtering coffee grounds from coffee.
- Sieving separates mixtures by particle size using screens with small holes like sieving sand from pebbles.
- Extraction and evaporation dissolve one component in a solvent then remove the solvent, leaving the separated components.
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This document discusses whether all solutes dissolve in solvents through a series of group activities using different materials and water. The activities show that flour and sand do not dissolve in water and form suspensions while sugar and salt do dissolve. Substances dissolve if they are soluble, meaning they are crystalline and "like" each other through properties like being polar. Non-crystalline or insoluble substances that do not dissolve spread throughout water as suspensions instead of forming a uniform solution. Proper shaking of medicine suspensions is needed to disperse undissolved drug particles evenly.
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There are several physical methods for separating mixtures without chemical changes:
1) Magnetism can separate mixtures where one component is magnetic like iron.
2) Hand separation and sieving/sifting are used for larger particles that can be seen.
3) Filtration and extraction separate solids from liquids by dissolving one component.
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This experiment is investigating how temperature affects the rate of dissolving.
The temperature of the water in each beaker should also be measured and recorded.
The factors that should be kept constant are the amount of water and vitamin C tablet used. The variable factor is the temperature of the water.
Two other factors that affect the rate of dissolving are the size of particles and stirring/agitation.
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1. The document discusses various methods of separating mixtures into pure substances, including handpicking, sieving, magnetic separation, sedimentation, decantation, filtration, evaporation, distillation, and churning.
2. Separation methods work by exploiting differences in properties like particle size, density, melting/boiling points between components of a mixture. Magnetic separation separates out iron filings. Sieving and winnowing separate components by size.
3. Specific techniques are used to separate insoluble solids from liquids, including sedimentation, decantation, coagulation/loading, and filtration. Distillation separates components by selective boiling and condensation.
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The document contains 10 multiple choice questions about separation techniques and mixtures. It tests understanding of concepts like:
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- When filtration can be used (to separate a solid from a liquid)
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- Techniques that can be used to separate salt from a mixture with sand (dissolve, filter, recrystallize)
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This document discusses separating a salt solution through evaporation. It explains that when water evaporates from a salt solution, it leaves behind salt crystals. The document instructs students to set up evaporating dishes with saltwater solutions and observe what remains after evaporation. It is observed that the water evaporates, leaving behind salt crystals that can be identified by their cubic shape and sometimes X-like patterns.
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- An activity is described where students use a diagram to identify items that do or do not dissolve in water to form solutions.
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This document discusses different methods for separating mixtures:
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- Hand separation involves manually separating large visible particles like separating ingredients in a salad.
- Filtration uses filters to separate solids from liquids like filtering coffee grounds from coffee.
- Sieving separates mixtures by particle size using screens with small holes like sieving sand from pebbles.
- Extraction and evaporation dissolve one component in a solvent then remove the solvent, leaving the separated components.
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This document discusses whether all solutes dissolve in solvents through a series of group activities using different materials and water. The activities show that flour and sand do not dissolve in water and form suspensions while sugar and salt do dissolve. Substances dissolve if they are soluble, meaning they are crystalline and "like" each other through properties like being polar. Non-crystalline or insoluble substances that do not dissolve spread throughout water as suspensions instead of forming a uniform solution. Proper shaking of medicine suspensions is needed to disperse undissolved drug particles evenly.
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1) Magnetism can separate mixtures where one component is magnetic like iron.
2) Hand separation and sieving/sifting are used for larger particles that can be seen.
3) Filtration and extraction separate solids from liquids by dissolving one component.
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This experiment is investigating how temperature affects the rate of dissolving.
The temperature of the water in each beaker should also be measured and recorded.
The factors that should be kept constant are the amount of water and vitamin C tablet used. The variable factor is the temperature of the water.
Two other factors that affect the rate of dissolving are the size of particles and stirring/agitation.
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1. The document discusses various methods of separating mixtures into pure substances, including handpicking, sieving, magnetic separation, sedimentation, decantation, filtration, evaporation, distillation, and churning.
2. Separation methods work by exploiting differences in properties like particle size, density, melting/boiling points between components of a mixture. Magnetic separation separates out iron filings. Sieving and winnowing separate components by size.
3. Specific techniques are used to separate insoluble solids from liquids, including sedimentation, decantation, coagulation/loading, and filtration. Distillation separates components by selective boiling and condensation.
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This document discusses mixtures and solutions. It defines matter and explains that mixtures are made of two or more kinds of matter that can be separated using various methods like filtration or evaporation. Solutions are mixtures that form when one material dissolves in another and cannot be separated by filtration. The document provides examples of mixtures like sand and water or iron and sand, and solutions like salt water. It also gives methods for separating different types of mixtures and defines terms like solubility, saturated solutions, concentrated and dilute solutions.
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Ch.10.less.2.how are mixtures formed and separated
Ch.10.less.2.how are mixtures formed and separated
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This document discusses various physical separation techniques including magnetism, simple distillation, hand separation, filtration, sifting or sieving, evaporation, and chromatography. It provides examples of how each technique can be used to separate different mixtures, such as using a magnet to separate nails from wood chips, distilling water from a saltwater solution, sifting sand from pebbles, and using chromatography paper to separate ink into its original components. The key idea is that physical separation techniques separate mixtures into their original pure substances without chemical changes through methods like filtration, evaporation, magnetic attraction, or passing through columns.
Separation Quiz
The document contains 10 multiple choice questions about separation techniques and mixtures. It tests understanding of concepts like:
- Which substances dissolve in water (salt)
- When filtration can be used (to separate a solid from a liquid)
- The terms used to describe parts of the filtration process (residue and filtrate)
- Techniques that can be used to separate salt from a mixture with sand (dissolve, filter, recrystallize)
- What sea water consists of (water, salt, gases)
- Examples of mixtures (air) and non-mixtures (granite)
- Properties of mixtures and compounds (mixtures don't have fixed compositions, compounds do)
Separating mixtures
A mixture is when two or more substances are mixed together without chemically combining. Mixtures can be separated into their original substances using physical means. Some common ways to separate mixtures include magnetism, filtration, sieving, extraction, and chromatography. Magnetism uses magnets to separate mixtures where one substance is magnetic. Filtration separates solids from liquids by passing the mixture through a porous filter. Sieving separates substances of different sizes by passing the mixture through a sieve with tiny holes. Extraction separates soluble and insoluble substances by dissolving one in a solvent and filtering out the other.
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my slideshare consist of various activities that can easily understand by the pupils and also videos which can be visualize and guide pupils how to do the hands on activity.
Separation techniques
This document discusses several methods for separating mixtures, including filtration, distillation, chromatography, centrifugation, and evaporation. Filtration separates solids from liquids by passing a mixture through filter paper. Distillation boils a liquid mixture and condenses the vapor to separate components based on differences in boiling points. Chromatography separates substances based on differences in solubility in solvents. Centrifugation uses rapid spinning to separate mixtures based on density.
Separation Techniques
A pure substance consists of only one substance, while a mixture contains two or more substances not chemically combined. The purity of a substance can be determined by testing its fixed melting and boiling points or using chromatography. Various separation methods exist that separate substances based on differences in their physical properties such as solubility, boiling points, magnetism, and ability to sublime. Common separation methods include filtration, crystallization, distillation, chromatography, and magnetic attraction.
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This document discusses separating a salt solution through evaporation. It explains that when water evaporates from a salt solution, it leaves behind salt crystals. The document instructs students to set up evaporating dishes with saltwater solutions and observe what remains after evaporation. It is observed that the water evaporates, leaving behind salt crystals that can be identified by their cubic shape and sometimes X-like patterns.
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- Key properties of solutions are discussed, such as solids breaking apart into particles when dissolved and how solutions can be separated through evaporation.
- An activity is described where students use a diagram to identify items that do or do not dissolve in water to form solutions.
Science Lesson Lesson.pptx
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This document provides an overview of solutions for a 6 hour module. It discusses key topics about solutions that students will learn including the properties of solutions, different types of solutions found in nature and manufactured, and factors that affect how quickly solids dissolve in water. The document outlines several hands-on activities for students to explore the characteristics of solutions and solubility. It also defines important terms like solute, solvent, saturated solutions, solubility and concentration.
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Here are some suggestions for Ramon based on what we learned about how solubility can be increased:
- Grate or crush the detergent bar into smaller pieces. Breaking solids down into smaller pieces increases the surface area exposed to the solvent (water), allowing the detergent to dissolve faster.
- Stir or shake the water vigorously as he adds pieces of the detergent bar. Stirring helps expose more of the solid surface to the water and speeds up dissolution.
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This document outlines a science lesson on solutions that includes objectives, a review, lesson content, and activities. The lesson defines a solution as a homogeneous mixture composed of a solute dissolved in a solvent. It describes key properties of solutions such as being transparent and the inability to separate components through filtration. Various types of solutions are also explained, including gaseous, liquid, solid, naturally occurring, and manufactured solutions.
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Q1 week 2- SOLUTIONS
Solubility is affected by temperature, particle size, and stirring. Usually, increasing the temperature increases solubility as it provides more energy for particles to separate. Finer particles dissolve faster than larger ones because they have a greater surface area exposed to the solvent. Stirring improves solubility by reducing concentration gradients that inhibit dissolving. Other factors like amount of solvent, nature of solute and solvent, and immiscibility also influence solubility rates. Experiments showed that salt, sugar, and detergent dissolved faster with increased temperature, finer particles, and stirring.
MIXTURES(APPEARANCE AND USES)
This document describes experiments on solubility conducted over 4 days:
- Students observed how various solids like sugar, salt, and detergent dissolved in water. Temperature, particle size, and stirring affected solubility. Finer particles and higher temperatures increased dissolution rates.
- Solutions were defined as homogeneous mixtures where a solute fully dissolves in a solvent, like sugar in water. Factors like amount of solvent and manner of stirring impacted solubility.
- Through experiments, it was shown that increased temperature, finer particle size, and stirring facilitated faster dissolution of solutes like sugar and salt in water. The nature of the solute and amount of solvent also determined dissolution rates.
6 lp
This unit plan outlines a science unit on matter for 6th grade students. It includes 6 learning activities to help students understand mixtures. Students will observe mixtures, determine if they are homogeneous or heterogeneous, learn separation techniques like filtering and sieving, and discuss the benefits of separating mixtures in the community. The unit aims to help students apply their understanding of mixtures to daily life and create a useful mixture for others.
Chemistry experiments for kids at home
Do not miss our ⚗️“Chemistry experiments for Kids at Home” The booklet contains few easy science experiments that can keep scientists’ kids entertained ❤️
Chemistry experiments for kids at home
Do not miss our ⚗️“Chemistry experiments for Kids at Home ”The booklet contains few easy science experiments that can keep scientists’ kids entertained ❤️
chromanotes09.ppt
Chromatography is a technique used to separate mixtures into individual components. It works by passing a mixture through a stationary phase that separates out the different molecules. There are several types of chromatography including gas chromatography, paper chromatography, liquid chromatography, and thin-layer chromatography. Chromatography can be used in forensic science to analyze substances like inks, dyes, and other chemical mixtures. It allows investigators to identify unknown substances and compare evidence samples. The document provides instructions for performing a paper chromatography experiment using markers to separate out and identify their different color components.
solubility inquiry investigation
This lesson plan has students investigate solubility through inquiry-based learning. Students will first brainstorm questions about solubility and choose one to investigate. Working in groups, they will design a procedure to answer their chosen question using provided materials like water, salt, and sugar. Groups will perform their experiments and record their procedures, data, and conclusions. Finally, the class will discuss their findings and identify factors that affect solubility, such as temperature, particle size, and presence of other solutes.
7 sci lm u1 m1 (1)
This document is an instructional material for a 7th grade science class that discusses solutions. It defines key terms like solute, solvent, saturated solution, and introduces various examples of naturally occurring and manufactured solutions. Students perform activities to observe the properties of solutions like their ability to pass light, and determine how much of a solute can dissolve in a given amount of solvent before reaching saturation. The document provides guidance for classifying solutions as concentrated or dilute based on qualitative and quantitative assessments of the relative amounts of solute and solvent.
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An iced tea mixture dissolved in water forms a solution, which is a homogeneous mixture where particles are too small to be filtered or scatter light. A suspension like flour in water is heterogeneous and particles separate over time through settling or filtering. Colloids have intermediate particle sizes between solutions and suspensions that do not separate and include mixtures like peanut butter or fog.
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Chromatography is a technique used to separate mixtures into individual components. It works by passing a mixture through a stationary phase that separates out the different molecules. There are several types of chromatography used in forensic science and other fields, including gas chromatography to analyze chemical compositions, paper chromatography to separate ink dyes and plant pigments, and liquid chromatography to identify unknown compounds. Chromatography can be used to analyze evidence such as inks, dyes, drugs, and other chemical mixtures.
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This document provides information on animals, insects, and plants found in the Marin Headlands. It includes descriptions of 7 bird species such as the Peregrine Falcon and Red-Tailed Hawk with details on size, habitat, diet, and identification. 10 insect species are also described including the Sulphur Winged Grasshopper and California Yellow Jacket. Finally, 5 plant species that can be found in the area are summarized, such as Sedge, Curly Pondweed, and Duckweed. The document concludes with a bibliography citing websites and images used as references.
15 keerthana, surbhi, rachana, divyani, divija's guidebook
This document is a guidebook about the animals and plants found in the Marin Headlands. It contains descriptions of 14 different species, including the California Sea Lion, Elephant Seal, Great Blue Heron, Great Egret, Harbor Seal, Mission Blue Butterfly, San Bruno Elfin Butterfly, Sea Otter, Snowy Egret, Beach Grass, Beach Morning Glory, Beach Strawberry, Bermuda Buttercups, European Dune Grass, Ice Plant, Gum Plant, Sand Verbena, and Sea Fig. For each species, it provides details about their lifespan, habitat, diet, physical characteristics, breeding, and threats. The guidebook also includes illustrations of many of the animals and plants.
15 arrdya, rashmi, sanjana, shruti's guidebook
The document provides information about various animals, plants, and other organisms found in the Marin Headlands. It discusses 16 different animal species found in the area, including the black-tailed deer, bobcat, brush rabbit, California pocket gopher, coyote, dusky-footed woodrat, field mouse, gray fox, gray squirrel, mole, mountain lion, mule deer, o'possum, raccoon, vole, and gray squirrel. It also profiles 9 common plant species in the Headlands: California poppy, Douglas iris, foxtail, lupine, poison hemlock, ripgut grass, wild oats, wild rye, and yarrow. The document
15 anthony, aryan, edward, shawn's guidebook
This document provides information on various birds and plants found in the Marin Headlands area. It describes 16 different species, including the barn owl, western scrub jay, great horned owl, short-eared owl, acorn woodpecker, brown thrasher, gold-crowned sparrow, towhee, Steller's jay, white-crowned sparrow, Anna's hummingbird, mountain chickadee, sticky monkey flower, miner's lettuce, blue-eyed grass, and coyote brush. For each entry it lists key identifying characteristics such as size, coloration, habitat and sometimes dietary preferences or other behaviors. Bibliographies are also included citing various online and print sources used
09 rithwik, isha, maitreyi, anirudh's guidebook
This guidebook contains information about various plants and animals found in the Marin Headlands, including chain ferns, arroyo willows, stream buttercups, red elderberries, western newts, blue-bellied lizards, western fence lizards, gopher snakes, garter snakes, skipper butterflies, water striders, dragonflies, damselflies, swallowtail butterflies, hairstreak butterflies, and lady butterflies. Each entry provides a description, image, key facts about physical characteristics and habitat. The guidebook is intended to educate visitors about the local biodiversity found in the Marin Headlands area.
14 aadharsh, rohit, malhar, santiago's guidebook
This guidebook provides information on plants and animals commonly found at science camps on beaches in California. It includes the scientific name, physical description, habitat and range for 15 plant species, including beach grass, beach morning glory, beach strawberry, and ice plant. It also profiles 5 common animal species such as the blue-bellied lizard, garter snake, western fence lizard and western newt. The guidebook is intended to educate students attending the science camp about the local flora and fauna.
14 abhi, eeswar, raghav, rohan and sumanth's guidebook
The document is a guidebook for a science camp that provides information about various animals and plants that can be observed at the camp. It includes entries on 18 different types of birds found in California, such as the Short-eared Owl, White-crowned Sparrow, Wrentit, and Brewer's Blackbird. It also includes entries on 10 types of plants from the area, such as the Coastal Redwood, Wax Myrtle, and Wild Strawberry. Each entry includes details on the features, habitat, diet, reproduction, lifespan, and size of the species. The guidebook is intended to educate campers on the local wildlife through its compiled facts and descriptions.
14 alex, matti, harish, nate's guidebook
Ripgut brome is an invasive annual grass that reproduces via seed and can live in soil for up to 5 years. Its seeds have reddish tips and long awns. A single plant can produce thousands of seeds eaten by cows when tender. The mission blue butterfly is endangered with blue and lavender wings for males and brown for females. They lay eggs on lupine which caterpillars eat and they become protected by ants. Poison hemlock is toxic and grows in North America.
14 harini, charmi, meghana, divyanshi's guidebook
This document is a guidebook containing information about various birds and plants found in the Marin Headlands area. It includes descriptions of 16 different bird species native to the area, including their physical characteristics, habitat, diet, breeding behaviors, and other facts. It also describes 6 native plant species. The guidebook is intended to educate readers about the local wildlife and their importance to the ecosystem.
14 tarun, trinav, connor, sai, jason's guidebook
The document is a guidebook for a science camp that provides information about various animals and plants that can be found in the area. It includes the scientific name, physical description, habitat, diet, lifespan and other key details for 20 different species. The guidebook is intended to educate campers on the local wildlife and flora through informative profiles and illustrations of each organism.
14 rimjhim, lakshita, atmaja science camp guide
This science camp guide provides information on various plants and animals found in California, with pages dedicated to species like the California sea lion, Douglas iris, wild oats, and yarrow. It includes details on physical characteristics, habitats, behaviors, and fun facts for each species. The guide also lists bibliographies from the three authors who contributed information on the animals and plants.
14 himaja, riya, namrata, nabeeha, diya's guidebook
This document provides information about various plants and animals commonly found near bodies of water. It includes entries on different types of plants like sedges, cattails, pondweeds, and duckweed, describing their physical characteristics and habitats. Animal entries cover invertebrates such as sea anemones, limpets, starfish, chitons, and hermit crabs, as well as vertebrates including gooseneck barnacles, sculpins, nudibranchs, and snowy egrets. Each entry lists the organism's scientific name, physical description, coloring, size and other key details. The document appears to be from a science camp guidebook intended to educate students about common aquatic flora and
Making sugar 3 1
Plants need carbon dioxide, water, and sunlight in order to produce sugar through photosynthesis. The experiment showed that bean plants gained mass (produced food) only when they had access to these three factors. Photosynthesis is the process by which plants use carbon dioxide, water, and energy from sunlight to produce sugar molecules along with oxygen as a byproduct. The sugar provides energy for the plant cells and can be converted into other nutrients like starches, fats, and proteins that animals and humans consume.
Leaf classification combined
This document discusses classifying leaves based on their vein patterns. It introduces three main patterns used in leaf classification: palmate, pinnate, and parallel. Palmate leaves have several large veins extending from the leaf stem like fingers on a palm. Pinnate leaves have one long vein with smaller veins branching off like a feather. Parallel leaves have many small veins running the length of the leaf, as seen in grass blades. Students will collect leaves, examine their veins, and sort them into these three categories to learn plant classification.
Circulation 1-1B
The document discusses how the circulatory and respiratory systems work together to provide cells with nutrients and oxygen while removing carbon dioxide waste. The circulatory system transports blood throughout the body in vessels like arteries, veins, and capillaries. As blood flows through the lungs, it picks up oxygen and releases carbon dioxide. This oxygen-rich blood is then pumped by the heart to cells throughout the body via capillaries, where oxygen is delivered and carbon dioxide is picked up before the blood returns to the heart again. In this way, the circulatory and respiratory systems continuously exchange gases and transport nutrients to keep cells alive.
Circulatory System 1-1A
All living organisms need water, food, gas exchange, and waste disposal in order to survive. Single-celled organisms like amoeba get what they need directly from their watery environment, while multicellular organisms have more complex systems. In humans, cells get what they need through the circulatory system, which pumps blood throughout the body via blood vessels and the heart. The blood delivers oxygen, nutrients, water and removes waste, allowing human cells to survive despite being deep inside tissues instead of directly in water.
Mixtures and solutions 4 review
The document discusses elements and their properties. It asks questions about the most abundant elements in living organisms and Earth. It also asks about how different substances can be made from few elements, and what it means that everything is made of "stardust". Additionally, it discusses how scientists know atoms and molecules combine in ordered arrays, and why there are over 110 elements in the periodic table even though only 90 occur naturally on Earth. Finally, it asks questions about defining atoms and elements, why there are many substances, common metal properties, and what the periodic table of elements is.
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Mixtures 1-3 Separating a Dry Mixture
- 1. Taking Mixtures Apart pg 11 • How would you separate a mixture of marbles, corks, and nails? • Would a screen be useful for separating a mixture of gravel and diatomaceous-earth powder? Explain. • Would filter paper be useful for separating a sugar and water solution? Explain. • Why does salt separated from a saltwater solution look different than the salt that dissolved in the water?
- 2. Response Sheet – Separating Mixtures • Martin wrote in his science notebook: – Water and salt make a solution. I know that because when you mix them, you can’t see the salt anymore. It can’t be a mixture because mixtures are always made of two or more solids. • Is Martin confused? Rewrite his paragraph as you think it should be written.
- 3. Focus Question: How do you separate a dry mixture? Investigation 1-3
- 4. Challenge • Your challenge is to design a method to separate this mixture of three solid materials so that the gravel ends up in a G cup, the powder in a P cup, and the salt in an S cup. • Read Separating a Dry Mixture sheets in your groups.
- 5. Make the Dry Mixture • Label one cup “Dry Mixture – Group #” • Add one 5-ml spoon each of: – Gravel – Powder – Salt • Stir the dry mixture • Plan how you will separate the mixture • Write a detailed plan in your Science Notebook - include materials needed and step-by-step process.
- 6. Restate Challenge • Have you designed your method? • Have you separated the gravel? • Have you separated the powder? • Have you separated the salt?
- 7. Revising Separation Method • What worked? What didn’t? • How could you improve the process to be more complete or efficient? • Rewrite the separation method based on what you now know. Write a complete, detailed plan that another group could follow to separate the three solid materials. • Clean up. Save gravel. Rinse cups. Throw papers away. Return all materials to storage area.
- 8. Homework • I-check 1 quiz on Thursday, 9/18 • Quiz will cover all the mixtures investigations and reading from pages 3-14.
- 9. Summary: Separating Mixtures pg 14 • What is the difference between a liquid, a solution, and water? • What is a mixture? • What is a solution? • Is salt water a mixture or a solution? Explain. • Describe three ways to separate a mixture.
- 10. Summary: Separating Mixtures pg 14 • What is the difference between a liquid, a solution, and water? • What is a mixture? • What is a solution? • Is salt water a mixture or a solution? Explain. • Describe three ways to separate a mixture.