Mixtures and Solutions
How does an understanding of solutions and mixtures help us understand
particle theory?
3. Pure substances (elements
and compounds) are
different from mixtures
and solutions.
1. There are many ways
to separate mixtures
and solutions.
2. Solubility and
concentration in a
solution are directly
related to the amounts of
both solute and solvent
in a solution.
Essential Questions:
1. How does knowledge of mixtures and solutions help us to create ways to both
reduce and treat the waste we produce?
2. How do you know that matter is made up of small particles that have certain
properties? How does a knowledge of mixtures and solutions give us an
understanding of particles?
3. Why is it hard to tell if a substance is a solution or a pure substance?
Technology and Learning
Living Sky School Division
Fall 2010
Grade 7
Science
Kirby Arbeau
St. Vital Catholic School
Battleford, SK
DEFINING THE DESTINATION:
UbD Stage One
– What do we want them to learn?
Outcomes:
Physical Science: Mixtures and Solutions (MS)
MS7.1Distinguish between pure substances and mixtures (mechanical mixtures and solutions) using the particle model
of matter. [SI, CP]
MS7.2Investigate methods of separating the components of mechanical mixtures and solutions, and analyze the impact
of industrial and agricultural applications of those methods. [SI, TPS]
MS7.3Investigate the properties and applications of solutions, including solubility and concentration. [SI, DM]
Enduring Understandings:
1.
2.
3.
Pure substances (elements and compounds) are
different from mixtures and solutions. These
differences can be explained using the particle
model of matter.
There are many ways to separate mixtures and
solutions. Some are more effective than others,
some are easier to do than others, and some
methods have significant impacts on our
environment.
Solubility and concentration in a solution are
directly related to the amounts of both solute and
solvent in a solution.
Knowledge:
Vocabulary- pure substance, mechanical mixture,
homogeneous mixture, heterogeneous mixture, solution,
dilute, concentrated, Particle Theory of Matter, solvent,
solute, solubility, saturated, unsaturated, filtering,
distillation, and refining.
Measurement – students must have a working knowledge
of mass and volume. Therefore, it is important to review
with students how and why we need to have accurate
measurements.
- Common substances have unique properties.
- Particle theory of matter: All matter is made up of tiny
particles, the tiny particles are always moving and
vibrating, the particles are attracted or bonded to each
other, and the particles have spaces between them.
- Three factors affect solubility: temperature, type of
solvent, and type of solute.
Essential Question:
1.
2.
3.
How does knowledge of mixtures and solutions
help us to create ways to both reduce and treat
the waste we produce?
How do you know that matter is made up of
small particles that have certain properties?
How does a knowledge of mixtures and
solutions give us an understanding of particles?
Why is it hard to tell if a substance is a solution
or a pure substance?
Do:
1) Use WHMIS symbols and lab safety procedures.
2) Measuring volume and mass of common liquid
and dry substances.
3) Complete experiments to separate solution and
mixtures.
4) Combine common materials together to make
mixtures and solutions.
5) Complete experiments to explore the properties
of solutions.
6) Write persuasive paragraphs in blog posts.
EVIDENCE OF UNDERSTANDING
UbD Stage Two – How will we determine what they know?
Assessment:
Performance Task
Other Evidence:
-
Answers to questions posed in each of the
experiments (some oral answers and some
written) to be assessed for understanding.
- Completed solutions chart (see example below).
- Check your progress questions at the end of
most section in the Pearson textbook.
- Natural cleaning solutions assignment: involves using
recipes for natural cleaning solutions (e.g. baking soda
and water) around the house to evaluate their
effectiveness as cleaning solutions. This involves finding
the recipe, mixing it, cleaning with it , and explaining if it
was effective and would the student use it again.
- Final project – What is the best option for sewage
treatment? Students will use the activity in the Pearson
textbook and their knowledge from the unit to write
persuasive blog posts to present their opinions about why
they should upgrade their sewage treatment plant.
Students will base their posts on their research will
produce a persuasive paragraph concerning the need for a
new sewage treatment plant.
-
Oral question and answer.
Exit sheets.
Group summaries and note taking.
Unit test.
Persuasive paragraph blog project.
LEARNING PLAN
UbD Stage Three – How will we teach?
Example Formats:
One
Students will be called upon to activate and apply their
acquired knowledge through most of the performance
tasks mentioned above. Proper sequencing of the tasks
should be: 1) Introductory lesson to see what students
know about mixtures and solutions; 2) Exploring WHMIS
symbols and the importance of lab safety; 3)Measuring
mass and volume (accurately); 4) “Mix it up” experiment;
5) Natural cleaning solution experiment; 6) Sand and iron
filings mixture separations experiment; 7) Paper
chromatography experiment; 8) Sewage treatment project
(based on best available evidence and effectiveness of
different methods for cleaning wastewater, students will
write persuasive blog posts outlining why all wastewater
in their municipality should be treated using the three step
process).
Two
Lesson Focus – practical laboratory experiments outlined
above primarily. Focus will also be on applying
knowledge to these practical experiences.
Assessment – as discussed above, assessment will be
based largely on performance tasks. Lots of questions
and reviews in class; oral question and answer; guessing
and testing of hypotheses; unit test; final unit project;
group assignments and working pairs; writing opinion
pieces; etc.
Learning Experiences – this unit lends itself greatly to
Three
Where – classroom/lab
Hook – “Mix it up” experiment to begin the unit.
Explore/Enable/Equip – explore the properties of
everyday solutions and mixtures and relate students’
observations of their properties to the particle theory of
matter. Students will also be equipped with knowledge of
safe lab practices and WHMIS, in addition to the practical
knowledge gained from completing the labs in class.
Rethink/Reflect – Students will be given many
opportunities to reflect on the essential questions and the
outcomes of each of the performance tasks. For example,
each lab experiment requires that students create a
hypothesis about what will happen in the experiment.
Exhibit/Evaluate – In many instances students will be
able to exhibit what they have learned and to evaluate
between the effectiveness of different options. Foor
instance, in the home made cleaner experiment, students
are not only asked to research and create their own
“natural” cleaning agents, but also to evaluate their
effectiveness and decide if they would use them again.
experimentation, so the majority of experiences are meant
to discover principles and encourage scientific thinking
(hypothesize, test, and theorize).
7) Use “Mix it Up experiment found on page 102
of the Pearson textbook to investigate solid and
liquid interactions.
8) Experiment to separate solutions: coffee filter
paper chromatography and water soluble
markers. Experiment to discover solutions:
making rock candy using water and sugar.
9) Using sand, iron filings, and magnet students can
easily discover one way in which it is possible to
separate a mixture.
Using 250 ml of marbles and 50 ml of sand in a 250 ml
beaker, students must predict what will happen to the
total volume of the mixture. They then can test it by
combining the two substances.
Resources: Pearson Textbook, various lab equipment
(beakers, triple beam balance, mixing sticks, graduated
cylinders, etc.)
Timeline: Approx. 3 weeks (based on 3 - 45 minute
periods in a 5 day cycle).
10) Use “Mix it Up experiment found on page 102
of the Pearson textbook to investigate solid and
liquid interactions.
11) Experiment to separate solutions: coffee filter
paper chromatography and water soluble
markers. Experiment to discover solutions:
making rock candy using water and sugar.
12) Using sand, iron filings, and magnet students can
easily discover one way in which it is possible to
separate a mixture.
Using 250 ml of marbles and 50 ml of sand in a 250 ml
beaker, students must predict what will happen to the
total volume of the mixture. They then can test it by
combining the two substances.