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Curriculum content
Learning objectives
Possible activities
Lessons
1
Do making a solution
How can we tell whether a
liquid is a mixture ?
Some solids dissolve in liquids
and others do not.
Many common materials are
mixtures.
Mixtures can be separated.
Name some solids
that dissolve and
some that don’t.
Distinguish
between soluble
and insoluble
solids.
Demonstrate that a
liquid is a solution.
Write a report.
Produce mind map of what
you can remember about
solutions
Use starter 66A solution or
not as plenary. Emphasise
terms solute, solvent and
solution
Possible Hwk
No
of
Lessons
Curriculum content
Learning objectives
Possible activities
Possible Hwk
2
How much salt can we get
from rock?
Use knowledge about
separating mixtures to obtain a
sample of salt from rock salt.
Evaluate the methods used in
terms of the mass of salt
obtained.
Salt comes from a variety of
sources and has a number of
uses.
Recognise that
mixtures can be
easily separated.
Separate salt from rock salt.
Identify key
property that allows
separation of salt
and sand
Present pupils with a
sample of rock salt and ask
them to plan a way of
obtaining pure salt. Extend
this with some pupils
asking them how to find
how much of the rock salt is
pure salt. (worksheet and
teacher sheet available).
Compare their results. Ask
pupils to prepare an account
of what they did explaining
each stage. Emphasise that
although the salt dissolves it
does not disappear.
Obtain a sample of
pure salt
Explain why the
mass of salt is less
than the mass of
rock salt.
Outline the
methods used to
separate salt.
A4L Task:
Show video clip of salt
extraction and relate this to
the practical
Starter 67 as plenary
No of
Lessons
Curriculum content
3
What happens to the solute
when a solution is made?
When a solute dissolves mass
is conserved.
When a solution is made the
solute and solvent particles
intermingle.
Learning objectives
Possible activities
Possible Hwk
Starter 68 Is mass
conserved when substances
dissolve.
Hwk qu 2
Realise that
when a solute
dissolves mass is Review particle model for
solids, liquids and gases
conserved.
using the annotated
Predict the mass diagrams drawn at the end
of a solution
of the unit on particles.
from the mass of
Use pea and rice grain
solute and
model and show
solvent.
simulations to illustrate the
Sketch how
mixing of particles. Ask
solute and
pupils to explain in their
solvent particles own words what is
mix
happening.
Explain why
Ask pupils to draw particle
mass is
pictures of water before and
after the addition of salt and
conserved.
to explain why mass is
conserved and why filtering
will not recover the solute.
No
of
Curriculum content
Learning objectives
Possible activities
Lessons
4
Explain the effect
of temperature on
dissolving.
Plan a fair test.
Starter based on making a
cup of tea written by pupils
and used as peer assessment
and formative assessment.
Dissolving quickly
investigation see H&S 5.2
Possible Hwk
No
of
Curriculum content
Learning objectives
Possible activities
Lessons
5
How can we separate solvents
from solutes?
Distillation can be used to
separate a liquid from a solid
that is dissolved in it.
Distillation is a process where
evaporation of a liquid is
followed by condensation.
Recognise that
solvents and
solutes can be
separated easily.
Describe the
process of
distillation.
Explain how the
separation works
in terms of
particles of
solutes and
solvents.
Show some blue ink and
ask pupils to predict the
colour of water obtained
when it is evaporated and
condensed.( they are likely
to have seen this at KS2).If
necessary quickly
demonstrate this .
Ask them how they could
obtain pure drinking water
from the sea. Introduce and
explain the term distillation.
Test their idea using a
simple distillation process.
Ask pupils to explain the
process in a flow chart or
annotated diagrams.
Possible Hwk
No of
Lessons
Curriculum content
6
How can chromatography
separate and identify
substances in mixtures?
Chromatography can be used to
separate a mixture of 2 or more
solutes dissolved in a solvent.
Separate and identify materials
using chromarography.
How chromatography can be
used to compare the
components of mixtures.
How scientists use evidence
from chromoatography.
Learning objectives
Recognise
mixtures of
soluble solutes
can be separated.
Use
chromatography
to separate
different solutes
Interpret
chromatograms.
Explain how the
technique works
Outline how
chromatography
is used
Possible activities
Possible Hwk
Demonstrate how to separate
pigments in ink on blotting paper
using filter paper with a wick
dipping into the solvent. Discuss
and explain to pupils why the
technique works perhaps use the
piggy back analogy in which the
pigments attach to the solvent
particles and those that attach
more firmly get carried further
than those who do not, in the
time given. Show the technique
through the white board software
activities. Get pupils to
investigate food colouring or felt
tip inks to find out if different
colours contain the same
pigments. Extend this by
providing chromatograms and
information about where and
when they may be used
G and T
Provide large
filter papers for
pupils to create
their own
chromatograms
at home. They
should ideally
try different
solvents/solvent
mixtures to
achieve the best
separation of eg.
Black biro.
Alternatively
they can use
water but
challenge
themselves with
a range of
coloured
household
substances.
No of
Lessons
Curriculum content
Learning objectives
Possible activities
Possible Hwk
7
Is there a limit to the amount
of solid that will dissolve in a
liquid?
When a solid is added to a
liquid, eventually no more will
dissolve.
Saturation
Different masses of different
solids dissolve in the same
volume of a particular solvent.
Solids can dissolve in liquids
other than water.
State that some
solids dissolve
more in some
liquids than
others.
Starter 70 Chromatography
Students work in groups to
investigate solubility and
report back findings to class,
discuss how to decide when no
State that there is more solute will dissolve.
a limit to the
3 possible investigations:
amount of solid
How much of 3 different solids
that dissolves.
dissolve in water at room
Analyse data on temperature?/Is there a limit to
the amount of salt that will
variation of
dissolve in different solvents
solubility with
eg water and ethanol./Does the
temperature.
volume of solvent used have
Identify patterns
an effect.
and make
predictions from Share the results and introduce
the terms saturated and
graphs.
solubility.
No of
Lessons
Curriculum content
Learning objectives
Possible activities
Possible Hwk
8
What else effects solubility?
Identify patterns in
solubility.
Many solutes are more soluble
at higher temperatures.
Use patterns in
solubility to make
You can use tables to calculate predictions about
quantities of substances needed solubility at
different
and graphs to make
temperatures.
comparisons and predictions
Changes and techniques
Explain changes
involving making and separating
and techniques
solutions.
starter 71 Does temperature
effect solubility?
Show the class crystals
forming in a saturated
solution of benzoic acid as
it cools. Emphasise that a
saturated solution has been
formed when crystals
appear. Class could prepare
warmed solutions with
specified amounts of a
potassium halide and record
the temperature at which
crystals appear when it
cools. Help students
construct a graph of class
results and describe what it
shows about solubility.
Reviews of separating
mixtures.