Year 7: Chemical World- Mixtures. Term 1, Week 1-5
Check
Date
Revise assumed knowledge:
ST3-12MW
identifies the observable properties of solids, liquids and gases, and that changes
made to materials are reversible or irreversible
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ST3-13MW
describes how the properties of materials determine their use for specific purposes
Literacy: A.L.A.R.M; Remember I.D.E.A and stop at the verb provided
Identify: Name and Define
Describe: Differentiate and distinguish by providing characteristics, features and properties
Explain: Cause and effect = LINK purpose or function of EACH feature or characteristic listed above (Use
linking words such as: As a result.., This leads to .., This provides .., As a consequence.., Therefore.., Thus ..)
Analyse/Evaluate: Positive and negative arguments and finish with clear personal point of view
CW3 Mixtures, including solutions, contain a combination of pure substances that can be separated
using a range of techniques. (ACSSU113)
TYPES OF MIXTURES
4CW3b. describe aqueous mixtures in terms of solute, solvent and solution
Literacy activity (ESL focus): Key words.
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matter, atoms, pure, impure, elements, compounds, mixtures, aqueous, solvent,
solute and solution
Recall basic description of matter, atoms, elements, compounds and mixtures
Construct a table of pure and impure substances
Describe the features of different types of mixtures providing examples of each
 Solution
 Suspension
 Colloids
 Emulsion (Oxford pg180)
Describe the components of aqueous solutions using the terms solvent, solute and
solution.
Describe aqueous solutions in terms of concentration, dilute and saturated
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First-hand investigation: Solutions- Salt water or sugar in water (Oxford p180).
Weigh beaker and 100mL water. Add 3 teaspoons of salt OR sugar. Dissolve.
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Evaporate water off. Weigh again. Compare pre and post weights. Discuss in terms of
mixture, solvent, solute and solution
First-hand investigation: Comparing the amount of solute in 100mL of diet v’s
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normal coke. Weigh and then evaporate the solvent off. Compare weights after
4CW3a. describe the importance of water as a solvent in daily life, industries and the environment
Describe water as the universal solvent
First-hand investigation: Students are to design a task that investigates the rate
(speed) of a solute dissolving and/or the amount of solute that will dissolve.
Materials provided could include salt, sugar, copper sulfate (Oxford p183)
First-hand investigation: Students are to design a task that investigates water as a
solvent. Materials provided could include copper carbonate powder, bath salts,
talcum powder, flour, cooking salt and brown sugar (Oxford p184)
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Describe the importance of water as a solvent in
 daily life,
 industries and
 the environment
Provide multiple examples of each
First-hand investigation: Salt or fresh water (Oxford p185). Conduct series of
experiments to determine if solution C is salt water or freshwater by comparing
results of tests to solutions B and C.
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Assessment: Types of mixtures checkpoint test
Assessment: Oxford online test- Types of mixtures
Students to achieve 100% in Support and Consolidate OR Consolidate and Extend
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SEPARATING MIXTURES
4CW3c. relate a range of techniques used to separate the components of some common mixtures to
the physical principles involved in each process, including filtration, decantation, evaporation,
crystallisation, chromatography and distillation
4CW3e. research how people in different occupations use understanding and skills from across the
disciplines of Science in carrying out separation techniques
Research task or teacher delivered: Making mixtures
Construct a table of common daily mixtures and list the ingredients in each.
 food mixtures
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 pharmacy mixtures
 mixtures for machines
 Answer questions Oxford p190.
Research task or teacher delivered: Making mixtures
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List three professions that involve making mixtures.
Literacy activity (ESL focus): Key words.
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Sedimentation, flotation and decantation, centrifuging, magnetic separation,
filtration, evaporation and crystallisation, distillation and chromatography
Research task or teacher delivered:
Construct a table of the above separation techniques. Include
 how it separates
 description of method
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 diagram of equipment
 two mixtures that the technique separates
 a profession that uses the technique
First-hand investigation: Separation challenge (Oxford p191)
Plan, design and perform an experiment that separates a mixture of sand, iron
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filings, sawdust and salt.
4CW3d. investigate the application of a physical separation technique used in everyday situations or
industrial processes, eg water filtering, sorting waste materials, extracting pigments or oils from
plants, separating blood products or cleaning up oil spills
First-hand investigation: Cleaning dirty water using flocculation (Oxford p193).
Half fill two 500mL beakers with muddy water. To one add half test-tube of
aluminium sulfate solution. To the other SLOWLY add half test-tube of sodium
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carbonate solution. Leave for 15min. Record observations and relate to real world
application.
First-hand investigation: Separating mixtures using sedimentation and flotation
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(Oxford p194). Record observations and relate to real world application.
Research task or teacher delivered: Separating mixtures
 Research current technologies used to separate blood products. Evaluate the
development of artificial blood
 Research current technologies used to clean oil spills. Evaluate the impact of oil
spills v's the usage of oil
 Research current technologies used to produce our water supply and clean
sewage. Evaluate the impact of the new desalination plant in Sydney
Literacy:
COSMOS. Students research for a related article. Students then write a series of
questions that MUST include 5 multiple choice, 2 identify, 2 describe, 1 explain
and either 1 assess or evaluate.
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Assessment: Separating Mixtures checkpoint test
Assessment: Oxford online test- Separating Mixtures
Students to achieve 100% in Support and Consolidate OR Consolidate and Extend
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SEPARATING SOLUTIONS
4CW3d. investigate the application of a physical separation technique used in everyday situations or
industrial processes, eg water filtering, sorting waste materials, extracting pigments or oils from
plants, separating blood products or cleaning up oil spills
4CW3e. research how people in different occupations use understanding and skills from across the
disciplines of Science in carrying out separation techniques
Recall the definition of evaporation and crystallisation
First-hand investigation: Separating salt by evaporation and crystallisation
(Oxford p204). Teacher to prepare saturated solution of salt water prior to lesson.
Students to obtain salt crystals in watchglass. Record observations and relate to real
world application.
First-hand investigation: Growing crystals (Oxford p204).
Students to produce a super saturated solution of either Potassium Aluminium
Sulfate (potash) or Copper Sulfate. Following instructions grow crystals on cotton
wool. Record observations and relate to real world application.
Literacy activity (ESL focus): Key words.
Distillation, condensation and chromatography
Describe applications of distillation and condensation in real world applications
 Fractional distillation of crude oil
 Whisky production
First-hand investigation: Chromatography- who wrote the nasty note? (Oxford
p209).
Describe applications of chromatography in real world applications
 Forensic sciences
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Assessment: Separating solutions checkpoint test
Assessment: Oxford online test- Separating solutions
Students to achieve 100% in Support and Consolidate OR Consolidate and Extend
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Assessment: MIXTURES CHAPTER TEST
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Comments and Suggested improvements:
Name:
Signature:
Date:
4CWadd5 investigate how the chemical properties of a substance will affect its use, eg flammability and
ability to corrode
Research task(s)
 investigate how the chemical properties of a substance will affect its use, eg
flammability and ability to corrode
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– Fire brigade uniform
– Swimsuits
– Bridge construction
– Car racing gear