Year 6

1
Dissolving and separating

• Year 6

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Index

• Warning page
• Information
• Lesson 1 Filtering
• Homework task 1
• Lesson 2 Is there something dissolved in here?
• Homework task 2
• Lesson 3 What happens when we boil salty water?
• Lesson 4How well do substances dissolve?
• Lesson 5Investigating a different factor.
• Lesson 6Making a graph of results

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Warning
This programme has been designed to be taught and
supervised by a qualified teacher in
school. Trying these experiments at home could be
dangerous. So dont! This programme is being
designed for use within West Wight Middle School
where all science is risk assessed. There may be
errors. West Wight Middle School cannot be
responsible for anything unpleasant, negative or
generally nasty that might arise from using this
site. Any teacher using this material should
ensure that they have thoroughly checked and risk
assessed. There may be unforeseen errors! Check
activities with head of department. Contact us
with any positive comments.
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Information for this unit

• These lessons are on line. You can get to them
  from our website.
• Please read the warning.
• Homework is set once a week. Each lesson has a
  homework task you may be asked to do.
• There will be a progress check.
• There will be an assessment task.

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Lesson 1 Filtering

• and writing descriptions.

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Equipment

• An old pair of socks.
• Whiteboards, pens and erasers.
• Describing and explaining laminated sheets.
• Boiling tubes in racks (one set per group)
• Measuring cylinders
• A selection of 5 different substances for pupils
  to use (chalk powder, sugar, salt, soil, gravel)
  in labelled pots.

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Starter Describing a process.

• Work in pairs. Use a whiteboard.
• 5 minute deadline.
• Write numbered instructions for what to do if you
  lose your socks.
• Report back it could be you!

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Why are we doing this?

• Learn that solids which do not dissolve in water
  can be separated by filtering which is similar to
  sieving
• Describe a scientific process in a series of
  sequenced steps

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Part 1 Instructions

• Work in a group.
• Collect
• Measuring cylinder.
• Five boiling tubes in a rack.
• Five different substances to test.
• Filter paper and funnel.

• Test each substance by mixing it with water and
  seeing if you can get it back by filtering.
• Record your observations on a whiteboard.

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Part 2 Instructions

• Describing
• Use a different whiteboard and the describing
  and explaining sheet.
• Describe exactly what you did in numbered steps
• Get ready to read your description to the class.

• Advanced
• Use a different whiteboard and the describing
  and explaining sheet.
• Describe exactly what you did in numbered steps
  and explain why filtering worked for some
  substances and not others.
• Get ready to read your explanation to the class.

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Plenary

• Some groups will read their descriptions.
• Have they got it all in numbered order?
• Have they described clearly?
• Marks out of ten for doing a good job.

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Homework task 1

• Describe exactly what you did and what you
  noticed in numbered steps.
• or
• Describe exactly what you did in numbered steps
  and explain why filtering worked for some
  substances and not others.

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Lesson 2 Is there something dissolved in here?

• Double lesson

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Equipment

• Evaporation dishes
• Measuring cylinders
• Variety of samples (about 1 litre of each)
• Inky water
• Tap water
• Salty water
• Sugary water
• Chalky water
• Filter paper funnels

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Starter

• Vocabulary
• Work in pairs to decide what the following words
  mean
• Evaporate
• Dissolve
• Vapour
• Liquid
• Substance
• Volume
• Prediction
• You may be asked to report back.

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Objectives

• to make predictions about which types of water
  contain dissolved materials and test these
  predictions
• that when solids dissolve a clear solution is
  formed (which may be coloured), the solid cannot
  be separated by filtering
• that when the liquid evaporates from a solution
  the solid is left behind

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Making predictions
A
B
C
D
E
F

• You have some samples.
• Could there be dissolved substances?
• Look carefully at each sample. Make predictions
  and write them in your book. (See next page).

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Bookwork

• Title Is there something dissolved in here?
• Write your prediction.

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Something to think about

• How does filter paper work?
• If stuff is left in the filter paper, what does
  this tell you?
• If stuff is not left in the filter paper, what
  does this tell you?

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Next bit

• If theres time, you could test to see if you can
  filter anything out.
• Record your results in your book.

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and a bit more.

• How could we get dissolved materials back?
• Discuss report.
• Now set up the test leave a sample of each to
  see whats left after we evaporate the water.

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So, what did we learn this lesson?

• Work in pairs.
• This lesson I learnt
• I wasnt quite sure about
• I would like to know more about
• Assessment for Learning sheet

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and finally this.

• This could be homework.
• Go back to the words we discussed at the start of
  the lesson.
• Write a short scientific meaning for each one.

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Lesson 3 What happens when we boil salty water?

• Boiling Condensation

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Equipment

• For demonstration
• Sheet of glass or mirror.
• Kettle
• Tripod
• Bunsen
• Equipment as in drawing
• Salt
• Ink
• Liebig condenser with bits as shown in diagram

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Objectives

• to make predictions about what happens when water
  from a solution evaporates and to test these
  predictions

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Starter

• When sea water evaporates, does the salt
  evaporate too?
• When water evaporates, can we catch the vapour
  and turn it back to liquid?

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Demonstration
BOILING What temperature does the water boil
at? What actually happens at boiling point?
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Can we catch the water vapour?
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Links

• Chemheritage.org

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By the end of the lesson

• explain that the steam from sea water will not be
  salty because only the water evaporates eg when
  the water boils/evaporates the salt will be left
  behind
• predict that steam condensed from blue ink will
  not be blue and give a reason for their
  prediction eg only the water evaporates

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Lesson 4How quickly does sugar dissolve?

• Can we find out if temperature or other factors
  affect how well sugar dissolves?
• Double lesson.

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Equipment

• For demonstration
• Pestle mortar
• Granulated sugar
• Caster sugar
• Sugar lumps
• Thermometer
• Measuring cylinder
• Whiteboards, pens erasers
• Teaspoon
• Teacup or mug
• Electronic scales

Double lesson
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Objectives

• to turn ideas about helping solids dissolve more
  quickly into a form that can be investigated
• decide how to carry out a fair test
• to decide what apparatus to use
• to make careful observations and measurements
• to make comparisons and draw conclusions

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Lesson content

• Ask children to think of everyday examples of
  dissolving solids in water eg sugar in a cup of
  tea, salt in water for cooking and to suggest
  ways in which they could make a solid dissolve
  more quickly.
• Ask them to suggest what might help a solid
  dissolve more quickly eg stirring, size of the
  particles of solid, temperature of the water,
  volume of water. Help children to decide which
  suggestions to investigate and how to carry out a
  fair test eg try using the same amount of solids
  (mass or volume measure), the same number of
  stirs, the same volume of water and varying the
  temperature of the water.
• Ask children to choose their own apparatus and to
  present their results in a table.
• Ensure a range of factors is investigated by
  different children. Ask groups of children to
  describe what they found out and to compare it
  with what others found.

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How will you know if something has dissolved?
Ideas please
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How will you decide if sugar has dissolved
quickly?
Ideas please
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What things might affect how quickly sugar
dissolves?
Ideas please
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What things might affect how quickly sugar
dissolves?
Temperature of water
Independent variable (the one we will test)
Stirring
Volume of water
Dependent variable (the one we will measure)
Mass of sugar
Size of grains (big/small/lump)
Control variables (the ones we will keep the same)
Type of sugar (white/brown)
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Tuesday, 10 November 2009
Print this sheet (one per group) Students draw
matching lines.
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Investigate

• Investigate your ideas and measure carefully.
• Record your results in your book.
• Each group will present their conclusion on a
  whiteboard or on computer.
• Class discussion.

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Outcomes
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Lesson 5 Investigating a different factor.

• Can we investigate one of the other factors?

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Starter Remember this?Choose a different
factor Draw in the matching lines.
Independent variable (the one we will test)
Temperature of water
Stirring
Dependent variable (the one we will measure)
Volume of water
Mass of sugar that dissolves
Size of grains (big/small/lump)
Control variables (the ones we will keep the same)
Type of sugar (white/brown)
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Tuesday, 10 November 2009
Print this sheet (one per group) Students draw
matching lines.
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Objective

• to get the idea of writing a good prediction
• Level 4 Describe what you think will happen.
• Level 5 Explain why something will happen.

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Predict

• Work as a group.
• Write which factor you will investigate on your
  whiteboard.
• Now work together to write a prediction.
• Report to class.

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Investigate

• Investigate your ideas and measure carefully.
• Record your results in your book.
• Each group will present their conclusion on a
  whiteboard or on computer.
• Class discussion.

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Checking your learning.
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Homework

• Write your conclusion into your book.

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Lesson 6 Putting results on a graph

• Learning about line graphs.

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Lesson objectives

• To learn how to draw a line graph to show what
  you found out.

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Starter

• Work with your group and one whiteboard.
• How does the temperature of the water affect the
  mass of salt that will dissolve?
• Report.

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Equipment

• Graph paper
• Level 5 mats
• Squared paper with small squares

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Look at this results table
Can you make this into a line graph?
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Graphs
Example graph titles Graph to show how the
temperature changed. Graph to show the numbers of
different insects found in the pond. Graph to
show the growth of the seedlings. Graph to show
the temperature rise in each of the tests. Graph
to show the time taken for different vehicles to
travel 1 metre.
Graph title
The temperature in the insulated flask dropped
more quickly.
Y axis title
Do you need to add any writing, diagrams or
arrows to make something a bit clearer? Does
your graph need a key?
X axis title
Dont join the points! Draw lines of best fit.
10/11/2009
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Homework 6

• Complete your line graph to the best of your
  ability.
• Remember
• Title and units on the x axis
• Title and units on the y axis
• Smooth line
• Graph title

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What did you learn?
Add up your total points and write the number on
your whiteboard. Hold up your whiteboard.
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Lesson 7 Graphs

• Lets look at graphs

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Lesson objectives

• Learn how do deal with graph questions in SATs.
• By the end of the lesson you should be confident
  dealing graphy questions.

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Instructions

• You have a selection of graphy challenges.
• Work in pairs on the questions. Your teacher will
  help you.

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Lesson 8 Separating an awkward mixture.

• How could you separate a mixture of salt and sand?

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Equipment

• The class will work in groups of 3 or 4
• Some sand
• Some salt
• A variety of beakers jugs
• Filter paper
• Funnel
• Evaporating dishes

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Objectives

• Learn how to separate mixtures that contain
  materials that dissolve and do not dissolve.

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Instructions

• Mix about two teaspoons of sand with about two
  teaspoons of salt to make a dry mixture.
• Stir then well together.
• Your task is to separate the sand from the salt
  and end up with two dry piles.
• Discuss this with your group. How do you plan to
  do this?

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Now its time to clear up

• Put labels with your evaporating dishes.
• Put the dishes on a window sill so you can check
  them next lesson.
• Wash out the beakers and jugs.
• Put everything away.

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Process
Do this on whiteboard first, then into your book.
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Assessment

• Time for a test!

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