Welcome to the FOSS Mixtures & Solution
Workshop!
A Quick Share
About Me~Charlotte McDonaldFOSS Consultant12 years in the classroom18 years as science coordinator1.5 years “redirected”
About You~Name:Grade:Years teaching grade level:
Goals for You
Participate in FOSS Investigations and see how they are part of the larger goals of the kit
See how inquiry learning models are woven into the lessons/investigations
Get to know the FOSS Lessons, equipment, manual, assessments and Science Stories.
Get answers to your questions. Feel more confident about teaching Mixtures
and Solutions.
What’s the Best Way to Learn About FOSS?
Experience it!
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During a FOSS Investigation
What was the role of the student?
What was the role of the teacher?
How did the teacher interact with the students?
What was the source of the information the students were learning?
What thought processes/scientific problem solving skills were the students using?
Collaborative Groups GETTER 1 –getting and returning
materials/equipment GETTER 2 – getting and returning
chemicals STARTER – sees that everyone gets a
turn and that everyone contributes to the investigation.
REPORTER – makes sure that everyone has recorded the information. Reports group data to class.
Getting to Know Equipment
FOSS BalanceFOSS SyringeMetric measuring toolsFOSS Funnel with Filter
Investigation 1
Separating Mixtures
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SAFETY
Never taste materials unless given permission.
Feel materials when given permission. Do not blow and breathe heavily on
materials Wafting – technique to smell materials Goggles
Observe Materials
Record observations about:–Gravel (G)–Powder (P)–Salt (S)
Inquiry/Focus Questions
What do you think will happen if you add water to each cup containing the dry materials?
Predict. Investigate
Question
What is happening, when you put two materials together?
Word Bank
Question
How can these mixtures be separated?
Question
Which mixture was separated by the screen?
Filter and Stand
Use the paper filter in the stand to see if you can separate mixtures.
Which mixture was separated by the paper filter.
How are the screen the filter similar and different?
Salt Mixture?
What happened to the salt mixture?
Content/Inquiry Chart
What happens if you add water to a cup containing dry materials?
How can a mixture be separated?
Review
Thinking About Mixtures (student sheet)
Question: Part 2
How might you separate the ingredients in a solution?
Questions
Will a solution made with 50 ml of water and a spoon of salt have the same mass as 50 ml of water?
How can you find out?
Use Student Sheet 1.4.
Question
How can you separate the salt from the water?
How can you get the salt back?
Formative Assessment
Response Sheet – Separating Mixtures 4 – if the student writes that Kim is not
correct; includes information that explains that a solution is a special kind of mixture in which one material (solute) dissolves in another material (solvent); says that a solution is always a mixture, but a mixture is not always a solution.
Observing Crystals
Mixtures and Solutions Journal entry.
Performance Assessment
Separating a Dry MixtureTeacher Preparation DVDOn line at fossweb.com FOSS Science Stories
FOSSWEB.COM
Interactive games and simulations
Resources for students Teacher community Connects school to
home
Assessment from facts and concepts to
articulating experiencesFormative and Embedded
Assessment Teacher ObservationStudent SheetsResponse SheetsPerformance Assessment
Assessment (continued)from facts and concepts to articulating experiences
Summative AssessmentPerformance AssessmentMultiple-choice and short
answerPortfolio assessment
Investigation 2
Is there a limit to the amount of salt that can dissolve in 50 ml of water?
Review
What is a Solution?How did we make a solution?
Challenge
How can we find out what might happen if you keep adding salt to 50 ml of water?
Make a plan.
Saturated Solution
How do you know if you have a saturated solution?
How much salt did it take to saturate 50 ml of water?
Discuss Plans
Use Student Sheet “Saturating A Solution”
Make a chart with each group’s results.
Word Bank
Solution Solvent Solute Universal Solvent
What We LearnedSalt will dissolve in water until it
reaches saturation. No more salt will dissolve once saturation is reached.
The amount of salt in a saturated solution can be determined by weighing the saturated solution and subtracting the mass of the water.
Citric-Acid Saturation
How can we find out how many grams of citric acid it took to saturate 50 ml of water?
Charts
Solubility – is how a solid dissolves in liquid which is a property of the solid.
Citric acid is abut four time more soluble in water than salt is.
The Saturation Puzzle
Performance Assessment: Can you identify the mystery chemical.
Student Sheet: Chemical Data Sheet
Will the mystery chemical form crystals?
Comparing The Crystals
Compare evaporating dishes of salt, citric acid and Epsom salts.
Use your journal to record the results.
What We Learned
Some materials form crystals with characteristic shapes that can be used for identification.
Investigation 3: Concentration
Folio investigation Purpose Concentration at a Glance Background for the Teacher Teaching Children About
Concentration Teacher Video
Salt Concentration
How can you determine which salt solution is more concentrated?
Use Student Sheet Salt Concentration
What we Learned
When equal volumes of two solutions are compared on a balance the heavier one is more concentrated.
Mystery Solutions
Part 3: Performance Assessment
How can the three solutions be compared?
Make a plan.
Investigation 4: FIZZ QUIZ
This investigation is about chemical reactions.
Students learn that chemical reactions results in new products including precipitate, gas, and heat.
Clean up
Clean up of all equipment is VERY important. Citric acid is sticky and salt solution can be very hard to remove from plastic.
Screw all lids on tightly so chemicals will be protected.
Don’t just open books, open minds!
