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Lesson #22
Aims: SWBAT conduct and report on an investigation that uses physical means such as particle size, density, solubility, and magnetism to separate substances in a mixture. (CT GLE) Agenda:
Quick Questions - 5 Score, Report & Aims - 5 Remix 3 Lab notes 10 Supply check - 5 Mixtures investigation 20 Write report - 15 Share out - 5 Transition - 2

Quick Questions: 1. Matter that is made of only one kind of atom is called an

Molecule Compound Element

2. When different kinds of atoms join together, they make ______.

Molecules called chemical compounds A new element 3.-5. Label each picture as either a Mixture, Compound, or Element:

Score: _________

Corrected by:________________________________

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Matter, Elements, Molecules, and Compounds Remix

1. What is matter? 2. What is an element?

The stuff that makes up everything in the universe Has mass and takes up space Is made of atoms Can be solid, liquid, gas, or plasma All of the above
3. What is an atom?

A pure substance Made of only one kind of atom Both A and B None of the above

4. Atoms consist of ______.

A solid A gas A metal The smallest piece of an element that still has the properties of that element
5. How many elements naturally occur

Gases A nucleus that has protons and neutrons with electrons outside Solids Two or more molecules
6. What is the chemical symbol for

on Earth? 26 93 1,093 102

water? H2O O2 NaCl Wa

Separating Mixtures
You are a wildlife conservationist who monitors the natural wildlife habitats in Connecticut. Recently, you have noticed that the sandy beaches around our lakes and rivers have become polluted. This pollution is killing off the babies of turtles, fish, and birds. It is your job to try to clean up these sandy beaches by separating the pollutants that are mixed in with the sand. Specifically, you are going to try to remove the extra salt and steel that have been dumped into the sand. You are going to start with a small sample mixture of salt, steel, and sand. Your tools will be a few cups, water, a coffee filter, and a magnet.

______________________________ Nonfiction Studies - Heffernan Properties that will help you separate the mixture: Iron is (magnetic). Salt will (dissolve in water). Sand has (a larger particle size than a coffee filter).

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How might you be able to separate the salt, steel, and sand? 1. The mixture is composed of ________ substances. These substances are ________________, ________________, & ________________. 2. Our tools are _______________, _________________, ___________________________ and _______________. 3. We know that sugar will _________________ in water. 4. We know that steel is ____________________. 5. We know that the sand will probably ___________________ through a coffee filter or strainer. 6. The best substance to separate from the mixture first is __________. We could separate it by using ________________.

7. It would then make sense to put the remaining mixture in ________________, so the ________________ dissolves.

8. Next it would make sense to ________________ the mixture in water through a _____________________ so that the ________________, is separated from the mixture. This process is called _____________________.

9. Finally to separate the ________________, the ________________ should be ______________________, which will allow the ________________ to ________________ simply leaving behind the ________________. 10. The three methods of separation used to separate the mixture are ________________, ________________, & ________________.

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Lab Procedure:
1. Partner #1 will collect all the necessary materials from the materials station and bring them back to the group. a. Cups b. Paper plate c. Water d. Coffee filter e. Bar magnet 2. Partner #2 will begin to assemble the filtration device. a. Place the coffee filter in the cup so it reaches half way down the cup. b. Fold the edges of the filter over the cup so it sits in the cup. 3. Partner #1 will sweep the bar magnet over the mixture and remove all the iron filings from the mixture. 4. Partner #2 will pour the remaining salt & sand mixture into water and stir until the salt is dissolved. 5. Partner #1 will then SLOWLY pour the mixture through the filtration device, separating the sand from the salt & water mixture. 6. Partner #2 will bring the cup with the salt water solution to the evaporation station. 7. The materials manager (Mrs. Heffernan) will collect the remaining supplies 8. Both partners will carefully sketch each step of the separation process and complete their lab reports.

Before I start my experiment, I must remember to be very careful with my body. This is what I will do: This is what I will not do:

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Sketches (be sure to label your sketches!): 1) Original Mixture (sketch what the original mixture looks like)

2) Separation by magnetism (sketch how the magnet removed the iron filings)

3) Dissolving (sketch how putting the salt & pepper mixture in water looks like as the salt dissolves)

4) Separation by filtration (sketch how the pepper is filtered out of the salt water & pepper mixture)

5) Separation by evaporation (sketch how the salt is removed by evaporation)

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Conclusion: I began with a mixture of ________________________________________. I was able to separate the iron from the mixture by ____________________ _____________________________________________________________. This worked because iron is _________________. I then poured the mixture in _________. I did this so I could dissolve the ___________. This worked because ______ is __________ in water. Then I separated the ____________ from the salt water by filtration. I was able to do this because the particle size of pepper is ___________ than the particle size of the coffee filter. Finally I boiled the salt water solution. I did this to ______________ the water from the solution, which left me with nothing but ___________. The different methods of separation I used were: __________________, _________________ and ________________ .
Analysis: How might this experiment be similar to what scientists do in real life? ________________________________________________________________________ ________________________________________________________________________ Can you think of any other real life situations where you might need to separate mixtures like we did today? ________________________________________________________________________ ________________________________________________________________________ _______________________________________________________________________

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Lesson #22 Aims: SWBAT conduct and report on an investigation that uses physical means such as particle size, density, solubility, and magnetism to separate substances in a mixture. (CT GLE) Agenda: Quick Questions - 5 Score, Report & Aims - 5 Remix 3 Lab notes 10 Supply check - 5 Mixtures investigation 20 Write report - 15 Exit Ticket 5 Score & report - 5 Transition - 2

Supplies per classroom

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10 12 paper plates 10-12 cups for mixture (scoop of sand, scoop of salt, scoop of iron filings) (measuring cups, tablespoon, teaspoon) 10-12 cups to put iron in 10-12 Cups with water, 10-12 cups mixture poured into 10-12 magnets 10-12 coffee filters Total: 44 filters, 44 magnets, 44 plates, 40 cups per class