Investigation 2:

Reaching Saturation

Name: ___________________________

Science Notebook Mixtures and Solutions

Investigation 2

Big Question: How can solubility and saturation be used to identify an unknown

material?

5th

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Alignment with New York State Science Standards &

Performance Indicators

Standard 1: Mathematical Analysis

M1.1 Extend mathematical notation and symbolism to include variables and

algebraic expressions in order to describe and compare quantities

M2.1 Use inductive reasoning to construct, evaluate, and validate conjectures

and arguments, recognizing patterns can assist in explaining and extending

math phenomena

M3.1 Apply math knowledge to solve real-world problems

2

Standard 1: Scientific Inquiry

S1.1 Formulate questions independently with the aid of references appropriate

for guiding the search for explanations of observations

S1.2 Construct explanations independently for natural phenomena

S1.3 Represent, present, and defend proposed explanations

S2.1 Use conventional techniques and those of their own design to make

further observations and refine explanations

S2.2 Develop, present, and defend formal research proposals

S2.3 Carry out research proposals, recording observations and measurements

S3.1 Design charts, tables, graphs and other visual representations of

observations in conventional and creative ways

S3.2 Interpret organized data to answer the research question and to gain

insight into the problem

S3.3 Modify their personal understanding of phenomena based on evaluation

of their hypothesis

Standard 1: Engineering Design

T1.2 Locate and utilize a range of printed, electronic, and human information

sources to obtain ideas

T1.3 Consider constraints and generate several ideas for alternative solutions,

using group and individual ideation techniques, defer judgment, evaluate ideas,

explain optimal choice

T1.4 Develop plans and construct a model of the solution

T1.5 In a group setting, test their solution against design specs, present and

evaluate results, describe how solution might be modified, and discuss

tradeoffs

Alignment with New York State Science Standards &

Performance Indicators

Standard 2: Information Systems

3: Information technology can have a positive and negative impact on society,

depending on its use

Standard 4 Physical Environment

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3.1a Substances have characteristic properties.

3.1b Solubility can be affected by the nature of the solute and solvent,

temperature, and pressure.

3.1c The motion of particles helps to explain the phases of matter as

well as changes from one phase to another.

3.1d Gases have neither a determined shape nor a definite volume.

3.1e A liquid has a definite volume, but takes the shape of his

container.

3.1f A solid has a definite volume and shape.

3.1g Characteristic properties can be used to identify different

materials, and separate a mixture of substances into its components.

3.1h Density can be described as the amount of matter that is in a

given amount of space.

3.2a During a physical change a substance keeps it chemical composition

and properties.

3.2b Mixtures are physical combinations of materials and can be

separated by physical means.

3.2c During a chemical change, substances react in ways to form new

substances with different properties.

3.2d Substances are often placed in categories if they react in similar

ways; for example metals, nonmetals, noble gases

3.2e The Law of Conservation of Mass states that during an ordinary

chemical reaction, matter cannot be created or destroyed.

3.3a All matter is made up of atoms.

3.3b Atoms and molecules are perpetually in motion. The greater the

temperature, the greater the motion.

Alignment with New York State Science Standards &

Performance Indicators

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3.3c Atoms join together in well-defined molecules or may be arranged in

regular geometric patterns.

3.3d Interactions among atoms/molecules result in chemical reactions.

3.3e The atoms of any one element are different from atoms of other

elements.

3.3f There are more than 100 elements. Elements combine to produce

compounds.

3.3g The periodic table is one useful model for classifying elements. The

table can be used to predict properties.

4.2e Temperature affects solubility of some substances in water.

4.3a In chemical reactions, energy is transferred into or out of a

system.

4.5a Energy cannot be created or destroyed, but only changed from one

form into another.

4.5b Energy can change from one form to another, although in the

process some energy is always converted to heat.

Standard 6: Interconnectedness

1: Through systems thinking, they recognize commonalities that exist and

how parts of a system interrelate and combine to perform special

functions

2: Models are simplified representations

5: Identifying patterns for change is necessary for making predictions

about future behavior and conditions

6: In order to arrive at the best solution to meet criteria and

constraints, trade-offs are often necessary

Standard 7: Interdisciplinary Problem Solving

1: The knowledge and skills of mathematics, science, and technology are used

together to make informed decisions and solve problems

2: Solving interdisciplinary problems involves a variety of skills and strategies

such as effective work habits, gathering information, generating ideas, making

connections, and presenting ideas

Table of Contents

Title Page Part

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1 Salt Saturation

2 Citric Acid Saturation

Investigation 2: Reaching Saturation

8

19

3 Saturation Puzzle 28

4 Comparing the Crystals 35

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What do you know about a saturated solution?

I Think…

Now I Know…

Part 1: Salt Saturation

7

FOCUS QUESTION

Is there a limit to the amount of salt that

can dissolve in 50ml of water?

Part 1: Salt Saturation

8

Inquiry Challenge Part 1

How can we find out how much salt will

dissolve in 50ml of water?

Plan

Part 1: Salt Saturation

9

Inquiry Challenge Observation Table

# of spoons

added Observations

Directions: Add one 5ml spoon of salt at a time,

shake and observe.

Part 1: Salt Saturation

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Inquiry Challenge Part 1 Questions

• What happened to the salt when you put it in the

water?

• Where is the salt now?

• What happened to the level of the liquid? Why did

this happen?

• How do you know you have a saturated salt solution?

D in your saturated solution

Part 1: Salt Saturation

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Inquiry Challenge Part 2

How many of grams salt does it take to

saturate 50ml of water? In other words, how

many grams of salt are dissolved in your

saturated solution?

Plan

12

13

Part 1: Reaching Saturation

Investigation Results

Part 1: Salt Saturation

14

FOCUS QUESTION

Is there a limit to the amount of salt that

can dissolve in 50ml of water?

CLAIM EVIDENCE

15

Part 1: Salt Saturation

Word Bank

saturated solution -

solute -

solvent -

universal solvent -

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Part 1: Salt Saturation

Word Bank

17

Part 1: Salt Saturation

Science Content/Inquiry

Part 2: Citric Acid Saturation

18

FOCUS QUESTION

Which is more soluble in water, salt or citric acid?

Discussions Questions:

1. How can you find out if citric acid dissolves in

water to make a solution?

2. If it does dissolve, how can you find out how

much citric acid is needed to saturate 50ml of

water?

3. How can we find out how grams of citric acid it

took to saturate 50ml of water?

Part 2: Citric Acid Saturation

19

Inquiry Challenge Observation Table

# of spoons

added Observations

Directions: Add one 5ml spoon of citric acid at a

time, shake and observe.

Part 2: Citric Acid Saturation

20

Inquiry Challenge Observation Table

# of spoons

added Observations

Directions: Add one 5ml spoon of citric acid at a

time, shake and observe.

21

22

Part 2: Citric Acid Saturation

Investigation Results

How can a solution be separated?

Part 2: Citric Acid Saturation

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FOCUS QUESTION

CLAIM EVIDENCE

Which is more soluble in water, salt or citric

acid?

24

Part 2: Citric Acid Saturation

Word Bank

solubility -

25

Part 2: Citric Acid Saturation

Science Content/Inquiry

26

Part 3: The Saturation Puzzle

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FOCUS QUESTION

Can an unknown chemical be identified by its

solubility?

The Saturation Puzzle:

This mystery chemical was in the kit with the salt

and citric acid, but we don’t know what it is. It

might be some salt or citric acid, or it might be

something else. We need to figure out what kind

of chemical it is?

28

Part 3: The Saturation Puzzle

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Challenge:

Plan an investigation to test the mystery chemical to

find out what it is?

Part 3: The Saturation Puzzle

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FINDINGS

What is the mystery chemical and what evidence do

you have to support your conclusion?

CLAIM EVIDENCE

Part 3: The Saturation Puzzle

31

FOCUS QUESTION

Can an unknown chemical be identified by its

solubility?

CLAIM EVIDENCE

32

Part 3: The Saturation Puzzle

Word Bank

33

Part 3: The Saturation Puzzle

Science Content/Inquiry

Part 4: Comparing Crystals

34

FOCUS QUESTION

Can materials be identified by their crystals?

Crystal Observations

Part 4: Comparing The Crystals

35

FOCUS QUESTION

Can materials be identified by their crystals?

CLAIM EVIDENCE

36

Part 3: Comparing The Crystals

Word Bank

37

Part 4: Comparing The Crystals

Science Content/Inquiry

Investigation 2: Reaching Saturation

38

BIG QUESTION

Directions: Answer the Big Question below. Use evidence

from the investigations to support your answer.

How can solubility and saturation be used to

identify an unknown material?

39

BIG QUESTION

How can solubility and saturation be used to

identify an unknown material?

40

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