Investigation 1:
Separating Mixtures
Name: ___________________________
Science Notebook Mixtures and Solutions
Investigation 1
Big Question: How are mixtures and solutions similar and different and how can
they be separated?
5th
1
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
3
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
4
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
5
1 Making and Separating Mixtures
2 Separating a Salt Solution
Investigation 1: Separating Mixtures
8
15
3 Observing Crystals 24
4 Separating a Dry Mixture 29
Part 1: Making and Separating Mixtures
7
FOCUS QUESTION
How can a mixture be separated?
Prepare a filter by folding the round paper filter in
quarters, opening it up to form a cone, and placing it in
the funnel.
Filters:
• Screen:
• Paper:
Part 1: Making and Separating Mixtures
10
FOCUS QUESTION
How can a mixture be separated?
CLAIM EVIDENCE
Part 2: Separating a Salt Solution
14
FOCUS QUESTION
How can a solution be separated?
Review:
1. What is a mixture?
2. How can a mixture be separated?
3. Can you separate a solution with a screen? With a filter?
4. How might you separate the ingredients in a solution?
Part 2: Separating a Salt Solution
15
Challenge:
Will a solution made with 50 ml of water and a
spoon of salt water have the same mass as 50 ml
of plain water? More mass? Less mass? Why do
you think so? How can you find out?
How can a solution be separated?
Part 2: Separating a Salt Solution
17
FOCUS QUESTION
CLAIM EVIDENCE
How can a solution be separated?
Part 3: Observing Crystals
23
FOCUS QUESTION
What is the shape and pattern of a salt crystal?
Crystal Observation:
Draw a picture of the crystals in the dish and
label the drawing:
Part 3: Observing Crystals
24
Review:
Describe how you would separate the following mixtures:
• Gravel and water
• Powder and water
• Salt and water
Part 3: Observing Crystals
25
FOCUS QUESTION
What is the shape and pattern of a salt crystal?
CLAIM EVIDENCE
Part 4: Separating a Dry Mixture
28
FOCUS QUESTION
How can you separate a dry mixture of gravel,
powder, and salt?
Challenge:
You will make a dry mixture of gravel, powder and salt.
Your challenge is to design a method to separate this
mixture of three solid materials so that the gravel ends
up in cup G, the powder in a cup P, and the salt in
cup S.
Investigation 1: Separating Mixtures
31
BIG QUESTION
Directions: Answer the big question below. Use evidence
from the investigations to support your answer.
How are mixtures and solutions similar and
different and how can they be separated?
Investigation 1: Separating Mixtures
32
BIG QUESTION
How are mixtures and solutions similar and
different and how can they be separated?
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