Science at key stage 3 (Year 7)
Unit 7H: Solutions
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Objectives |
Section 1: How can we tell whether a liquid is a mixture?
Children should learn:
- that some solids dissolve in liquids and others do not
- that many common materials are mixtures
- that mixtures can be separated
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Section 2: How much salt can we get from rock salt?
Children should learn:
- to use knowledge about separating mixtures to obtain a sample of salt from rock salt
- to evaluate methods used in terms of the mass of salt obtained
- that salt comes from a variety of sources and has many uses
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Section 3: What happens to the solute when a solution is made?
Children should learn:
- that when a solute dissolves, mass is conserved
- that when a solute dissolves, the solute and solvent particles intermingle
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Section 4: How can we separate solvents from solutes?
Children should learn:
- that distillation can be used to separate a liquid from the solids which are dissolved in it
- that distillation is a process in which evaporation of a liquid is followed by condensation
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Section 5: a. How can chromatography separate and identify substances in mixtures?
Children should learn:
- that a mixture of two or more solutes which are soluble in a particular solvent can be separated by chromatography
- to separate and identify materials using chromatography
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Section 6: b. How can chromatography separate and identify substances in mixtures?
Children should learn:
- how chromatography can be used to compare mixtures of solutes
- how scientists use evidence from chromatography
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Section 7: Checking progress
Children should learn:
- how particle theory can be used to model changes that take place when solutions are formed or components of solutions are separated
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Section 8: Is there a limit to the amount of solid that will dissolve in a liquid?
Children should learn:
- that when a solid is added to a liquid, eventually no more will dissolve
- that different masses of different solids dissolve in the same volume of a particular solvent
- that solids can dissolve in liquids other than water
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Section 9: What else affects solubility?
Children should learn:
- that many solutes are more soluble at higher temperatures
- to use tables of data to calculate quantities of material to use
- to make comparisons, identify patterns and make predictions from graphs
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Section 10: Reviewing work
Children should learn:
- to identify key points about changes involving making and separating solutions
- to explain changes and techniques
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Sections in this unit |
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This unit is divided into sections. Each section contains a sequence of
activities with related objectives and outcomes. You can view this unit by
moving through the sections or print/download the whole unit.
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