7E

Mixtures and separation

Mixtures and separation

This unit revises and builds on work in primary Topic 7Eb covers solutions as a specific type of
on materials, specifically on mixtures, solutions mixture, and introduces related terminology. It also
and separation techniques using the context of covers how the solubility of salts is affected by the
providing clean drinking water. This provides temperature of the solution.
opportunities to introduce the methods of
working in a science lab, which will differ from the Topic 7Ec starts with a Working Scientifically
science learning experience that most students opportunity to consider hazards, risks and safety
will have had previously. in the lab, particularly in relation to using a Bunsen
burner for heating and carrying out evaporation
to dryness of a salt solution. Evaporation, using
Recommended teaching time for unit: 7.5–10 hours
the context of producing table salt from brine,
is looked at, with the introduction of boiling and
Topic 7Ea provides an opportunity to look at how
boiling points.
material in this unit is used by forensic scientists in
the analysis of samples, with a focus on STEM skills Topic 7Ed looks at chromatography as a way of
(communication). Topic 7Ec contains additional work identifying the substances within mixtures.
on scientific skills (hazards and risks, and the safe
use of a Bunsen burner). You may wish to spend Topic 7Ee introduces distillation as one example
additional time on these topics, should you feel of desalination, in order to produce drinking water
that your students would benefit from these skills from salty water. The unit concludes by looking at
development opportunities. the range of problems we need to overcome so that
we can produce clean drinking water for everyone,
From primary most students will: and provides an opportunity for a class discussion
• observe that some materials change state when on this.
they are heated or cooled, and measure the
temperature at which this happens in degrees Curriculum coverage
Celsius (°C)
• identify the part played by evaporation and This unit covers the following:
condensation in the water cycle and associate the • mixtures, including dissolving
rate of evaporation with temperature • concentrations and the concept of pure
• understand how some materials dissolve in liquid
substances (including their identification)
to form a solution
• simple techniques for separating mixtures:
• describe how to recover a substance from a
filtration, evaporation, evaporation, distillation and
solution
chromatography.
• use knowledge of solids, liquids and gases
to decide how mixtures might be separated, This unit also has a focus on the following aspects of
including through filtering, sieving and evaporating Working Scientifically/Scientific Enquiry:
• demonstrate that dissolving, mixing and changes
• identify hazards and identify and plan ways to
of state are reversible changes.
control the risk of harm from those hazards
Note that this unit avoids reference to particle theory, • use a Bunsen burner safely (including
which is introduced in Unit 7G. The main aim of this understanding of its parts and flame types)
unit is to clarify, consolidate and extend work on • heat a solution to dryness safely.
mixtures and separation methods from primary, and
to use this work to develop basic science skills that
students will use in the rest of their science learning. STEM skills
Topic 7Ea introduces the unit in the context of This unit explores these STEM skills and how they
providing clean drinking water, revising the concepts are used:
of mixtures, sieving and filtering from primary.
Basic knowledge of the states of matter, mixtures • communication (how to write clear, step-by-
and separation methods of sieving and filtration step methods and to represent apparatus using
is explored. The text introduces suspensions and diagrams).
colloids, which may be unfamiliar to students. There
is an opportunity to find out about STEM and the
Cross-curricular opportunities
skills associated with being a forensic scientist (with
a focus on communication, which includes writing 7Ee – Design and technology – design and
methods and the use of apparatus diagrams). construction of a solar still.

132 © Pearson
 Mixtures and separation

7E Background information 7Eb Solutions

Dissolving is a topic that is superficially very 7
E
7Ea Mixtures and separation/Forensic simple, but can lead to some very complex ideas.
science/Mixtures One of the key ideas to be brought out is that true
Students may have learnt at primary that a mixture dissolving will only occur when the solute is broken
is a combination of two or more substances that down into ‘bits’ that are too small to be seen with
can be separated by means such as sieving, the naked eye. (Note that this unit avoids reference
filtering and evaporation. Mixing is therefore a to particle theory, which is introduced in Topic
reversible change. This is to distinguish mixtures 7Gb, so it is up to you whether you introduce the
from compounds, in which two or more substances term ‘particle’ here.) A common error will be to
combine to form a new substance; this kind of assume that any form of dispersion is evidence of
change is not usually reversible. dissolving – the fact that ‘soluble’ aspirins are often
The term ‘colloid’ is introduced in this topic, a term in fact only partially soluble may be a source of this
used for a range of different types of mixtures that misunderstanding.
are difficult to separate but can be separated by Technically, solubility refers to the amount of solute
physical means. that will dissolve in a particular mass or volume of
Students should notice that a mixture can be solvent. In this topic, the only solvent that students
formed from substances in a range of physical will use is water, although other examples are
states, and are not just ‘something that is mixed in mentioned. However, the overwhelming majority of
water’. data available will relate to aqueous solutions.

Make sure students distinguish between Although some people filter tap water in Europe,
‘suspension’, where particles of a solid mix with this does not mean that the tap water is unsafe
a liquid but are large enough to eventually settle to drink. The filter’s main purpose is to remove
out (due to gravity), as in a suspension, and many dissolved solids and gases, and so change
‘dispersion’, where particles of a solid are too the taste of the water. A filter may also be used to
small to settle out of a mixture with a liquid, in this ‘soften’ tap water, to prevent hard scale deposits
case forming a colloid. Students will be given an forming in pipes and appliances such as washing
opportunity to classify familiar substances that are machines and kettles. This topic does not discuss
colloids, including emulsions, gels and foams. hard water in detail, because the formation of
scale deposits is mainly a chemical reaction, when
Another common error is the confusion between soluble hydrogencarbonates dissolved in the water
the meanings of the words ‘clear’ and ‘colourless’. are chemically converted to insoluble carbonates
The use of ‘clear’ as a description of colourless as water temperature increases. The ‘softening’
glass bottles at the bottle bank will not help. In of water is also a chemical reaction, as calcium
the Student Book the word ‘clear’ is used to mean and magnesium ions in the water are removed
transparent, with the colour of the liquid being an and replaced by sodium ions (sodium salts are
independent description. A full description of the all soluble). If a student raises the subject of hard
liquid will therefore involve a minimum of two words and soft water, discuss this in terms of different
(e.g. clear blue, misty yellow, clear and colourless). amounts of different substances dissolved in the
It may also be worth stressing to some students water, thus giving it a different taste and different
the difference between ‘colourless’ and ‘white’, behaviour in appliances.
perhaps by showing them a test tube full of water
and one containing milk. 7Ec Safety when heating/Evaporation
Evaporation is a way of extracting dissolved
Filtering is a way of sorting items by size that
solids from a liquid. If a sample of pure water is
students may be familiar with from primary work.
evaporated, no solid residue will be left behind but,
Filter papers act as very fine sieves, allowing only
if a solution (water containing a dissolved solid, or
tiny particles through and trapping the rest. Filtering
mixture of solids) is heated, the water will evaporate
will only separate insoluble solids (which do not
leaving the solids behind.
dissolve) from the liquid or solvent in which they are
found, as dissolved particles are small enough to Evaporation of solutions in the laboratory needs
pass through the paper. In a water treatment plant, care. The solution should be heated until a little
filtration can only be used to separate the ‘lumps’ remains so that the solid can be formed as the
from dirty water – floating branches, paper waste, heat stored in the watch glass or evaporating
solid human waste and particles of soil or dirt. basin evaporates this remaining amount. This will
Filtration will not remove the bacteria that live in the help to stop the solid residue from ‘spitting’ at the
water (as they are too small) and it will not remove students and also limit the number of breakages.
substances that are dissolved in the water. This process is known as ‘heating to dryness’. If the

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 Mixtures and separation

7 solid is heated beyond this point, it may ‘jump’ out

of the container and may also be changed by the
7Ee Distillation/Safe drinking water
Distillation is a process used to separate a liquid

E heat.
Copper sulfate is ideal for demonstrating
from a mixture of either a liquid and a dissolved
solid, or several liquids, so that the liquid is not lost.
evaporation as its blue colour means that it can be Simple distillation involves separating a liquid from
easily seen. Also, the effect of heating it too strongly dissolved solids. The method is effectively the same
is a very clear change in colour – anhydrous copper as evaporation, except that the vapour is collected
sulfate is produced, which is white if too much and condensed to form a liquid.
water (the water of crystallisation) is removed. The
When using a Liebig condenser in distillation,
blue colour returns if a little water is added to the
ensure that the cooling water goes in at the bottom
white crystals.
and out at the top. This ensures that the cooling
Students often confuse boiling with evaporation. jacket remains full of water. When demonstrating
It is important that they realise that evaporation the Liebig condenser to students it is worth setting
happens at any temperature (although it happens it up the wrong way round to show them that if
faster as temperature increases). Other factors also water is fed in at the top it just runs down the lower
affect the rate of evaporation, but these are not surface and does not remain in contact with the
covered in this unit. During evaporation, the change central tube.
of state only occurs at the surface of the liquid.
Boiling happens at a temperature when all of the
liquid is changing into a gas at the same time (the When heating liquids in a flask, anti-
bubbles are bubbles of the liquid that have turned bumping granules must be used. These
to gas). help small bubbles of gas to form as
the liquid boils. In the absence of anti-
7Ed Chromatography
bumping granules, large bubbles of gas
Chromatography is a way of separating different
can form and shake the flask.
solids dissolved in a liquid. At school level,
chromatography is typically used to separate
coloured compounds such as dyes in ink or
food colouring. In industry, the substances being Distillation can also separate two or more liquids
separated are not necessarily coloured, and the with different boiling points. If the mixture is heated
technique may be only part of a more complex so that one of the liquids boils, this liquid will turn
analysis process involving other identification into a gas and leave the boiling flask. If this gas is
techniques such as mass spectrometry that then channelled so that it can no longer return to
measure the amount of each substance in the the hot flask, it can be cooled. As a result, it will
sample. This is used not only in the water industry, condense and turn back into a liquid, which can
to analyse the concentration of specific solutes, but then be collected.
also for drug testing in sports competition, and for
Note that pure liquids cannot be formed from
forensic analysis.
the distillation of a mixture of liquids because
The separation of substances is a result of the evaporation occurs below the boiling point. So
relative attraction of the solvent and the stationary when the mixture in the flask reaches the boiling
phase (e.g. the paper in paper chromatography) point of one liquid, other liquids in the mixture will
for each substance. (Note that the term ‘stationary also be evaporating to some extent.
phase’ is not used in this unit. At this level, it
Desalination is the removal of water from salty
is better to name the solid, such as paper or
water, such as sea water. This can be carried out
gel.) This means that different substances in the
using distillation, but other less energy-intensive
sample move at different speeds, resulting in a
methods are also used, including reverse osmosis.
spread-out series of ‘spots’. If two samples on the
Most of these methods are beyond this level and so
chromatogram contain the same substance, that
have not been mentioned.
substance will move the same distance from the
start point as the chromatogram is made.

134 © Pearson
7Ea
Mixtures

Objectives
STARTERS
Developing:
1. Identify and describe mixtures (as not being 1: Quick Quiz
pure, single substances). BA
2. Describe how insoluble solids can be separated Use the 7E Quick Quiz for baseline assessment.
from a liquid. Students can use the 7E Quick Quiz Answer Sheet
Securing to record their answers. You could use all of the
Quick Quiz as a starter for the whole unit and then
3. Classify mixtures as suspensions, colloids and again at the end of the unit to show progress.
solutions, based on what they look like and Or just use the first four questions, which relate
whether they separate on standing. to this topic. These questions could be revisited
Exceeding: formatively in a plenary for this topic. See the ASP
for more information about Quick Quizzes.
Exceeding objectives are designed to broaden
students’ skills and knowledge beyond what
is required, often introducing a higher level of Course resources
challenge. ASP: 7E Quick Quiz; 7E Quick Quiz Answer Sheet.

4. Classify colloids as foams, emulsions, gels and

aerosols, based on what they are made up of. 2: Sandy water descriptions 1
BA WS
Student materials Show students a beaker of water and add some
Topic notes sand. Mix the water and sand thoroughly by stirring,
• Students may be familiar with the basic ideas then leave to stand so that some of the sand can
of mixtures and their separation by sieving and be seen to settle. Students should work in pairs or
filtering from primary. The focus of this topic is small groups to think of any suitable science words
to bring a more formal structure to learning and that are related to the contents of the beaker, and
recording of this information. how the water and sand might be separated again.
• It is important that teachers review all materials Each group should write a list of words. They could
that they intend to use with students before use, also identify any questions they have about the
to ensure suitability. mixture, and what they have seen, and add these to
• It is envisaged that in the course of studying the their lists. These lists could be photocopied and the
chemistry component of this topic, students will originals returned to students for use in Plenary 4.
use one Starter idea, Explaining 1, one further
Exploring or Explaining idea, and one of the
Equipment
plenaries. Additional activities can be added as
Beaker, water, sand, paper, access to
time allows.
photocopier.

Be prepared 3: Mixture examples 1

• Starter 3 needs a wide range of mixtures, BA
some of which are common household Provide students with a display of a range of
substances. mixtures as objects or pictures. Suitable examples
• Explaining 4 requires arranging a visit to a include: sand/water mix, a piece of granite or
local water treatment plant. Alternatively, other rock showing a mixture of different crystals,
invite someone from a local water treatment an ‘empty’ beaker labelled air, shaving foam or
plant or water company to visit the lesson to other foam, a glass of milk, some jelly (with a brief
answer questions. Note that Exploring 3 in description of how it is made by mixing gelatine
Topic 7Ed suggests questions that could be with water).
asked about water analysis from the same
visitor, so it could be helpful to gather this Students should work in pairs or small groups
information in the same visit. to discuss how the mixtures are similar and how
they are different. They should also identify any

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 Mixtures and separation

7 questions that they need answering as they work

through the topic. It is hoped that they will be Course resources

E familiar with solids, liquids and gases but, if these AP: Worksheet 7Ea-3.
words are not appearing in students’ notes, put an Equipment
a extra focus on revising the terms in Explaining 3.
The notes can be returned to in Plenary 5.
Conical flask, filter funnel, filter paper, beaker of
sand/water mixture.

Equipment 2: Filtering mixtures 2

Wide range of examples of mixtures, e.g. sand/ At the end of the STEM pages, there is a practical
water mix from Starter 2, a piece of granite activity in which students follow a simple method
or other rock showing a mixture of different for filtering a mixture of sand and water. This
crystals, an ‘empty’ beaker labelled air, shaving provides an alternative to Exploring 1 (Filtering
foam or other foam, a glass of milk, some jelly mixtures 1), above.
(with a brief description of how it is made by
mixing gelatine with water). Start by writing the method from the Student Book
on the board, for students to follow.
Students should work in groups to filter the mixture.
Encourage them to discuss each step as they do
EXPLORING TASKS
it, highlighting any problems that they find or better
ways in which they think it might be done.
1: Filtering mixtures 1
FA WS When they have finished, ask students to answer
Students should remember this simple practical the bullet point questions in the Student Book.
activity on filtering from primary. Here, the focus Then ask for suggestions from each each on ways
is to write a clear method for the experiment. to change the method that is written on the board.
Students may need any apparatus that is not Ideas might include diagrams (e.g. to show how to
familiar from primary work to be introduced. fold the filter paper, to show how the apparatus is
An alternative, in which students carry out the put together) and reversing steps E and F, so that
practical, is given in the next activity (Filtering the sand has less time to settle before being poured
mixtures 2). into the filter funnel. Other ideas include putting
the funnel in the flask before putting in the filter
Introduce the rules of writing a good method paper (to stop the filter paper cone jumping out of
from Student Book spread 7Ea Forensic science. the funnel as it is moved) and dampening the filter
Students should note the use of imperative verbs. paper once in the funnel (to get it to stay in place).
Briefly demonstrate the setting up of the apparatus
and filtering of the mixture. Students then work in
pairs or small groups to write the method for the Ensure that all spillages are mopped up
experiment using imperative verbs. immediately.
Developing: Work with students to complete the
process of filtering step by step. At the end of a
step, students describe what they have done and Equipment
then discuss how to write their description in a clear Sand and water mixture in a beaker, filter
and simple way. Remind them to use a separate funnel, filter paper, conical flask.
instruction for each step in their method. Some
students could use a cut-up copy of Worksheet
7Ea-3, selecting the best description for each step 3: Classifying mixtures
to paste into their workbook in the correct order. Present students with a range of real examples
of colloids, such as jelly, shaving foam, milk,
Securing: Encourage students to exchange the polystyrene foam, fizzy drink. Students classify the
method they have written with another group. mixtures in the presentation using the information
They should test the method they have received on Worksheet 7Ea-4. The AL interactive Mixtures
by following the instructions and carrying out the asks students to match scientific words for mixtures
experiment. They should then point out two good and what they look like with their descriptions,
things about the method they were using and which may help students decide upon the language
something that needs improving, and return the to use when discussing the similarities and
method to the original group for improvement. differences of the mixtures.

136 © Pearson
 Mixtures and separation

Course resources
AP: Worksheet 7Ea-4.
• using conventional symbols, which show what
items look like when cut in half 7
AL: Interactive Mixtures.
• now drawing lines over tubes and openings to
tubes, etc., so that the flow of fluids is obvious E
4: Apparatus diagrams
• using a heat arrow instead of drawing a Bunsen
burner. a
Developing: The demand of this activity could be
FA
reduced by giving students Worksheet 7Ea-5.
Skills Sheet SC 3 Drawing apparatus contains
drawings of apparatus and diagrams of the same Course resources
apparatus using conventional symbols for the AP: Skills Sheet SC 3. Worksheet 7Ea-5.
apparatus. Students should note any similarities
and differences between the two images. Equipment
Apparatus set up for filtering (filter funnel, filter
In pairs or small groups, students discuss any paper, conical flask), heating water in a beaker
obvious differences, including drawing apparatus (heat-resistant mat, beaker, gauze, Bunsen
symbols in 2D, and leaving the top of the beaker burner, tripod), heating a solution gently in an
and the top and end of the funnel open. They should evaporating basin (heat-resistant mat, beaker,
think of as many reasons as they can why apparatus gauze, Bunsen burner, tripod, evaporating
diagrams are drawn like this rather than trying to basin) or distillation (heat-resistant mat,
make them look realistic. (They should be able to collecting beaker/flask, gauze, Bunsen burner,
suggest that it speeds up the drawing process, tripod(s), thermometer, round-bottomed flask
makes the diagrams clearer, and using standard with side arm, Liebig condenser).
symbols makes it easier for others to interpret the
drawing.) Point out to students that using certain
ways of drawing apparatus is called a ‘convention’. 5: Cleaning water
Conventions are common in science. WS
Set up one or more of the following sets of Students carry out research to find out how waste
apparatus and ask students to draw appropriate water from homes and offices is cleaned and
diagrams. Students should then work in small treated to produce water that is safe for release
groups to discuss the good points about the into the environment, and even for drinking. They
diagrams that they have drawn and to identify ways should focus on the physical aspects of removing
in which their diagrams could be better. They could suspended and dispersed solids in the water,
use the diagrams from Skills Sheet SC 3 or the including the addition of chemical substances to
Student Book to help facilitate these discussions. cause flocculation (clumping) of dispersed solids so
that they are easier to remove. Students could use
• Filtering apparatus (see the diagram on the
what they find to produce a flowchart showing the
second page of Skills Sheet SC 3 and diagram
stages of treatment. They should also identify the
C in the Student Book spread 7Ea Forensic
roles of sieving and filtering in these stages.
science).
• Apparatus used to heat a beaker of water (see 6: Access to clean drinking water
diagram D in the Student Book spread 7Ea There are many videos available on Internet video
Forensic science). storage websites that highlight the problems of
• Apparatus used to heat a solution in an and solutions for water supply in various countries
evaporating basin (a diagram is on the second around the world.
page of Skills Sheet SC 3).
Students should watch two or more videos and
• Distillation apparatus (see the diagram on the
then work in pairs or small groups to discuss
second page of the skills sheet and diagram C in
the problems that need to be addressed so that
the Student Book spread 7Ee Distillation).
everyone has access to clean drinking water.
Students could then draw up a set of rules for
drawing apparatus diagrams correctly. Equipment
Internet access.
These could include:
• using a sharp pencil to draw 7: Apparatus diagrams database
• adding label lines and clear labels (in ink) Students could use their diagrams from Exploring
• using a ruler for straight lines 4 to set up a database of lab apparatus, using a
• not drawing stands, bosses, clamps, mats suitable program. (There are free online versions
• drawing the apparatus as it would be set up if no other is available.) The database should, for
(rather than as separated components) each piece of apparatus, ideally contain a photo

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 Mixtures and separation

7 or 3D drawing of the apparatus, and the apparatus

symbol with notes on how to draw it. Notes about Course resources
AP: Worksheet 7Ea-2.
E what the apparatus is used for and how it should be
used safely could also be included. For this topic,

a filter funnel, filter paper and conical flask could be

added to the database. Opportunities to include
4: Local water treatment
If possible, arrange a visit to a local water treatment
other apparatus occur in later topics in this unit. plant, or invite someone who works there to come
and talk to the students about the stages in water
treatment. In preparation for the visit, students
Equipment
should prepare questions. Students could use a
Students’ apparatus diagrams from Exploring
copy of Skills Sheet TS 6 to organise their thoughts
4; lab apparatus database program.
and plan their questions. During the visit, students
should take notes of answers to any of their
questions, so that they can complete the right-
EXPLAINING TASKS hand column of the grid in class later. Alternatively,
students could find some of their answers in the
1: 7Ea Mixtures and separation (Student Book) AL animation Water treatment. This describes the
This unit starts with a brief introduction on the various stages used to clean drinking water.
problems of producing sufficient clean water for
drinking in a range of circumstances. This provides Course resources
a way of revising some primary work on mixtures AP: Skills Sheet TS 6.
and their separation. The AL animation link opens AL: Animation Water treatment.
Water treatment, which describes the various
stages used to clean drinking water.

PLENARIES
Course resources
Most plenaries can be used for formative
AL: Animation Water treatment.
assessment. Suggested assessment, feedback and
action strands of formative assessment can all be
2: 7Ea Forensic science (Student Book) modified. See the ASP for further information and
ideas on formative assessment.
FA
These pages in the Student Book look at the job of 2: Quick Check 2
a forensic scientist and the skills and training that FA WS
forensic scientists need. There is a particular focus Assessment: Students complete the 7Ea Quick
on clear communication, explaining how procedures Check 2 sheet, which consists of a description that
are carried out using steps and presenting students are asked to rewrite as a method.
apparatus as diagrams. Worksheet 7Ea-1 can be
used to support work on communication skills as Feedback: Students work in pairs to compare their
you work through the pages. answers and agree how to improve each step to
satisfy the bulleted points on the sheet.
Action: Students write their own instructions to help
Course resources
them remember how to write a method clearly.
AP: Worksheet 7Ea-1.

Course resources
3: 7Ea Mixtures (Student Book) ASP: 7Ea Quick Check 2.
FA WS
This spread classifies mixtures into categories, and
uses filtering of suspensions as an example of a 1: Quick Check 1
method that separates the substances in a mixture. FA
Worksheet 7Ea-2 is the Access Sheet. Assessment: Students cut out and arrange the
dominoes in the 7Ea Quick Check 1 sheet for the
Question 8 can be used for formative assessment,
standard pages of this topic, which consists of a set
with students working in groups to answer the
of dominoes containing terms covered in this topic
question. See the ASP Introduction for ideas on
and their definitions.
how to run the feedback and action components for
this formative assessment. This also contains mini- Feedback: Students compare their answers with
plenary ideas. each other and their smiley faces (to indicate how

138 © Pearson
 Mixtures and separation

easy they felt that the sheet was/how confident they

feel about their answers overall). Ask the students
The AL presentation 7Ea Thinking skills can be
used for this activity.
7
for areas of difficulty and then explain the answers.
Action: If there is one persistent area of difficulty,
E
revisit this material using a different approach
from the list of ‘Approaches for learning’ (see ASP
Course resources
AL: Presentation 7Ea Thinking skills. a
Introduction).

4: Sandy water descriptions 2

Course resources FA
ASP: 7Ea Quick Check 1. Assessment: Return the word and question lists
from Starter 2 to the pairs or groups of students.
Ask them to use what they have learnt in the
3: Thinking skills lesson to make any changes that they think are
FA needed to the words and to try to answer any
Assessment: questions that they had. They should write a
Consider All Possibilities: A mixture is formed sentence to explain any answers or changes that
from two liquids. (Possible answers: it is a they have made.
suspension such as oil and water; it is a colloid that Feedback: Take examples of any changes from
will not separate on standing such as mayonnaise; around the class, and the explanations of why the
it is a mixture of liquids that form a solution such as changes have been made.
ethanol and water.)
Action: Compare the photocopied word and
Plus, Minus, Interesting: Chemicals should be question lists from Starter 2 with the final lists to
added during water treatment to make small solid find any remaining misconceptions so that these
particles clump together. (Possible answers: Plus can be tackled at the start of the next lesson.
– this makes it easier and simpler to remove the
particles to clean the water; Minus – the added
chemicals may change of the flavour of the water; Equipment
Interesting – people use water filters at home to Students’ word and question lists from
make water taste nicer. Are people ever harmed by Starter 2.
the chemicals added to water?)
Odd One Out: oil/water mix, jelly, frothy cream.
5: Mixture examples 2
(Possible answers: muddy water because the oil
and water separated on standing; frothy cream FA
because one of the substances in the mixture is Assessment: Show students the range of mixtures
a gas.) that they looked at in Starter 3. Ask them to repeat
the activity, by making notes of the similarities and
Consider All Possibilities: When Jack tried to differences between the mixtures. They should use
filter a mixture, no filtrate was left in the filter paper. what they have learnt in the lesson to improve their
(Possible answers: the mixture was a colloid so comparisons.
cannot be separated by filtering; the substance
mixed in the liquid was not a solid that does not Feedback: Take examples from around the class
dissolve.) and make sure that all the key terms used in the
lesson have been covered, including ideas of how
Feedback: Students answer the thinking skills they might be separated.
questions in groups, thereby feeding back their
thoughts to one another through discussion. Ask Action: Compare the lists that the students
students to agree on what the best answers are and produced in Starter 3 and this plenary, to check for
write them down. They should also consider why any remaining misconceptions or weaknesses in
they are the best answers. understanding. These can be covered at the start of
the next lesson/topic.
Action: Ask a spokesperson from a number of
groups to read out their best answers. Identify any
ideas that are missing and share them with the Equipment
class, reinforcing ideas that students are having Examples of mixtures used in Starter 3.
difficulties with.

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 Mixtures and separation

7 HOMEWORK TASKS
3: An emergency water filter
WS

E 1: The right steps

WS
Worksheet 7Ea-8 invites students to use their
knowledge of filtering and writing experimental
a Worksheet 7Ea-6 contains straightforward
questions on rewriting the statements of a
methods to answer questions about an emergency
water filter.
method for filtering muddy water, and drawing
correct symbols for apparatus used in a filtering Course resources
experiment. AP: Worksheet 7Ea-8.

Course resources
AP: Worksheet 7Ea-6.
4: Different kinds of colloids
Worksheet 7Ea-9 challenges students to analyse
2: Different mixtures and organise information about colloids.
Worksheet 7Ea-7 contains straightforward
questions on mixtures.

Course resources
Course resources
AP: Worksheet 7Ea-9.
AP: Worksheet 7Ea-7.

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7Eb Mixtures and separation

Solutions

Objectives If there is time, repeat with other pairs of words,

Developing: such as ‘lo blues’ (soluble) and ‘is solved’ (dissolve),
or ‘lion outs’ (solution) and ‘lo vents’ (solvent).
1. Describe how soluble solids can form a solution,
and identify the solvent and solute in a solution. 2: Different kinds of water
2. Describe what happens when a liquid will not BA
dissolve any more of a solid and use correctly Show students some bottles of water:
the terms: solubility, saturated solution.
3. State what happens to mass in a physical • small half-full bottle of sparkling water
change. • small half-full bottle of still mineral water
• small half-full bottle containing tap water (labelled
Securing: ‘from tap’).
4. Recall what is meant by solubility and describe Ask students to work in groups to discuss what
how temperature and solvent affect solubility. the differences are between the waters without
Exceeding: opening the bottles. They can then experiment by
shaking the bottles and examining the labels. Take
Exceeding objectives are designed to broaden examples from around the class, then discuss what
students’ skills and knowledge beyond what is practical work they could do to identify further
required, often introducing a higher level of challenge. differences. Encourage them to consider what is in
5. Plan a fair test to discover how different factors the water, rather than the water itself.
affect the solubility of a substance.
Equipment
Student materials Small bottles of sparkling water and still mineral
water (still labelled to show contents), small
Topic notes
bottle of tap water labelled ‘from tap’.
• This topic revisits primary learning on solutions in
a more thorough and formal way.
• It is important that teachers review all materials
that they intend to use with students before use,
EXPLORING TASKS
to ensure suitability.
• It is envisaged that in the course of studying the
1: Does it dissolve?
chemistry component of this topic, students will
use one Starter idea, Explaining 1, one further WS
Exploring or Explaining idea, and one of the Students should work in pairs or small groups to
plenaries. Additional activities can be added as test what happens when different substances are
time allows. stirred into a beaker of tap water. They should add
a similar amount of each substance (e.g. a spatula
full) and empty and rinse clean the beaker after
Be prepared each test. Provide a range of soluble and insoluble
Starter 2 requires bottled water. substances for testing. They should record their
results in a table using any suitable science
language they already know.
STARTERS Take examples of results from around the class and
make sure the terms dissolve, soluble and insoluble
1: Solution anagrams are discussed and defined.
BA
Write the words ‘no bullies’ and ‘solve dis’ on the
board and ask students what science terms they If included in the range of substances
are anagrams of. If needed, give the hint that they offered, students should not eat sugar
are both something to do with liquids. Prompt or salt. Make students aware of safety
further as needed, and when the words are guessed information relating to any chemical
(insoluble and dissolve) challenge students to make substances used.
up a sentence to link the two words.

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 Mixtures and separation

7 Equipment
Glass beaker, access to tap water, access
exceeding to the work is provided in the ASP. Even
if this is not formally assessed, the descriptions

E to sink, spatula, range of water-soluble and

-insoluble substances such as table salt, flour,
could be used for students to mark each others’
work and to provide formative feedback to each

b instant coffee, ground coffee, baking soda,

liquid detergent, vegetable oil.
other. Note that the use of Worksheet 7Eb-3 or
7Eb-4 will limit the range of any assessment.
Developing: Worksheet 7Eb-3 presents the simplest
method, where students find out how many
2: How much will dissolve? spatulas of potassium chloride (referred to as ‘a
WS white substance’ on the worksheet, for simplicity)
Students investigate the solubility of table salt dissolve in a fixed quantity of water at different
and table sugar. (The solubility of sodium chloride temperatures. Ensure that students understand that
(table salt) at 25 °C is approximately 36 g/100 cm3, it is the quantity of solute they are investigating,
and the solubility of sucrose (table sugar) is over not how fast it dissolves. The first test is carried out
200 g/100 cm3.) Make sure students use small at room temperature, the other two tests in water
volumes of water. baths at 30 °C and 50 °C.
Normally solubilities are quoted as g/100 g of water. If available, students should stand their beakers in
However, it is acceptable to quote them as g/100 water baths at appropriate temperatures. Students
cm3 of water and, given that students will find it should be encouraged to read the temperatures
easier to measure out volumes of water, Worksheets on thermometers in the water baths and left in
7Eb-3 and 7Eb-4 have assumed that solubilities a tray on a lab bench so they can find out what
will be calculated using g/100 cm3. Most students, the air temperature of the room is. Students
should, however, be able to convert between the should not touch any of the thermometers if glass
units if told that 1 cm3 of water has a mass of 1 g. thermometers are used.
Developing: Students follow a simple method based Securing: A more accurate method is to prepare hot
on, for example, counting the number of spatulas of solutions with different quantities of solute and cool
solid that will dissolve in a given volume of water. them until crystals start to appear. This method is
outlined on Worksheet 7Eb-4 using copper sulfate,
Securing: Students should be encouraged to use a
as coloured crystals will be easier to see.
more sophisticated approach based on measuring
out masses of solid. The solid should be added until Beakers or tube racks for supporting test tubes
no more dissolves. They could also investigate the should be placed in water baths at a range of
law of conservation of mass, to show that the mass different temperatures.
of the solution is the same as the mass of solute
added to the mass of solvent. Students can prepare a range of solutions, or each
group can be allocated a particular mass of solute
and results can be pooled. Alternatively, different
Students should not eat sugar or salt. groups investigate the solubility of different salts
with temperature. Students produce graphs of
solubility against temperature.
If there is time, students could plan this practical
Equipment
before they are given the method on Worksheet
Sodium chloride (table salt), sucrose (table
7Eb-4. This could be carried out as homework –
sugar), beaker (10 cm3), spatula. Optional:
see Homework 3 below. Students should attempt
access to balances.
to identify the variables in this experiment and also
any possible safety issues. Discuss with them the
difficulty of deciding on an end-point and how they
Course resources
will record their results.
AP: Worksheets 7Eb-3; 7Eb-4.
At the end of the practical, discuss the reliability
of the results and whether students have
3: Temperature and solubility sufficient data to be able to draw a conclusion.
WS Any suggestions about improvements to the
Students investigate the effect of the temperature practical should be accompanied by a reason for
of a solvent on the solubility of a solute. A variety of the suggested change. Students could also be
methods are possible. This practical can be used to encouraged to pool their results and think about
carry out a Working Scientifically investigation. A set how these could be manipulated to help provide
of descriptions to assign developing, securing or further evidence for their conclusion.

142 © Pearson
 Mixtures and separation

Exceeding: Students could be asked to extend their

investigation to the solubility of various substances
will be covered further in Topic 7Ec. Ask students to
use the Internet to search for information regarding 7
in different solvents. the effect of water supplies. Students could record
their findings as a labelled map of your country or E
Eye protection should be worn. Copper
region.
7: Graphing solubility
b
sulfate is harmful. BA WS
Worksheets 7Eb-5 and 7Eb-6 provide an
opportunity to revise and assess graph-drawing and
Course resources interpretation skills, using solubility as the example.
AP: Worksheets 7Eb-3 or 7Eb-4.
Developing: Work with students using Worksheet
ASP: 7E WS Investigations.
7Eb-5 to complete the graph and discuss the
Equipment choices for the answers to Question 2.
Potassium chloride, measuring cylinder, copper
Securing: Students work individually to complete
sulfate, boiling tube, spatula, heating apparatus
Worksheet 7Eb-5.
or access to kettle, eye protection. Optional:
access to balances. Exceeding: Students answer the questions on
Worksheet 7Eb-6. Note that this worksheet requires
students to put two sets of data on the same axes,
4: Solvents and solutions something that students may not have done before.
Worksheet 7Eb-2 provides a set of drawings of You may want to check their understanding of what
solvents and solutions for students to cut out and is required before they do the sheet.
match up. Students’ responses will let you see if
they have grasped the idea of conservation of mass
on dissolving, and the idea of saturated solutions. Course resources
(Alternatively, this activity could be used as a AP: Worksheets 7Eb-5; 7Eb-6.
plenary.) The AL presentation Solutions before Equipment
and after provides the same drawings as on the Graph paper.
worksheet so that this activity can be done as a
class discussion.

8: Other variables in solubility

Course resources WS
AP: Worksheet 7Eb-2.
Students adapt the method used in Exploring
AL: Presentation Solutions before and after.
3 to investigate the effect of factors other than
temperature on how much of a substance
dissolves. Factors that could be considered include
5: Solutions apparatus diagrams
the speed of stirring, volume of solvent and size
WS of solvent pieces (e.g. comparing lump sugar with
Give students Skills Sheet SC 3. Students should granulated sugar).
use the symbols to draw the apparatus diagram for
the practical. They could then add these symbols to Securing: Students work together to plan and carry
the symbols database they began in Topic 7Ea, with out their experiment.
drawings or images of the real apparatus, notes on Exceeding: Students should plan their experiments
what to remember when drawing the symbol and individually, though they could carry them out in
notes on what the apparatus is used for. pairs or small groups.

Course resources
EXPLAINING TASKS
AP: Skills Sheet SC 3.
1: 7Eb Solutions (Student Book)
6: The taste of water FA
Students research the effect of water supply (i.e. These pages define and use terms related to
whether the water is stored in a surface reservoir or solutions, particularly solutions in which the solvent
pumped from an underground aquifer) and geology is water. They also introduce the idea of solubility
on the taste of drinking water. This will introduce and some of the factors that can affect it. Worksheet
them to the concepts of hard and soft water, which 7Eb-1 is the Access Sheet. Question 7 can be

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 Mixtures and separation

7 used for formative assessment, with students

working in groups to answer the question. See
Show students the demonstration, and ask them to
explain why it happens.

E the ASP Introduction for ideas on how to run the

feedback and action components for this formative

b assessment. This also contains mini-plenary ideas.

The AL presentation Solutions before and after
Lead compounds are toxic. Wear gloves
and wash hands after handling them. Eye
provides the same drawings as on Worksheet protection should be worn. Take care with
7Eb-2 so that Exploring 4 can be done as a class waste products; refer to a leading safety
discussion. organisation for more information.
The AL interactive Solubility supports this task
by asking students to select the correct scientific
words to complete a paragraph describing what Equipment
happens when table salt is added to water. Boiling tubes, lead iodide (solid), 250 cm3
beakers. Alternatively, use dilute lead nitrate
and potassium iodide solutions (0.005 mol dm–3),
Course resources eye protection.
AP: Worksheet 7Eb-1.
AL: Interactive Solubility. Presentation
Solutions before and after.
PLENARIES

2: Solubility Most plenaries can be used for formative

The AL presentation Different solubilities provides assessment. Suggested assessment, feedback and
a graph showing how the solubilities of different action strands of formative assessment can all be
salts change with temperature, and includes modified. See the ASP for further information and
comprehension questions. This is best used after ideas on formative assessment.
students have worked through the material in the 1: Quick Check
Student Book. FA
Securing: Project the graph using an interactive Assessment: Students complete the Quick Check
whiteboard and discuss the answers to the sheet for this topic, which consists of a set of
questions. answers for which students write the questions.
Exceeding: Students work through the questions Feedback: Students compare their answers with
individually or in pairs. each other and their smiley faces (to indicate how
easy they felt that the sheet was/how confident
they feel about their answers overall). Ask the
Course resources students for areas of difficulty and then explain
AL: Presentation Different solubilities. the answers.
Action: If there is one persistent area of difficulty,
revisit this material using a different approach
3: Snowstorm in a test tube from our list of ‘Approaches for learning’ (see ASP
WS Introduction). Students should also consider how
Lead iodide provides a very good visual they could address their own areas of difficulty.
demonstration of the change of solubility with
temperature, although this does not lead to the
production of large crystals. Heat a little lead iodide Course resources
in a boiling tube about half-full of distilled water. ASP: 7Eb Quick Check.
Alternatively, the lead iodide may be precipitated
by mixing equal volumes of dilute potassium iodide
and lead nitrate solutions. The solid will dissolve 2: Thinking skills
when the water is close to boiling point.
FA
Allow the solution to cool slowly and crystals of Assessment:
lead iodide will precipitate as a ‘golden snowstorm’ Consider All Possibilities: When a spoonful of a
effect – the glittering crystals give quite a solid substance is added to a beaker of solvent, the
spectacular effect as they float in the water. Once a solid does not dissolve. (Possible answers: the solid
row of tubes has been set up, they can be re-used is insoluble in that solvent; the solution is already
repeatedly. saturated with solute.)

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 Mixtures and separation

Odd One Out: copper sulfate, vegetable oil, liquid

detergent. (Possible answers: copper sulfate is a
HOMEWORK TASKS 7
solid, the others are liquids; vegetable oil is not
soluble in water, the others are.)
1: Solution questions
Worksheet 7Eb-7 contains questions on solutions
E
Consider All Possibilities: Kate dissolves more of
solute A in a beaker of water than she does of solute
and solubility. b
B in a different beaker of water. (Possible answers:
solute A has a higher solubility in water than solute Course resources
B; the water in the beaker with solute B is warmer AP: Worksheet 7Eb-7.
than the water with solute A; there is more water in
the beaker with solute B than with solute A.)
2: Solution experiments
Plus, Minus, Interesting: Teabags should be made Worksheet 7Eb-8 asks students to use their
bigger, and have bigger holes. (Possible answers: knowledge of solutions and solubility to interpret
Plus – more water would get into the bag so the experimental data.
soluble substances in the tea would dissolve out
faster; Minus – the pieces of tea would need to be
bigger so they stay in the bag; Interesting – would Course resources
this change the flavour of the tea? In May 2013 a AP: Worksheet 7Eb-8.
food company in Australia unveiled a teabag with a
mass of 151 kg – enough for 100 000 cups of tea).
3: Planning Exploring 3
Feedback: Students answer the thinking skills
If students are to produce their own plans for
questions in groups, thereby feeding back their
Exploring 3, consider setting the planning for
thoughts to one another through discussion. Ask
homework.
students to agree on what the best answers are and
write them down. Securing: Students should be given the method
from Worksheet 7Eb-4, and asked to identify the
Action: Ask a spokesperson from a number of
variable they are going to change and the variable
groups to read out their best answers. Identify any
they are going to measure. They should also identify
ideas that are missing and share them with the class,
variables that will need to be controlled (e.g. size of
reinforcing ideas that students are having difficulties
beaker, type of solute) and explain how they will be
with. If there is time, students could also consider
controlled to make it a fair test.
what makes a ‘good answer’. The AL presentation
7Eb Thinking skills can be used for this activity. Exceeding: Students should plan the investigation
of the effect of temperature on the solubility of
copper sulfate without additional support.
Course resources
AL: Presentation 7Eb Thinking skills.
Course resources
AP: Worksheet 7Eb-4.
3: Solvents and solutions
FA
If Worksheet 7Eb-2 was not used earlier in 4: Hot water and oxygen
Exploring 4, it can be used here as a plenary. Worksheet 7Eb-9 challenges students to apply
The AL presentation Solutions before and after their knowledge of solutions and solubility to link
provides the same drawings as on the worksheet so the use of cooling towers in power stations to the
that this activity can be done as a class discussion. effect of temperature on oxygen solubility in water.
Students should identify the correct numbered Ensure that students know how to draw a line
image and label for each match. They should graph. Skills Sheet PD 5 could be used to provide
compare their choices with another student and support.
identify any differences, discussing and deciding
on the best choice. Take answers from around the
Course resources
class to complete the activity.
AP: Skills Sheet PD 5. Worksheet 7Eb-9.
Equipment
Course resources
Graph paper.
AP: Worksheet 7Eb-2.
AL: Presentation Solutions before and after.

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7Ec
Mixtures and separation

Evaporation

Objectives • Only boiling point is covered in this unit, though

Developing: melting point/freezing point (as the temperature
at which a substance changes between its liquid
1. Describe what happens during evaporating.
and solid forms) could also be mentioned if
2. State what happens at a material’s boiling
desired.
point.
• It is important that teachers review all materials
Securing: that they intend to use with students before use,
to ensure suitability.
3. Use a knowledge of dissolving to decide how
• It is envisaged that in the course of studying the
mixtures should be separated.
chemistry component of this topic, students will
4. Use boiling points to identify substances
use one Starter idea, Explaining 1, one further
and determine whether a known substance
Exploring or Explaining idea, and one of the
is pure.
plenaries. Additional activities can be added as
Exceeding: time allows.
Exceeding objectives are designed to broaden
students’ skills and knowledge beyond what Be prepared
is required, often introducing a higher level of • Exploring 1 uses water samples of ‘hard’ and
challenge. ‘soft’ water. Samples of drinking water from
hard water and soft water areas contain too
5. Justify the decision to separate a solution in a small a concentration of dissolved solutes
certain way. to produce a difference in masses of solids
Focused Working Scientifically/Scientific that can be measured sufficiently accurately
Enquiry objectives in the lab, unless very large water samples
are used. Instead, for the hard water sample,
1. Identify hazards and identify and plan ways to make up a solution of calcium nitrate in
control the risk of harm from those hazards. water at a concentration of between 10
2. Use a Bunsen burner safely (including and 20 g/dm3. A balance that weighs to an
understanding of its parts and flame types). accuracy of 2 decimal places will be needed.
3. Heat a solution to dryness safely. • Keep one sample of the salts recovered from
a solution in Exploring 1 or 2 for Starter 1 in
Student materials the next topic.
Topic notes
• This topic focuses on the differences between
evaporation and boiling, and the use of evaporation
to recover dissolved solutes from a solution. STARTERS
• Students should learn that evaporation can
happen at any temperature from the surface of 1: Recovering solids from solution
the liquid, but that increasing the temperature BA
increases the rate of evaporation. Note that other Stir a large spoonful of a soluble salt into a small
factors (e.g. surface area of liquid, wind speed) beaker of water until the solid has fully dissolved.
can also affect rate of evaporation, but that these Then ask a question such as ‘How could we get the
are not considered in this unit. solid back out of the mixture?’ or ‘What would happen
• The boiling point of a liquid depends on the if we left the solution for a few days?’ Give students
pressure. At higher elevations, where the a few minutes to write an answer to the question that
atmospheric pressure is lower, the boiling point includes a description of what they think will happen,
is also lower. IUPAC recommend the use of and to suggest an explanation for this. Take examples
‘standard boiling points’ (the temperature at from around the class to help you assess what they
which a liquid boils under a pressure of 1 bar or remember from primary work on this.
100 000 Pa). A common alternative is the ‘normal
boiling point’ – the boiling point under a pressure Equipment
of 1 atmosphere (101 325 Pa). The standard Small beaker of water, soluble salt, spatula or
boiling point for water is 99.61 °C and the normal spoon.
boiling point is 99.97 °C.

146 © Pearson
 Mixtures and separation

2: Evaporation cloud 1
BA
Exceeding: Students follow Worksheet 7Ec-4, but
should note hazards and explain how the risks from 7
Write the word evaporation in the middle of the
board and ask students to suggest related words
those hazards should be minimised. They could
also collate results from each group for comparison E
and identify how they should be linked to produce
a word cloud diagram. Encourage students to
and evaluation of technique.
c
suggest definitions for any related terms.

The diagram could be kept until the end of the Check students’ plans before they start.
lesson and used in Plenary 4 to help students Eye protection must be worn.
identify what they have learnt.

3: Hazards and risks Course resources

BA AP: Worksheets 7Ec-3; 7Ec-4.
Introduce the term hazard as anything that could AL: Interactive Making salt.
cause harm and risk as how great the chance is
Equipment
that someone will be harmed by that hazard.
Measuring cylinder, balance, labelled water
Students work in pairs or small groups to identify
samples (made up with different quantities of
the hazards in a familiar situation, such as crossing
dissolved salts), evaporating basin, heating
a road (e.g. getting hit by a vehicle, tripping over,
apparatus, eye protection, accurate weighing
walking into a vehicle/another person). They should
balance.
then consider ways of reducing those risks (e.g.
look both ways, do not get distracted by things
such as mobile phones, do not use earphones while
crossing, look where you are going, don’t cross on 2: Making salt from rock salt
a blind corner). WS
Students can obtain samples of pure salt from
rock salt. This will provide further practice in the
EXPLORING TASKS techniques of filtering and evaporation. You can
give this practical a context by providing ‘samples’
1: Evaporating solutions of rock salt from different mines, and ask students
WS to determine which would be the best ‘mine’ to
Students analyse three or more different water use for making salt. They should be encouraged to
samples to determine which contains the least use distilled water to avoid any salts in tap water
amount of dissolved solid. Heating a known affecting their results.
and fixed volume of each of the water samples
will enable a fair comparison to be made. Water You may wish to carry out Explaining 1 or
samples could be taken from ‘hard’ and ‘soft’ water Explaining 2 (demonstrating how to evaporate a
areas, which should produce results as shown in solution to dryness safely) before students carry
figure E on Student Book spread 7Eb Solutions. this out.
Alternatively, a range of bottled mineral waters, Developing: Show students how to do the practical,
selected from hard water (chalk or limestone) and then ask them to use Worksheet 7Ec-5 to
regions and soft water (peat or acid soil) regions, explain the process.
could be used. Or you could prepare water samples
from distilled water plus different quantities of Securing: Students follow the instructions on
soluble salts. If you do this, keep a note of the Worksheet 7Ec-6 and answer the questions.
quantities used to help you assess the accuracy Exceeding: Ask students to work in groups to plan
of students’ findings. You may wish to carry out their own method, and to explain the reasons for
Explaining 1 or Explaining 2 (demonstrating how each step.
to evaporate a solution to dryness safely) before
students carry this out. The AL interactive
Making salt asks students to put the steps for an
evaporation practical in the correct order. Eye protection must be worn. Do
Developing: Instructions are provided on Worksheet NOT heat the salt to dryness in the
7Ec-3. evaporating basin. Hot specks of salt will
spit out. Stop heating when crystals are
Securing: An apparatus list and hints for students to forming at the edge and let the last of the
plan their own method are provided on Worksheet water evaporate without heating.
7Ec-4.

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 Mixtures and separation

7 Course resources
AP: Worksheets 7Ec-5; 7Ec-6.
See the ASP Introduction for ideas on how to
run the feedback and action components for this

E Equipment
formative assessment. This also contains mini-
plenary ideas.

c Rock salt, or a variety of rock salt samples (see

below), access to electronic top pan balance,
The AL presentation Bunsen burner safety can be
used to help teach this lesson.
mortar and pestle, evaporating basin, filter
funnels and papers, beaker, conical flask,
stirring rod, heating apparatus, eye protection.
Course resources
‘Mine’ 4 1 6 3 5 2 AP: Worksheet 7Ec-1.
AL: Presentation Bunsen burner safety.
sand (g) 975 900 850 800 750 700
salt (g)  25 100 150 200 250 300
2: Heating to dryness demonstration
WS
3: Evaporation apparatus diagrams Demonstrate or let students practise evaporation
of a solution to dryness using what they have learnt
WS
from the Student Book.
Give students Skills Sheet SC 3. Students should
use the symbols to draw the apparatus diagram for Heat some copper sulfate solution until a little
the practical. They could then add any new symbols remains, so that the solid can be formed as the
to the symbols database they began in Topic 7Ea, heat stored in the watch glass or evaporating basin
with drawings or images of the real apparatus and evaporates this remaining amount. If the solution
notes on what to remember when drawing the is heated beyond this point, it may spit out of the
symbol. container, causing a risk of harm to skin, clothing
or surfaces. If the solid is heated too long, the blue
copper sulfate crystals will be changed by the heat
Course resources from blue crystals to anhydrous copper sulfate,
AP: Skills Sheet SC 3. which is a white powder which can be very harmful
when it starts fuming.
Equipment
Lab apparatus database program 7Ea (optional).

Copper sulfate is harmful when solid or

4: Salts in water in concentrated solution. Eye protection
The AL spreadsheet Salts in water provides must be worn.
details of the masses of different salts found in
different samples of water. Students should use
this to plot different kinds of chart to compare the Equipment
different waters and to decide which kind of chart Evaporating basin or watchglass, copper
displays patterns in the data most effectively. sulfate solution, tripod and gauze, eye
protection, Bunsen burner, safety mat.

Course resources
AL: Spreadsheet Salts in water.
3: The heat of a Bunsen flame
WS
Demonstrate the heat of a Bunsen burner flame
EXPLAINING TASKS by holding a fresh wooden splint horizontally in
the flame for 2–3 seconds and then withdrawing
1: 7Ec Safety when heating (Student Book) it. Students should note how charred the wood is,
FA WS and where it is charred. This can be repeated for
These pages cover working safely when using different flames, and particularly with the hotter
a Bunsen burner, and when heating to dryness. flames, at different heights in the flame. In the noisy
They introduce the concepts of hazard and risk. blue (roaring) flame, when the splint is just above
Worksheet 7Ec-1 is the Access Sheet. Question the top of the barrel, there may be no charring at all,
5 can be used for formative assessment, with while just above the pale blue cone in the flame it
students working in groups to answer the question. will probably burst into flames.

148 © Pearson
 Mixtures and separation

Discuss this with students and ask them to decide

which is the best position and flame to use for
Note that the boiling point of water at sea level
is 100 °C but if you are doing this experiment at 7
heating something rapidly, or for just warming it. any sort of altitude, the results may be different.
For every 150 m above sea level, the boiling point E
Equipment
Wooden splint, eye protection, Bunsen burner,
of water is lowered by about 0.5 °C. It is best to
check this by doing the experiment before showing c
it to students (particularly if you want to use a
safety mat. temperature probe that measures to an accuracy of
greater than 1 °C).

4: 7Ec Evaporation (Student Book) It is suggested that the solution is salty water. At
20 °C one litre of water can dissolve about 357 g of
FA
salt. It needs about 29 g of salt to raise the boiling
These pages cover evaporation to recover the
point of water by 1 °C.
dissolved solids in a solution. Make sure students
realise that evaporation can happen at any
temperature above the freezing point of the solvent
and learn to distinguish between evaporation and Ensure that any spills are mopped up
boiling. Worksheet 7Ec-2 is the Access Sheet. straight away. Wear eye protection.
Question 7 can be used for formative assessment, Do not allow students to handle the hot
with students working in groups to answer the apparatus.
question. See the ASP Introduction for ideas on
how to run the feedback and action components
for this formative assessment. This also contains Equipment
mini-plenary ideas. Heating apparatus (heat-resistant mat, Bunsen
The AL presentation Evaporation and boiling burner, tripod, gauze), two identical beakers,
gives students the opportunity to compare boiling thermometer (with an accuracy of 1 °C) or
and evaporation. The AL video Mining rock salt temperature probe, pure (distilled) water, salt
describes the mining of rock salt and its processing, solution (e.g. 100 g/litre or 2 mol dm–3), eye
and also the production of sea salt in evaporation protection.
pans.

Course resources
AP: Worksheet 7Ec-2. PLENARIES
AL: Presentation Evaporation and boiling. Video Most plenaries can be used for formative
Mining rock salt. assessment. Suggested assessment, feedback and
action strands of formative assessment can all be
modified. See the ASP for further information and
5: Pure substances ideas on formative assessment.
Demonstrate to students that pure (distilled) water
has a boiling point of 100 °C and water containing a 1: Quick Check WS
mystery substance does not. FA WS
Assessment: Students complete the 7Ec Quick
Present two identical looking solutions and tell
Check WS sheet, which consists of a cartoon of
students that one is pure water and one is a
students heating a solution to dryness. Students
solution of water and something else. Ask students
identify hazards and risks, and suggest how risks
how they could determine which is which, by using
can be reduced.
experiments only (i.e. not by tasting it because they
don’t know what is in the impure sample). Establish Feedback: Students work in pairs to check one
that they could measure the boiling point, and only another’s answers. They agree correct answers for
the pure water will boil at 100 °C. any that they have wrong and write a list of safety
instructions for use when heating a solution to
Pour equal quantities of each liquid into two
dryness.
identical beakers. Heat each beaker, using a
thermometer to record the temperature. When the Action: Ask students to submit their safety
liquid is boiling (and bubbles appear throughout instructions for a list on the board. Identify any
the liquid) the temperature of the liquid will not rise that are missing from the list on the Student Book
any further, and the boiling point can be read off the spread 7Ec Safety when heating, and remind
thermometer. students of these and their importance.

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 Mixtures and separation

7 Course resources
ASP: 7Ec Quick Check WS.
do to stay safe; Minus – many school experiments
would no longer be allowed; Interesting – are there

E videos on the Internet of all these experiments that

you could watch instead?)

c 2: Quick Check
FA
Feedback: Students answer the thinking skills
questions in groups, thereby feeding back their
Assessment: Students complete the 7Ec Quick thoughts to one another through discussion. Ask
Check sheet, which consists of a set of cards students to agree on what the best answers are and
containing instructions, apparatus and explanations write them down.
related to preparing salt from rock salt. Students Action: Ask a spokesperson from a number of
sort the cards into related groups. groups to read out their best answers. Identify any
Feedback: Students compare their answers with ideas that are missing and share them with the
each other and their smiley faces (to indicate how class, reinforcing ideas that students are having
easy they felt the sheet was/how confident they feel difficulties with. If there is time, students could also
about their answers overall). Ask the students for consider what makes a ‘good answer’.
areas of difficulty and then explain the answers. The AL presentation 7Ec Thinking skills can be
Action: If there is one persistent area of difficulty, used for this activity.
revisit this material using a different approach
from the list of ‘Approaches for learning’ (see ASP
Course resources
Introduction).
AL: Presentation 7Ec Thinking skills.

Course resources
ASP: 7Ec Quick Check. 4: Evaporation cloud 2
FA
Assessment: Students return to their word clouds
3: Thinking skills
from Starter 2. Using a different colour pen, they
FA should add or amend anything that they think is
Assessment: appropriate from the lesson.
Consider All Possibilities: A Bunsen burner is a
hazard. (Possible answers: it is hot because it is Feedback: Students discuss the changes that they
burning or has been burning recently; the hose is have made.
damaged and will leak gas; the air hole is open so Action: Take a class vote on the most important
the flame is very hot.) new fact they have learnt from the lesson.
Odd One Out: rock salt, sea salt, sodium chloride.
(Possible answers: sodium chloride does not Equipment
contain anything else and the others are mixtures; Students’ word clouds from Starter 2.
rock salt would not be used in cooking but the
other two would.)
Consider All Possibilities: Two samples of 5: Extracting salt
water were evaporated: sample A left more solids FA
behind than sample B. (Possible answers: sample
The AL interactive The process of making salt
A contained more dissolved solids in the same
asks students to match the description of each
amount of water; sample A was a larger sample of
step of the process with the explanation of why it is
water than sample B.)
carried out. This is an opportunity to revise aspects
Odd One Out: drying nail varnish, boiling water, of dissolving and filtering as well as evaporation.
disappearing rain puddle. (Possible answers: boiling The AL presentation Extracting salt shows two
water because the other two are examples of groups of students extracting salt from rock salt.
evaporation; drying nail varnish because it involves
Show students all the cartoons, and ask them to
a solvent other than water.)
note on the final cartoon which group has produced
Plus, Minus, Interesting: Bunsen burners should the most salt from their original sample of rock salt
only be used by fully trained professionals. (Group A). Then go through the cartoons again one
(Possible answers: Plus – this would reduce the risk by one, asking what Group A did better than Group
of harm because these people would know what to B, and why this would make a difference. This is

150 © Pearson
 Mixtures and separation

an opportunity to revise aspects of dissolving and

filtering as well as evaporation.
2: Gandhi and the Salt Act
Worksheet 7Ec-8 invites students to use their 7
Course resources
knowledge of evaporation of brine to answer
questions about the Indian protest over salt. E
AL: Interactive The process of making salt.
Presentation Extracting salt. Course resources
c
AP: Worksheet 7Ec-8.

3: Carrying out a risk assessment

HOMEWORK TASKS
Worksheet 7Ec-9 challenges students to use a
recent experiment on evaporation to write a risk
1: Evaporation
assessment for a class of students in a science lab.
Worksheet 7Ec-7 contains straightforward
Students will need hazard information about any
questions on evaporation and hazards.
chemicals used in the experiment.

Course resources Course resources

AP: Worksheet 7Ec-7. AP: Worksheet 7Ec-9.

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7Ed
Mixtures and separation

Chromatography

Objectives • The information for Exploring 3 could be

Developing: gathered during the visit from someone who
1. Give examples of where chromatography is works for a local water company suggested
used, and describe how chromatography is in Topic 7Ea. Note that not all water
used to separate mixtures. companies carry out their own analysis,
so this should be discussed with the water
Securing: company in the briefing for the visit.
2. Explain how chromatography works, and
interpret a chromatogram.
Exceeding: STARTERS
Exceeding objectives are designed to broaden
students’ skills and knowledge beyond what 1: What is in the solids?
is required, often introducing a higher level of BA
challenge. Show students one of the samples from the last
topic of solids left after water has evaporated.
3. Evaluate the information provided by
Explain that water companies that supply drinking
chromatograms.
water have to take regular samples of their water
for testing. This is to make sure that no substance
Student materials exceeds an acceptable limit that is considered safe.
Topic notes
Give students a few minutes to work in pairs or
• This topic covers chromatography. Students
small groups to suggest ways in which they could
may have done this at primary using coloured
identify the substances in the solids. They may not
pens or inks. However, this topic extends their
know any specific methods, but should be able
understanding to look at how the technique
to identify the need to separate the substances in
works, and how it is used.
order to help identify them.
• Although the practical work students will carry
out uses a simple form of chromatography, it is Introduce chromatography using a simple prepared
important that they realise that more complex chromatogram of ink on filter paper, and discuss
versions of the technique are used widely in the advantages of a simple technique like this for
industry for the analysis and identification of separating substances before analysing them.
substances in mixtures.
• It is important that teachers review all materials
that they intend to use with students before use, Equipment
to ensure suitability. Dried water sample from Topic 7Ec, simple
• It is envisaged that in the course of studying the chromatogram of water-soluble ink on filter
chemistry component of this topic, students will paper.
use one Starter idea, Explaining 1, one further
Exploring or Explaining idea, and one of the
plenaries. Additional activities can be added as
time allows. 2: Chromatography introduction
BA WS
Be prepared Demonstrate chromatography to the whole class
• Starter 1 requires a dried water sample from using a dark-coloured water-based ink that
the last topic. includes a range of different colours. If time is
• Starters 1 and 2 require a prepared simple short, you may wish to have a ready-prepared
chromatogram of a mix of inks on filter chromatogram made from the same ink, so that
paper. you do not have to wait too long for the water to
• Starter 3 would benefit from three pots of travel up the paper. Ask students to predict what
paint of different colours, e.g. red, blue and will happen as the water travels up the paper, and
yellow. to explain the results.

152 © Pearson
 Mixtures and separation

Some students may have used chromatography at

primary to investigate the mix of colours in ink or
The methods could be exchanged with another
group for testing in Exploring 2, or compared with 7
in the dye used to colour some kinds of sweets, so
this starter is a good way of finding out what they
the methods used in Skills Sheet UE 6, to identify
instructions that need to be improved. E
already know.
Course resources
d
Equipment AP: Skills Sheet UE 6. Worksheet 7Ed-2.
Mix of coloured ink, chromatography paper or AL: Interactive A chromatography method.
filter paper, beaker of water, support for paper,
pipette or pre-prepared chromatogram made
from a mix of coloured inks. 2: Chromatography analysis
WS
This practical uses the second method described
3: Colour mixtures
on Skills Sheet UE 6, for comparing several samples
BA using chromatography. Students use either a method
Show students three pots of paint – red, yellow written in Exploring 1, to test its effectiveness, or the
and blue – or tell them that you are about to paint method given on the Skills Sheet. Suitable substances
something and have only those three colours. Ask for analysis are water soluble and include:
what you should do if you want to paint something
orange, purple or green. • a range of water-soluble felt-tip pens of different
colours
Follow this up by asking students to discuss how • a range of water-soluble black felt-tip pens
the police can identify the make (and sometimes of different makes – these should be tested
model) of a car from a scraping of paint left at a beforehand to check that they separate into
crime scene, or the type of pen used to write a different colours (this activity could be presented
letter or sign a fraudulent cheque. Give students in the context of forensic analysis, e.g. to identify
5 minutes to discuss the questions in groups, and the pen that wrote an incriminating letter related
then ask them to report back. If necessary, elicit to a crime)
the idea that many colours are made from mixtures • colours from the hard sugar coating of coloured
of other colours, and could be identified if the sweets
component colours could be separated. • food colours.
From their chromatograms, students should
Equipment identify how many colours each initial sample
Optional pots of paint in red, yellow and blue. contained. They should also identify any similarities
or differences between the results and draw a
conclusion about how different colours are created.
The AL interactive Chromatography analysis asks
EXPLORING TASKS
students to analyse a chromatogram to identify a
suspect in a crime. The AL presentation Analysing
1: A chromatography method
a chromatogram can also help with the delivery of
WS this lesson.
If you have not carried out Starter 2, quickly
demonstrate the setting-up of a simple
chromatography experiment with one sample using
the second method on Skills Sheet UE 6. Students Students should not eat any foods used
then work in pairs or small groups to write a in this practical.
method for an experiment using several samples at
the same time. Students could start by answering
the questions on Worksheet 7Ed-2. This will help Course resources
them remember key points that they need to AP: Skills Sheet UE 6.
include in their method. Remind students of what AL: Interactive Chromatography analysis.
they learnt in Topic 7Eb about how to write a good Presentation Analysing a chromatogram.
method.
Equipment
Developing: The AL interactive A chromatography Filter paper or chromatography paper,
method contains the steps for a method that substances for analysis (see above).
students can arrange into the correct order.

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 Mixtures and separation

7 3: Drinking water analysis

WS
• separating chlorophylls and other coloured
substances found in leaves using propanone

E Students carry out research into the substances

that a water company tests for in the drinking water
(details can be found on a suitable practical
chemistry website)

d they supply and the reasons why these substances

are tested for. This can be done either from data
• other examples, such as separating the colours
in lipsticks using a mixture of acetone and
tables given on a water company website, or by surgical spirit (ethanol and isopropyl alcohol), are
asking someone from the local water company to described on the Internet, but may take two days
visit and answer questions about water supply. In to complete.
preparation, students could use the Know, Want While carrying out the demonstration, you could
to know, Learned approach (see Introduction) for challenge students to suggest situations where
deciding on which information they need to gather. this analysis could be useful (e.g. in a forensic
Skills Sheets TS 5 and TS 6 can help with this. examination).

Course resources
AP: Skills Sheets TS 5; TS 6. Ethanol is highly flammable. Methylated
Equipment spirits are highly flammable and harmful.
Optional: Internet access. Propanone is highly flammable and an
irritant.

4: Different kinds of chromatography

Worksheet 7Ed-3 provides some information Equipment
about gas–liquid chromatography and thin-layer Either biro/permanent marker pen and ethanol/
chromatography. Additional information can be methylated spirits or leaves, mortar and pestle,
found on the Internet. propanone.
Developing: Students work in pairs or small groups
and use the text and diagrams on the worksheet to
prepare a poster about one of the methods described. 2: 7Ed Chromatography (Student Book)
Securing: Students should use information on the FA
worksheet, and from their own research, to prepare This spread describes chromatography as a
a poster on one of the methods described. technique for separating substances. Worksheet
7Ed-1 is the Access Sheet.
Exceeding: Using the information on the worksheet
as a starting point, students should compare the Question 9 can be used for formative assessment,
two methods and evaluate their usefulness for with students working in groups to answer the
different kinds of analysis. question. See the ASP Introduction for ideas on
how to run the feedback and action components
for this formative assessment. This also contains
Course resources mini-plenary ideas.
AP: Worksheet 7Ed-3.
The AL animation Paper chromatography shows
Equipment the procedure for producing a chromatogram.
Optional: Internet access.

Course resources
AP: Worksheet 7Ed-1.
EXPLAINING TASKS AL: Animation Paper chromatography.

1: Chromatography using other solvents

WS 3: Improving a method
Demonstrate that a chromatogram can be made WS
from non-water-soluble substances by using a
The AL presentation Improving a method includes
solvent in which the substances do dissolve.
a summary screen of how to write a good method,
Possible examples include:
followed by a method for a chromatography
• separating the colours in biro ink or a experiment that has some obvious weaknesses.
‘permanent’ marker pen using ethanol or Students should make notes on what should be
methylated spirits changed to improve the method.

154 © Pearson
 Mixtures and separation

Prompt students to find the weaknesses by asking

questions such as:
2: Thinking skills
FA 7
• Do any of the steps contain more than one
instruction?
Assessment:
Consider All Possibilities: A chromatogram shows
E
• Are any of the steps in the wrong order?
• Has any step been missed out?
only one colour. (Possible answers: there was only
one substance in the solution; the chromatogram
d
• Could any step be written more clearly? has not been run long enough to separate the
substances in the mixture; the substances in the
The following screens present each step of the mixture are not soluble in the solvent used.)
method, one at a time. Ask students to identify
the faults and suggest corrections. Type in the What Was The Question: paper chromatography.
corrections, making sure that students understand (Possible questions: which simple method could
why each correction is a good one to make. you use to separate different colours of ink in an
ink mixture? Which chromatography method shows
what was in the mixture but not how much of each
Course resources substance was present?)
AL: Presentation Improving a method.
Plus, Minus, Interesting: All students should be
tested for drugs using chromatography before
taking part in sport. (Possible answers: Plus – this
PLENARIES could identify cheats; Minus – testing every student
would be very expensive and time-consuming;
Most plenaries can be used for formative Interesting – can all drugs that affect sports
assessment. Suggested assessment, feedback and performance be identified using school science
action strands of formative assessment can all be apparatus? Some medical drugs, such as some
modified. See the ASP for further information and cold and flu remedies, contain drugs that affect
ideas on formative assessment. sporting performance.)
1: Quick Check Odd One Out: evaporation, chromatography,
FA filtration. (Possible answers: chromatography
Assessment: Students complete the Quick Check because it separates dissolved substances;
sheet for this topic, which consists of some filtration because it starts with a mixture containing
statements about paper chromatography that need an undissolved (insoluble) solid.)
correcting.
Feedback: Students answer the thinking skills
Feedback: Students use a Confidence of Response questions in groups, thereby feeding back their
Index score to say how confident they are about thoughts to one another through discussion. Ask
their answers and understanding, such as: students to agree on what the best answers are and
write them down.
1 – I am guessing completely and I have no idea
whether my response is correct. Action: Ask a spokesperson from a number of
2 – I am guessing but I might be correct. groups to read out their best answers. Identify any
3 – I am fairly confident that my response is ideas that are missing and share them with the
correct. class, reinforcing ideas that students are having
4 – I am confident that my response is correct. difficulties with. If there is time, students could also
5 – I am certain that my response is correct. consider what makes a ‘good answer’.

Ask the students for areas of difficulty and then The AL presentation 7Ed Thinking skills can be
explain the answers. used for this activity.

Action: If there is one persistent area of difficulty,

Course resources
encourage students to write their own statements
AL: Presentation 7Ed Thinking skills.
for improvement. Encourage students to follow up
on their ideas. Alternatively, revisit this material using
a different approach from the list of ‘Approaches for 3: Chromatography jigsaw
learning’ (see ASP Introduction).
FA
Assessment: Divide the class into four groups and
give each group one of the following questions:
Course resources
ASP: 7Ed Quick Check. • What is chromatography?
• What can chromatography be used for?

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 Mixtures and separation

7 • What happens during chromatography?

• What information can we get from a
2: Forensic chromatography
Worksheet 7Ed-5 invites students to use their

E chromatogram?
Give students a few minutes to write two sentences
knowledge of chromatography to interpret the
results from a forensic investigation.

d in answer to their question.

Course resources
Feedback: Students should select the best two
sentences within their group to answer the question. AP: Worksheet 7Ed-5.

Action: Ask each group in turn to give their sentences,

and ask other groups to comment on the responses. 3: Gas chromatography in water analysis
(Note there will be overlap between answers from Worksheet 7Ed-6 challenges students to interpret
different groups, but this should aid discussion.) a graph and answer questions on the use of
chromatography for analysing drinking water
samples. Note that ‘milligrams’, ‘nanograms’
HOMEWORK TASKS and ‘cubic decimetres’ are all mentioned on this
sheet. These will not be familiar to students from
1: Chromatography questions maths. Although help for using these units is
Worksheet 7Ed-4 contains straightforward questions given on the sheet, some practice conversions
on the apparatus used in chromatography and the between units and a look at Skills Sheet SC 2
interpretation of a chromatogram. may be useful.

Course resources Course resources

AP: Worksheet 7Ed-4. AP: Skills Sheet SC 2. Worksheet 7Ed-6.

156 © Pearson
7Ee Mixtures and separation

Distillation

Objectives
STARTERS
Developing:
1. Give examples of where distillation is used, and 1: The water cycle
describe how distillation can separate mixtures. BA
Securing: Students should have studied the water cycle
at primary and many will remember that most
2. Explain how distillation works. rain was originally water evaporated from the
3. Identify factors that affect distillation. sea. Give students 1 minute to draw a diagram
Exceeding: to show the water cycle. You could give them
a start by drawing, on the board, a cloud with
Exceeding objectives are designed to broaden some raindrops below it and a sloping line under
students’ skills and knowledge beyond what the cloud.
is required, often introducing a higher level of
challenge. Then ask students to share their ideas about the
water cycle in groups and explain why rain is not
4. Explain how distillation is used in making salty. Ask one student from each group to give their
perfumes. answer to the rest of the class.
The AL animation State changes does not include
Student materials any references to particles and is to consolidate
Topic notes primary knowledge.
• Students are introduced to the process of
distillation for separating the solvent from a
solution. Course resources
• Although most of this topic refers to the AL: Animation State changes.
distillation of solutions, students should be made
aware that liquids can also be distilled from
colloids (such as water containing dispersed
solids, or emulsions). 2: Distillation ideas
• It is important that teachers review all materials BA WS
that they intend to use with students before use, Start by asking students to think about evaporating
to ensure suitability. a solution and what is left in the basin, and what
• It is envisaged that in the course of studying the they would need to do if it were the water from the
chemistry component of this topic, students will solution they wanted to keep, rather than the solute.
use one Starter idea, Explaining 1, one further Put students into groups and pose questions for
Exploring or Explaining idea, and one of the them to discuss in their groups before having a
plenaries. Additional activities can be added as class feedback session.
time allows. Developing: Show students the apparatus needed
for simple distillation and ask them to suggest how
it works, including any safety precautions they
Be prepared should take.
• A sample of soil, uncontaminated by animal Securing: Ask students to work out how to
waste, is needed for Exploring 1. obtain water from a solution without showing
• Exploring 2 provides the opportunity for them the apparatus first. They should describe
students to build a solar still to their own the kind of apparatus they would need and how
design. To do this, an area of land that to use it.
students can dig must be identified. This
land should not be overshadowed by trees. Exceeding: As for Securing, but have a further
If the land is not on school property, a full discussion session to see if students can work out
risk assessment may be needed. what might happen if a mixture of two liquids with
different boiling points were heated.

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 Mixtures and separation

7 Equipment
Liebig condenser, flask or side-arm test tube, Eye protection should be worn. Do not
E thermometer, beaker, Bunsen burner, tripod,
gauze, heat-resistant mat.
fill the boiling tube more than one-third
full. Students should wash their hands
e thoroughly if they touch the water.

3: Why is there a difference?

BA Equipment
Tell students that the saltiness of the Dead Sea is Side-arm test tubes or boiling tubes with
almost 10 times greater than the saltiness of the delivery tubes, heating apparatus, heat-
Atlantic Ocean. (If an atlas or globe is available, resistant mat, ‘dirty’ water made by mixing tap
show students the position of the Dead Sea and water with uncontaminated soil, anti-bumping
Atlantic Ocean.) Students should work in pairs or granules, thermometer already fitted to bung (to
small groups to suggest as many reasons for this fit test tubes), collecting beaker, eye protection.
difference as they can. This should provide an
opportunity to revise various aspects of what they
have learnt so far. Class feedback could involve a
vote on alternative answers and students could be 2: Designing a survival still
asked to justify their responses. There should be an WS
opportunity for students to change their ideas and In this group activity, students use a range of
to reflect on this. information to improve the design of a simple solar
still. Worksheet 7Ee-2 supports this activity.
Possible answers include: less/more salt reaches
Divide students into groups of five and ask them
the water because the rocks it flows through are
to number each member of the group from 1 to
less/more salty; the Dead Sea is in a hotter area
5. Give each group a copy of the top section of
and so the water evaporates faster and salt is left
the worksheet, to introduce the activity. Then ask
behind; fresh water from melting polar ice reduces
students with the same number to form groups.
the average salinity of the Atlantic Ocean.
Give each numbered group the appropriately
numbered statement from the worksheet.
Equipment Allow a few minutes for the numbered groups to
Maps showing the position of the Dead Sea and discuss how their statement could be used to
Atlantic Ocean. Optional: globe of the world. change the design of the still, and what effect this
might have.
Students then return to their original groups
and bring together what they have learnt in their
EXPLORING TASKS numbered groups to design a new solar still that
they think will be as efficient as possible. If there
1: Distilling dirty water is time, they could then build and test their stills,
WS comparing them with those of other groups to see
Students distil ‘dirty’ water using side-arm test which is the most effective.
tubes. The water should be prepared safely before
the lesson by mixing soil from a site that is not
contaminated with animal waste or other pollutants.
Water collected in the container should
Ensure that the tube or flask is not allowed to boil not be tasted.
dry. (If boiling tubes with delivery tubes are used,
bungs with two holes will be needed so that a
thermometer can be used.) Students should be
instructed to heat the dirty water gently to avoid Equipment
it bubbling over into the delivery tube. Note that, If stills are to be built: spade, black or clear
if the apparatus has been used for distilling dirty plastic sheet, clean container to capture water,
water by earlier classes, the water produced may large stones. Other materials may be suggested
not be clear if earlier users have allowed the water by students.
to boil over.

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 Mixtures and separation

3: Distillation apparatus
WS
EXPLAINING TASKS 7
Using apparatus correctly set up for the distillation
of dirty water and Skills Sheet SC 3 as references,
1: 7Ee Distillation (Student Book)
FA
E
students should draw an apparatus diagram for
distillation. They should exchange their completed
These pages introduce desalination as a way to
remove salts from salt water to make it suitable for
e
diagram with another student, and identify any
drinking, and describe distillation as one method of
weaknesses in the diagram they have received.
desalination. When discussing photo B, students
They should then return the diagram to the student
may need to be told that 800 million is equivalent to
who drew it, and consider how they could improve
800 000 000. Worksheet 7Ee-1 is the Access Sheet.
their own diagram to tackle any weaknesses
indicated. Question 9 can be used for formative assessment,
with students working in groups to answer the
Any apparatus symbols that they have not
question. See the ASP Introduction for ideas on
previously come across could be added to the
how to run the feedback and action components for
symbol database that they started in Topic 7Ea.
this formative assessment. This also contains mini-
plenary ideas.
Course resources
AP: Skills Sheet SC 3. Course resources
Equipment AP: Worksheet 7Ee-1.
Apparatus database started in Topic 7Ea.
Optional: distillation apparatus set up as on 2: 7Ee Safe drinking water (Student Book)
Student Book spread 7Ee Distillation.
FA
This page looks at some of the problems of
providing safe drinking water for a growing human
4: Providing safe drinking water population and as climate changes.
WS
Question 3 can be used for formative assessment,
Worksheet 7Ee-3 outlines a range of problems that
with students working on their own individual
affect the provision of safe drinking water both now
answers before exchanging papers and asking
and in the future. This research activity could be
their peers to point out two good features of their
run as a ‘jigsaw’ in which each group of students
work and one area that could be improved. See the
chooses one of the problem areas given in the
ASP Introduction for ideas on how to run the action
worksheet, and then carries out research to find
component for this formative assessment.
out how the problem is being tackled and what else
could be done. They should focus particularly on 3: Safe water for everyone – the debate
using what they have learnt in this unit about water WS
treatment to suggest solutions to the problems. There is an opportunity for a debate on Student
This provides an opportunity for students to Book spread 7Ee Safe drinking water. Students
develop their note-making skills, as described in should consider the different causes of problems
Skills Sheet RC 3. with providing safe drinking water, including issues
The information could then be used in an ‘Ask the of cost, appropriateness to need and problems that
expert’ session. Each group selects a spokesperson might occur for each of the methods suggested.
to answer questions posed by students from other Refer to Skills Sheet RC 5 for ideas on how to
groups. run a debate. Skills Sheet RC 3 may be useful for
At the end of the question session, the class could students to refer to if they are going to consult
select and vote on the three most urgent problems secondary resources as part of their preparation for
in the provision of safe drinking water, and then the debate.
draw up an action plan of how those problems
could be tackled. Course resources
Alternatively, the information from research could AP: Skills Sheets RC 3; RC 5.
support the debate described in the Explaining 3
activity below.
4: Liebig condenser
WS
Course resources
Demonstrate the distillation of dirty (or inky) water,
AP: Skills Sheet RC 3. Worksheet 7Ee-3.
using a Liebig condenser. Heat the flask gently

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 Mixtures and separation

7 whilst the mixture boils. Point out the reading on the

thermometer, condensation inside the condenser
sea water? Which separation process involves
condensing a gas?)

E and collection of the pure water. Discuss with

students the reason why the water in the cooling Plus, Minus, Interesting: We should get all our

e jacket goes in at the bottom. drinking water by distilling sea water. (Possible
answers: Plus – there should never be a problem
of running out of water; Minus – places not
by the sea would have to transport the sea
Eye protection should be worn. water somehow; Interesting – would this affect
marine environments? Thames Water has built a
desalination plant in the Thames.)

Odd One Out: distillation, chromatography, heating

Equipment
to dryness. (Possible answers: chromatography can
Long neck, side-arm round-bottomed flask,
separate out each of the solid substances, not just
Liebig condenser, water supply, anti-bumping
one substance; chromatography does not require
granules, thermometer already fitted to bung,
warmth.)
Bunsen burner, ink/water mixture, heatproof
mat, eye protection. Feedback: Students answer the thinking skills
questions in groups, thereby feeding back their
thoughts to one another through discussion. Ask
students to agree on what the best answers are and
PLENARIES write them down.
Most plenaries can be used for formative
Action: Ask a spokesperson from a number of
assessment. Suggested assessment, feedback and
groups to read out their best answers. Identify any
action strands of formative assessment can all be
ideas that are missing and share them with the
modified. See the ASP for further information and
class, reinforcing ideas that students are having
ideas on formative assessment.
difficulties with. If there is time, students could also
1: Quick Check consider what makes a ‘good answer’.
FA
The AL presentation 7Ee Thinking skills can be
Assessment: Students complete the Quick Check
used for this activity.
sheet for this topic, which consists of cards that
can be sorted to identify the correct description of
the techniques covered in this unit. Course resources
Feedback: Students compare their answers with AL: Presentation 7Ee Thinking skills.
one another and identify those that differ. Students
then discuss these answers and try to work out
why there are differences, agreeing on a correct 3: Explaining separation techniques
answer (which they can check with the teacher if FA
necessary). If agreement cannot be reached it is The AL interactive Separation summary provides
a sign that misconceptions have arisen and the a table for students to complete to summarise the
learning strategy may need modification. four different separation methods covered in this
Action: Using Skills Sheet TS 9, students fill in the unit.
last column: ‘What else I might try so that I can
learn or understand’. Students should then be
encouraged to follow up on their ideas. Course resources
AL: Interactive Separation summary.

Course resources
AP: Skills Sheet TS 9. 4: Separating mixtures
ASP: 7Ee Quick Check. The AL interactive Separating mixtures asks
students to match scientific words for mixtures and
how to separate them with their meanings.
2: Thinking skills
FA
Assessment: Course resources
What Was The Question: distillation. (Possible AL: Interactive Separating mixtures.
questions: How could you get drinking water from

160 © Pearson
 Mixtures and separation

5: Quick Quiz revisited

FA
the different ways that water can be purified and
analysed to make sure it is safe for drinking. The 7
Assessment: Revisit the 7E Quick Quiz to test
students’ knowledge of the content of this unit.
instructions for the task are on the 7E Assess
Yourself! sheet. E
Students could fill in their answers on the 7E Quick
Quiz Answer Sheet.
You can assess this activity by using the Open-
ended Assessment Task sheet or students can
e
Feedback: Encourage students to identify for rate their own performance by using the Assess
themselves areas where their understanding is still Yourself! sheet (see the ASP).
weak.
Action: Discuss with students how they are going to Course resources
remedy any weaknesses. ASP: 7E Assess Yourself!; 7E Open-ended
Assessment Task.

Course resources
ASP: 7E Quick Quiz; 7E Quick Quiz Answer
Sheet. HOMEWORK TASKS

1: A solar still
6: End of Unit Test Worksheet 7Ee-4 contains straightforward
Use the End of Unit Test. A Mark Scheme is given in questions on how a solar still works.
the ASP. Encourage students to identify areas that
are still weak and to formulate plans to strengthen
those areas. Summary Sheets are provided to help Course resources
students with revision. AP: Worksheet 7Ee-4.

Course resources 2: How a solar still works

ASP: 7E End of Unit Test; 7E Mark Scheme; 7E Worksheet 7Ee-5 invites students to use their
Summary Sheets. knowledge of distillation to explain how a solar still
works and how a simple design could be improved
to produce more clean water.
7: Progression Check
Students should circle the stars next to each
statement on the Progression Check to record what Course resources
they feel they know, and how certain they are of it. AP: Worksheet 7Ee-5.
Encourage students to plan how to do further work
on the things about which they remain unsure.
3: Distilling scents for perfumes
Worksheet 7Ee-6 challenges students to use their
Course resources knowledge of solvents and distillation to answer
ASP: 7E Progression Check. questions on the production of plant oils for the
perfume industry.
8: Open-ended Assessment Task
Assessment: Students complete the 7E Open- Course resources
ended Assessment Task, which challenges AP: Worksheet 7Ee-6.
students to prepare labelled diagrams that explain

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