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Can you give an examples of booster materials for Year 9? |
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Lesson 5 Physical changes Objectives Warm-up 15–20 minutes Introduce the lesson objectives and what pupils should learn by the end of the lesson. Using an OHT or poster of S5.1 identify the key words and refer to these throughout. Demonstrate the following separating techniques: • Simple distillation – separate ink from water, ethanol from water, or pure water from sea water using a Liebig condenser (examples: getting alcohol from a brewing mixture, desalination) • Chromatography – place a stick of white chalk into a Petri dish containing a mixture of dyes (example: testing urine in hospital) • Evaporation – use salt solution in an evaporating dish (example: getting salt from sea water). Show how the rate of evaporation can lead to crystal formation by using a water bath to produce slow evaporation and hence crystallisation. Involve the class by inviting pupils to help carry out each activity and through asking others to record class comments and observations on the board/OHT. Pupils could also summarise points on handout S5.2 (see notes below). Reinforcement activity 10 minutes The above processes can continue as pupils consolidate ideas by completing handout S5.3 (see notes below). As they do this, check that they are confident with filtration from Key Stage 2. Understanding particles 20 minutes Ask pupils now to consider for a given example what was happening in terms of particles. Use pupils to model the particle behaviour. Divide pupils into groups and ask each group to model a particular process. Provide pupils with labels to indicate what type of particle they represent, e.g. water, salt or sand. The group mime their process and the other pupils have to agree a commentary that goes with the mime to reflect accurately the various stages in the separating out. This can be in the form of simple sentences that you can support with prompts or it can be structured as a cartoon sequence showing changes in particle behaviour. Where appropriate discuss the energy transfers made to and from the particles and the effect of this transfer on particle movement. Plenary 10 minutes Distribute handout S5.4. Pupils work in pairs to write a suitable question to an answer they have been provided with. The number of answers given to each pair and the type of question required can vary. Start with the single-word answers to encourage pupils to structure ‘recall questions’ first. Then introduce simple phrases to encourage pupils to structure ‘description questions’. Finally introduce phrases to encourage pupils to structure ‘explain questions’. Use diagrams and sketches of graphs, and remember to use questions that probe Sc1 skills in addition to key ideas and content. Notes on the handouts Handout S5.2 Physical changes: word list S5.1 chromatography crystallisation evaporation filtration mixture physical change simple distillation Separating techniques: summary S5.2 Mixtures word search S5.3 Find 10 words to do with separating techniques.
Use the words you found to complete the sentences below. 1 2 3 4 5 6 7 8 9 What was the question? S5.4 Below are the answers to questions on separating techniques.
Physical changes: concept map S5.5 Draw a concept map using these words. Try to add other connections and words if you can. Main theme: Connect with: solute, solvent, solution, filtrate, residue, filtration, evaporation, chromatography, soluble, simple distillation, insoluble, crystallisation, mixture physical change The part of a solution that dissolves is called the ________________. Water is sometimes called the universal _________________. The solid left on the filter paper after you have filtered a mixture is called the __________________, and the liquid part of the mixture that drips through the funnel is called the ___________________. _____________________ is used to capture the water from ink. A ___________________ is produced when salt dissolves in water. You use a filter funnel and paper when you carry out ____________________. _______________________ occurs when a liquid turns into a gas. Air is an example of a __________________. ______________________ will help you to separate a mixture of lots of coloured dyes.This can be used ‘as is’, or with the labels on the diagrams blanked out. It can be used in various ways according to the ability of the group, such as: • pupils label the apparatus in each technique; • pupils record the name of the technique; • pupils state what types of mixtures can be separated • pupils give examples of everyday applications of these techniques. Handout S5.3 For a more challenging activity, blank out the word-search solutions in the top right box. Explain that a mixture contains particles from at least two different substances Recognise that the process of dissolving produces a mixture Use appropriate scientific terminology Describe the physical processes involved in chromatography and distillation Use particle model ideas to describe how the components in a mixture are separated Vocabulary filtration, simple distillation, chromatography, evaporation, crystallisation, mixture, physical change Resources OHT or poster of S5.1 Handouts of S5.2–S5.4 (see notes below) Handout of S5.5 Apparatus Distillation: round bottomed flask, ink, Liebig condenser etc. Evaporation: evaporating dish, water bath Chromatography: sticks of white chalk to stand in petri dish of dyes Samples of mixtures: ink; ethanol and water; salt and water; chalk and dye mixture By the end of the lesson • describe the most appropriate method to use to separate a given mixture • use particle ideas to describe how simple separation techniques work • give at least one example of an everyday application of separating mixtures Homework Draw a concept map using the words on handout S5.5. pupils should be able to: |
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