Welcome to the FOSS Mixtures & Solution Workshop!

1. Welcome to the FOSS Mixtures & Solution Workshop!

2. A Quick Share About Me~ Charlotte McDonald FOSS Consultant 12 years in the classroom 18 years as science coordinator 1.5 years “redirected” cmcdonald54@comcast.net About You~ Name: Grade: Years teaching grade level:

3. Goals for You • Participate in FOSS Investigations and see how they are part of the larger goals of the kit • See how inquiry learning models are woven into the lessons/investigations • Get to know the FOSS Lessons, equipment, manual, assessments and Science Stories. • Get answers to your questions. • Feel more confident about teaching Mixtures and Solutions.

4. What’s the Best Way to Learn About FOSS? Experience it!

5. During a FOSS Investigation What was the role of the student? What was the role of the teacher? How did the teacher interact with the students? What was the source of the information the students were learning? What thought processes/scientific problem solving skills were the students using?

6. Collaborative Groups GETTER 1 –getting and returning materials/equipment GETTER 2 – getting and returning chemicals STARTER – sees that everyone gets a turn and that everyone contributes to the investigation. REPORTER – makes sure that everyone has recorded the information. Reports group data to class.

7. Getting to Know Equipment FOSS Balance FOSS Syringe Metric measuring tools FOSS Funnel with Filter

8. Investigation 1 Separating Mixtures

9. SAFETY Never taste materials unless given permission. Feel materials when given permission. Do not blow and breathe heavily on materials Wafting – technique to smell materials Goggles

10. Observe Materials • Record observations about: • Gravel (G) • Powder (P) • Salt (S)

11. Inquiry/Focus Questions • What do you think will happen if you add water to each cup containing the dry materials? • Predict. • Investigate

12. Question What is happening, when you put two materials together?

13. Word Bank

14. Question How can these mixtures be separated?

15. Question Which mixture was separated by the screen?

16. Filter and Stand Use the paper filter in the stand to see if you can separate mixtures. Which mixture was separated by the paper filter. How are the screen the filter similar and different?

17. Salt Mixture? What happened to the salt mixture?

18. Content/Inquiry Chart What happens if you add water to a cup containing dry materials? How can a mixture be separated?

19. Review Thinking About Mixtures (student sheet)

20. Question: Part 2 How might you separate the ingredients in a solution?

21. Questions Will a solution made with 50 ml of water and a spoon of salt have the same mass as 50 ml of water? How can you find out? Use Student Sheet 1.4.

22. Question How can you separate the salt from the water? How can you get the salt back?

23. Formative Assessment Response Sheet – Separating Mixtures 4 – if the student writes that Kim is not correct; includes information that explains that a solution is a special kind of mixture in which one material (solute) dissolves in another material (solvent); says that a solution is always a mixture, but a mixture is not always a solution.

24. Observing Crystals Mixtures and Solutions Journal entry.

25. Performance Assessment Separating a Dry Mixture Teacher Preparation DVD On line at fossweb.com FOSS Science Stories

26. FOSSWEB.COM • Interactive games and simulations • Resources for students • Teacher community • Connects school to home

28. Assessment from facts and concepts to articulating experiences • Formative and Embedded Assessment • Teacher Observation • Student Sheets • Response Sheets • Performance Assessment

29. Assessment (continued)from facts and concepts to articulating experiences • Summative Assessment • Performance Assessment • Multiple-choice and short answer • Portfolio assessment

30. Investigation 2 • Is there a limit to the amount of salt that can dissolve in 50 ml of water?

31. Review What is a Solution? How did we make a solution?

32. Challenge How can we find out what might happen if you keep adding salt to 50 ml of water? Make a plan.

33. Saturated Solution How do you know if you have a saturated solution? How much salt did it take to saturate 50 ml of water?

34. Discuss Plans Use Student Sheet “Saturating A Solution” Make a chart with each group’s results.

35. Word Bank Solution Solvent Solute Universal Solvent

36. What We Learned Salt will dissolve in water until it reaches saturation. No more salt will dissolve once saturation is reached. The amount of salt in a saturated solution can be determined by weighing the saturated solution and subtracting the mass of the water.

37. Citric-Acid Saturation How can we find out how many grams of citric acid it took to saturate 50 ml of water?

38. Charts Solubility – is how a solid dissolves in liquid which is a property of the solid. Citric acid is abut four time more soluble in water than salt is.

39. The Saturation Puzzle Performance Assessment: Can you identify the mystery chemical. Student Sheet: Chemical Data Sheet Will the mystery chemical form crystals?

40. Comparing The Crystals Compare evaporating dishes of salt, citric acid and Epsom salts. Use your journal to record the results.

41. What We Learned Some materials form crystals with characteristic shapes that can be used for identification.

42. Investigation 3: Concentration Folio investigation Purpose Concentration at a Glance Background for the Teacher Teaching Children About Concentration Teacher Video

43. Salt Concentration How can you determine which salt solution is more concentrated? Use Student Sheet Salt Concentration

44. What we Learned When equal volumes of two solutions are compared on a balance the heavier one is more concentrated.

45. Mystery Solutions Part 3: Performance Assessment How can the three solutions be compared? Make a plan.

46. Investigation 4: FIZZ QUIZ This investigation is about chemical reactions. Students learn that chemical reactions results in new products including precipitate, gas, and heat.

47. Clean up Clean up of all equipment is VERY important. Citric acid is sticky and salt solution can be very hard to remove from plastic. Screw all lids on tightly so chemicals will be protected.

48. Don’t just open books, open minds!

49. What questions do you still have about the kit? Contact me at: cmcdonald54@comcast.net