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Reflection on the development of my thinking

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Explanation of Utility of Change of State Resources

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Demonstrate how they provide a simple way to account for the conservation of mass, changes of state, physical change, chemical change, mixtures, and their separation.

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Demonstrate how they provide a simple way to account for the conservation of mass, changes of state, physical change, chemical change, mixtures, and their separation.

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Being in the hot spot: a phenomenological study of two beginning teachers experiences enacting inquiry science pedagogy.

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Being in the hot spot: a phenomenological study of two beginning teachers experiences enacting inquiry science pedagogy.

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Students should be able to develop and use models to describe the atomic nature of matter; demonstrate how they provide a simple way to account for the conservation of mass, changes of state, physical change, chemical change, mixtures, and their separation.

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NoS 3, 6, 7&8
CW 4,6, PW 1

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A collaborative game - based learning approach to improving students learning performance in science courses.

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A collaborative game - based learning approach to improving students learning performance in science courses.

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The Learning Outcomes provide students with a focus and also allow them to set realistic goals.
The Learning outcomes supports students learning and allows shared expectations between the teacher and students.

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1) Change of State
2) Mixtures
3) Separating Mixtures e.g Distillation, Filtration, Evaporation, Chromatography
4) Conservation of mass - Physical Change and Chemical Change

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This was used to break down and simplify learning outcomes and helped in planning lessons.

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Conceptual issues about the science involved

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Conceptual issues about the science involved

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BC: Being Creative

BL: Being Literate

BN: Being Numerate

C: Communicating

MI&;T: Managing Information and Thinking

MM: Managing Myself

SW: Staying Well

WWO: Working with others

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Defining and measuring engagement and learning in science: Conceptual, Theoretical, Methodological, and analytic issues.

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Defining and measuring engagement and learning in science: Conceptual, Theoretical, Methodological, and analytic issues.

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Explanation of use of peer reviewed papers.

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Explanation of use of peer reviewed papers.

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Explanation of use of peer reviewed papers

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Changes of State | Matter |  Physics | FuseSchool

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The Great Picnic Mix Up: Crash Course Kids #19.1

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In chemistry, a mixture forms when two or more substances are combined such that each substance retains its own chemical identity. Chemical bonds between the components are neither broken nor formed. Note that even though the chemical properties of the components haven't changed, a mixture may exhibit new physical properties, like boiling point and melting point. For example, mixing together water and alcohol produces a mixture that has a higher boiling point and lower melting point than alcohol (lower boiling point and higher boiling point than water).

Key Takeaways: Mixtures

A mixture is defined as the result of combining two or more substances, such that each maintains its chemical identity. In other words, a chemical reaction does not occur between components of a mixture.

Examples include combinations of salt and sand, sugar and water, and blood.

Mixtures are classified based on how uniform they are and on the particle size of components relative to each other.

Homogeneous mixtures have a uniform composition and phase throughout their volume, while heterogeneous mixtures do not appear uniform and may consist of different phases (e.g., liquid and gas).

Examples of types of mixtures defined by particle size include colloids, solutions, and suspensions.

Examples of Mixtures

Flour and sugar may be combined to form a mixture.

Sugar and water form a mixture.

Marbles and salt may be combined to form a mixture.

Smoke is a mixture of solid particles and gases.

Types of Mixtures

Two broad categories of mixtures are heterogeneous and homogeneous mixtures. Heterogeneous mixtures are not uniform throughout the composition (e.g. gravel), while homogeneous mixtures have the same phase and composition, no matter where you sample them (e.g., air). The distinction between heterogeneous and homogeneous mixtures is a matter of magnification or scale. For example, even air can appear to be heterogeneous if your sample only contains a few molecules, while a bag of mixed vegetables may appear homogeneous if your sample is an entire truckload full of them. Also note, even if a sample consists of a single element, it may form a heterogeneous mixture. One example would be a mixture of pencil lead and diamonds (both carbon). Another example could be a mixture of gold powder and nuggets.

Besides being classified as heterogeneous or homogeneous, mixtures may also be described according to the particle size of the components:

Solution - A chemical solution contains very small particle sizes (less than 1 nanometer in diameter). A solution is physically stable and the components cannot be separated by decanting or centrifuging the sample. Examples of solutions include air (gas), dissolved oxygen in water (liquid), and mercury in gold amalgam (solid), opal (solid), and gelatin (solid).

Colloid - A colloidal solution appears homogeneous to the naked eye, but particles are apparent under microscope magnification. Particle sizes range from 1 nanometer to 1 micrometer. Like solutions, colloids are physically stable. They exhibit the Tyndall effect. Colloid components can't be separated using decantation, but may be isolated by centrifugation. Examples of colloids include hair spray (gas), smoke (gas), whipped cream (liquid foam), blood (liquid),

Suspension - Particles in a suspension are often large enough that the mixture appears heterogeneous. Stabilizing agents are required to keep the particles from separating. Like colloids, suspensions exhibit the Tyndall effect. Suspensions may be separated using either decantation or centrifugation. Examples of suspensions include dust in air (solid in gas), vinaigrette (liquid in liquid), mud (solid in liquid), sand (solids blended together), and granite (blended solids).

Examples That Are NOT Mixtures

Just because you mix two chemicals together, don't expect you'll always get a mixture! If a chemical reaction occurs, the identity of a reactant changes. This is not a mixture. Combining vinegar and baking soda results in a reaction to produce carbon dioxide and water. So, you don't have a mixture. Combining an acid and a base also does not produce a mixture.

De Paula, Julio; Atkins, P. W. Atkins' Physical Chemistry (7th ed.).

Petrucci R. H., Harwood W. S., Herring F. G. (2002). General Chemistry, 8th Ed. New York: Prentice-Hall.

Weast R. C., Ed. (1990). CRC Handbook of chemistry and physics. Boca Raton: Chemical Rubber Publishing Company.

Whitten K.W., Gailey K. D. and Davis R. E. (1992). General chemistry, 4th Ed. Philadelphia: Saunders College Publishing.

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What Is a Mixture in Science? Definition and Examples

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In chemistry, a mixture forms when two or more substances are combined such that each substance retains its own chemical identity. Chemical bonds between the components are neither broken nor formed. Note that even though the chemical properties of the components haven't changed, a mixture may exhibit new physical properties, like boiling point and melting point.

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Filtration is a process used to separate solids from liquids or gases using a filter medium that allows the fluid to pass through but not the solid. The term "filtration" applies whether the filter is mechanical, biological, or physical. The fluid that passes through the filter is called the filtrate.

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To Separate a Saltwater Mixture by Evaporation

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We all have studied about the term 'Evaporation' in our elementary schools. There are many situations when this process of evaporation occurs in real life. Have you ever noticed them? If not, then here, you will get to know about the different everyday examples of evaporation.
Evaporation is a process that takes on the surface of liquids where the water molecules change their state from liquid to gases/vapors.
Let's read further to know about the everyday life examples of evaporation.

1. Drying Clothes under The Sun

One of the most common real-life examples of evaporation is drying of clothes under the sun. When the wet clothes are put under the sun, they get heated up resulting in the evaporation of water particles present in wet clothes; making the clothes dry.

The hot iron evaporates the water vapors present in the fabric of clothes, which help to iron the clothes well.

3. Cooling Down of Hot Tea and Other Hot Liquids

Isn't it a magic as to how a hot cup of tea or any hot liquid cools down after some time? It's all possible because of the evaporation. Heat loss happens as the water evaporates resulting in the cooling down of the tea and other such beverages.

4. Wet Floors

How does the wet floor dries up? Where does the water go away? The simple answer is that the water is evaporated because of the heat and making the floor completely dry.

When the ice cubes are taken out of the refrigerator for having drinks, we all must have noticed that after some time the ice cubes melt and take the form of the liquid. It changes its shape from solid to liquid. It all happens because of the increased temperature outside the refrigerator that evaporates the water, resulting in the change of shape of the ice cubes.

6. Preparation of Common Salt

Preparation of common salt is also a widespread example of the evaporation. The seawater goes under the evaporation, which results in the formation of salt crystals.

7. Evaporation of Nail Paint Remover

The acetone present in the nail paint remover takes the heat of our bodies and evaporates.

Going for some urgent work? Need to dry your hair immediately? The only possible immediate solution is drying up of hair with the hairdryer. The water vapor of wet hair evaporates due to the heat of the sun or heat of the hairdryer.

9. Drying up of Different Water Bodies

The water from different water bodies mostly get dried up during the hot summers and gets refilled only after rain. So, what do you think? What happened here? Well, here also it's evaporation.

10. Evaporation of Sweat from Body

On a hot summer day, the sweat from the skin evaporates due to the high temperature of the environment, taking a little bit of body heat. Thus, it results in the cooling effect.

11. Distillation Process

Distillation is a process in which the different components of the liquid are separated by the boiling and the condensation. Thus, in this process too, the evaporation performs the main role.

12. Working of a Pressure Cooker

During cooking, a lot of heat is produced inside a pressure cooker, and with its whistle, the steam comes out by evaporation; making a perfect dish for us.

The initial stage under the water cycle process is evaporation. The other process like condensation, sublimation, precipitation, transpiration, runoff, and infiltration comes after the evaporation process. So, if evaporation is not there then this water cycle would remain incomplete.

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13 Everyday Life Examples of Evaporation

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We all have studied about the term 'Evaporation' in our elementary schools. There are many situations when this process of evaporation occurs in real life. Have you ever noticed them? If not, then here, you will get to know about the different everyday examples of evaporation.

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Distillation is an important separation process in chemistry, industry, and food science. Here is the definition of distillation and a look at the types of distillation and its uses.

Key Takeaways: Distillation

Distillation Definition

Distillation is a widely used method for separating mixtures based on differences in the conditions required to change the phase of components of the mixture. To separate a mixture of liquids, the liquid can be heated to force components, which have different boiling points, into the gas phase. The gas is then condensed back into liquid form and collected. Repeating the process on the collected liquid to improve the purity of the product is called double distillation. Although the term is most commonly applied to liquids, the reverse process can be used to separate gases by liquefying components using changes in temperature and/or pressure.

A plant that performs distillation is called a distillery. The apparatus used to perform distillation is called a still.

The earliest known evidence of distillation comes from a terracotta distillation apparatus dating to 3000 BC in the Indus valley of Pakistan. Distillation was known to be used by the Babylonians of Mesopotamia. Initially, distillation is believed to have been used to make perfumes. Distillation of beverages occurred much later. The Arab chemist Al-Kindi distilled alcohol in 9th century Irag. Distillation of alcoholic beverages appears common in Italy and China starting in the 12th century.

Uses of Distillation

Distillation is used for many commercial processes, such as the production of gasoline, distilled water, xylene, alcohol, paraffin, kerosene, and many other liquids. Gas may be liquefied and separate. For example: nitrogen, oxygen, and argon are distilled from air.

Types of Distillation

Types of distillation include simple distillation, fractional distillation (different volatile 'fractions' are collected as they are produced), and destructive distillation (usually, a material is heated so that it decomposes into compounds for collection).

Simple Distillation

Simple distillation may be used when the boiling points of two liquids are significantly different from each other or to separate liquids from solids or nonvolatile components. In simple distillation, a mixture is heated to change the most volatile component from a liquid into vapor. The vapor rises and passes into a condenser. Usually, the condenser is cooled (e.g., by running cold water around it) to promote condensation of the vapor, which is collected.

Steam Distillation

Steam distillation is used to separate heat-sensitive components. Steam is added to the mixture, causing some of it to vaporize. This vapor is cooled and condensed into two liquid fractions. Sometimes the fractions are collected separately, or they may have different density values, so they separate on their own. An example is steam distillation of flowers to yield essential oil and a water-based distillate.

Fractional Distillation

Fractional distillation is used when the boiling points of the components of a mixture are close to each other, as determined using Raoult's law. A fractionating column is used to separate the components used a series of distillations called rectification. In fractional distillation, a mixture is heated so vapor rises and enters the fractionating column. As the vapor cools, it condenses on the packing material of the column. The heat of rising vapor causes this liquid to vaporize again, moving it along the column and eventually yielding a higher purity sample of the more volatile component of the mixture.

Vacuum Distillation

Vacuum distillation is used to separate components that have high boiling points. Lowering the pressure of the apparatus also lowers boiling points. Otherwise, the process is similar to other forms of distillation. Vacuum distillation is particularly useful when the normal boiling point exceeds the decomposition temperature of a compound.

Allchin, F. R. (1979). "India: The Ancient Home of Distillation?". Man. 14 (1): 55-63. doi:10.2307/2801640

Forbes, R. J. (1970). A Short History of the Art of Distillation from the Beginnings up to the Death of Cellier Blumenthal. BRILL. ISBN 978-90-04-00617-1.

Harwood, Laurence M.; Moody, Christopher J. (1989). Experimental organic chemistry: Principles and Practice (Illustrated ed.). Oxford: Blackwell Scientific Publications. ISBN 978-0-632-02017-1.

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Here is an explanation of the process of distillation, a common method used in chemistry to separate substances.

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Chromatography - GCSE Science Required Practical

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The law of conservation of mass - Todd Ramsey

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Does Mass Change When a Physical Change Occurs? : Physics, Chemistry & More Sciences

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Summary

The Law of Conservation of Mass states that mass is conserved in physical and chemical changes. Students explore this concept by taking initial masses, making predictions, and finding final masses of physical and chemical changes. Students observe water changing from ice to a liquid, a piece of cardboard being cut up, salt dissolving in water, Alka-Seltzer reacting in water, and water's physical property of cohesiveness being disrupted by soap.

Materials

These are the supplies needed for each group.

2 ice cubes

one balance with gram mass cubes (Gram mass cubes can be ordered from enasco.com TB16755M Set of 500 for $12.50) Balance or scales acceptable.

2 Ziploc bags

6 x 6 inch square of cardboard

scissors

2 tsp. of salt in a very small container or bag

100 ml graduated cylinder

small cup

spoon

1 Alka-Seltzer tablet

piece of wax paper

water squirt bottle or beaker with an eyedropper

toothpicks

container of Dawn detergent mixed in water

one petri dish

pepper

Student sheet.pdf

Background for Teachers

Matter is anything that takes up space and has mass. Matter is composed of atoms and molecules and is always changing its form by either physical or chemical changes. The Law of Conservation of Mass states that mass is neither created nor destroyed during any physical or chemical changes.

A physical change occurs when the appearance of a substance changes but its chemistry remains the same. No new substance is formed in a physical change; water moving between states of matter, a Popsicle melting, and a paper crumbled are examples of physical changes.

A chemical change occurs when bonds are broken between atoms and rearranged into new, entirely different substances such as burning a log and frying an egg.

Intended Learning Outcomes

1a. Observe simple objects, patterns, and events and report their observations.
1c. Given the appropriate instrument, measure length, temperature, volume, and mass in metric units as specified.
1d. Compare things, processes, and events.
1h. Predict results of investigations based on prior data.
1i. Use data to construct a reasonable conclusion.
2e. Seed and weigh evidence before drawing conclusions.
3a. Know and explain science information specified for the grade level.
4a. Record data accurately when given the appropriate form.
4c. Use scientific language in oral and written communication.
6c. Science findings are based upon evidence.

Instructional Procedures

Pre-lab discussion: Define matter, and physical and chemical changes. Demonstrate a physical change for the students. Some ideas are: crumpling paper, using instant snow (Stevespanglerscience.com Item #: WFXS-100, $6.99), or crushing a can. Discuss a chemical change such as burning a log or frying an egg. Explain that since the beginning of our earth, all the matter that was on the earth is simply being changed from one form to another. Whenever these changes take place there is no change in mass by either losing or gaining mass. Mass in our world is conserved. Students will observe this today when they perform several physical and chemical changes.

Instructional procedure: In this lab, precise measuring on the balance and counting of gram cubes is critical. None of the masses should change but you may have change due to errors and lack of precise equipment. This is a great discussion to have with students before you begin the lab.

Experiment I. Changing the state of water does not affect its mass.

1. Put two ice cubes into a Ziploc bag. Find the mass. Have the students predict if there will be a change in the mass of the bag after the ice melts.

2. Let the ice cubes melt until the end of the class and then find the mass of the bag with ice/water again. Be sure and wipe off any condensation from the outside of the bag. Ask the kids why you are doing this.

** The mass shouldn't change because mass is conserved in nature, changing the state of water doesn't change its mass.

Experiment II. Physical changes in appearance do not affect mass.

1. Take the square piece of cardboard and find its mass on the balance. Leave the cubes on the balance and cut the cardboard into at least 10 pieces. Be sure not to lose any pieces. Predict whether or not the mass will change.

2. Re-mass the cardboard pieces.

** Mass is conserved in nature, changing the arrangement of parts during a physical change does not change its mass.

Experiment III. A physical change as salt is dissolved in water does not affect mass.

1. Find the mass of the small cup filled with 20 ml of water and the container that holds the salt (all at the same time). Predict whether the mass will change after the salt is mixed into the water.

2. Add the salt to the water and mix the solution with a spoon. Be sure to not lose any of the salt or water during the mixing.

3. Find the mass of the cup, salt-water mixture, and the empty salt container.

** The mass should not change because mass is conserved.

Experiment IV. In a chemical change, mass is again conserved.

1. Find the mass of an Alka-Seltzer tablet and a Ziploc bag filled with 20 ml of water (all at the same time).

2. Add the Alka-Seltzer tablet to the water and quickly seal the Ziploc bag. Predict whether the mass will change after the reaction is completed.

3. When the chemical reaction has completed, mass the bag with all its contents again.

** In this reaction we form a new substance, carbon dioxide gas, which is a chemical change. Mass is also conserved in chemical changes.

** Ask the students if we would have gotten the same mass if we didn't seal the bag. No, because some of our matter would have escaped into the air in the form of carbon dioxide gas.

Experiment V. Observing a physical change in the properties of water.

1. Place a few drops of water on a piece of wax paper. Notice its rounded appearance. Touch a toothpick to the drop of water. Nothing should happen.

2. Dip the toothpick in a container of soapy water and touch the drop of water again. Observe what happens.
** The bubble should collapse because soap will interfere with the cohesiveness of water and it breaks down. This is a physical change because the molecule of water didn't change just its behavior did.

3. Fill a petri dish about half full with water. Sprinkle a thin layer of pepper on the water. The pepper will float on the water because the surface tension of water holds it up.

4. Use a clean toothpick and touch the water. Notice that nothing happens.

5. Dip the toothpick in a container of soapy water and then touch the water again. Observe that the pepper instantly spreads to the edges of the dish.
** The soap rode across the top of the water and pushed the pepper to the edges. This is a physical change on the surface of the water that propelled the pepper to the side.

Bibliography

Rio Tinto Hands-on Science Curriculum Team

Ms. Rae Louie -- Administrator, Principal Beacon Heights Elementary

Emily Mortensen -- Grant writer, teacher outreach, 2nd grade teacher at Beacon Heights Elementary

Ruth Li -- Curriculum design, K-6 Science Educator at Indian Hills Elementary

Deirdre Straight -- Curriculum development, K-6 Science Educator at Beacon Heights Elementary

Tim Rausch -- Website development, Library Media at Beacon Heights Elementary

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5 Experiments of Physical and Chemical Changes

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The Law of Conservation of Mass states that mass is conserved in physical and chemical changes. Students explore this concept by taking initial masses, making predictions, and finding final masses of physical and chemical changes.

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Explanation of Utility of Distillation and Chromatography Resources