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Engineering Practices
Defining a problem and designing a solution
Develop a functional definition of three types of aqueous mixtures; solution, colloid, suspension.
Use variables and values to classify these three aqueous mixtures
Plan, conduct, process information and evaluate an investigation into flocculation.
Use a dichotomous key to explain how flocculation of colloids produces a suspension that may then be filtered.
Define a problem regarding muddy water.
Design a solution using separation techniques to purify muddy water suitable to drink.
Numeracy
Calculating
mass
of
filtrates
Where
does
the
water
we
use
come
from
and
where
does
it
go?
https://www.scienceby
doing.edu.au/curriculu
m/student/yr7/water/di
gital/act3/act34.html
ICT
capability
Science
by
Doing
Website
https://www.sciencebydoi
ng.edu.au/portal/student/
student-digital.html
Ethical
behaviour
How
can
science
help
us
make
ethical
decisions?
https://www.scienceby
doing.edu.au/curriculu
m/student/yr7/water/
digital/act5/act52.html
Intercultural
understanding
Where
does
the
water
we
use
come
from
and
where
does
it
go?
https://www.scienceb
ydoing.edu.au/curricu
lum/student/yr7/water
/digital/act3/act34.ht
ml
2105
John
Curtin
College
of
the
Arts
Science
Department
Overarching Ideas
Patterns, Order and Organisation
Sustainability
The Worlds freshwater supply
https://www.sciencebydoing.edu.au/
curriculum/student/yr7/water/digital/a
ct1/act11.html
Sustainability
Recycling
of
water
to
become
potable.
Science
by
Doing
https://www.sciencebydoing.edu.au/
curriculum/student/yr7/water/digital/
Lesson
1
WA Curriculum
Science Ideas
Mixtures,
including
solutions,
contain
a
combination
of
pure
substances
that
can
be
separated
using
a
range
of
techniques
(ACSSU113)
solutes,
solvents,
solutions,
mixtures,
colloids,
suspensions,
variable, value
classification,
dichotomous
key, negative
particles,
positive
particles, mud
flocculation, floc
Teaching and
Learning Focus
Properties of materials
and mixtures may be
used to classify them
into groups.
recognise the
differences between
pure substances
and mixtures and
identifying
examples of each.
identifying the
solvent and solute
in solutions
investigating and
using a range of
physical separation
techniques such as
filtration,
evaporation,
crystallisation.
Lesson Outline
Engage
Students have been engaged with Water activities from
Message in a Bottle
Now to explore interactions between water and other pure
substances.
Explore
Students carry out hands-on activities.
Question: How do the properties of materials change when
mixed with water?
Mixing water with salt, starch, powdered chalk in three
separate test tubes.
Students explore the types of mixtures by using observational
skills.
Students describe observations in their own words and
attempt to find similarities and differences in the resulting
mixtures.
Explain
Discuss how we could separate the components.
Filter, Decantation and Evaporation/Crystallisation.
Try filtering and collecting the residue; then evaporating the
filtrate.
Resources
Apparatus and Materials
water, salt, starch, powdered chalk
test tubes and stoppers
filter funnels and paper
beakers
evaporating dishes
Student NoteBooks
1.1 Observational MatrixTo
Classify (see attachment)
This document uses the Reasoning
Pattern of Variables and Values to
use Higher Order Thinking Skills in
constructing a dichotomous key.
http://stemreasoning.weebly.com/e
xamples.html
Lesson
2
WA Curriculum
Science Ideas
Teaching and
Learning Focus
Classification of the
aqueous mixtures using
Reasoning Pattern:
Variables and Values
Lesson Outline
Elaborate
Results of dried residues and filtrates are observed and
recorded in student NoteBooks.
The images show the results of FILTRATION and
EVAPORATION of a solution, a suspension and a colloid.
In NoteBooks
1. For each image; describe the residue observed on the
filter paper.
2. After filtration the filtrate was evaporated on the watch
glass. Describe what you see on the watch glass.
3. Explain what this means in terms if the particle size in
each of a solution, suspension and colloid.
4. Arrange the mixtures from that with the smallest
particle size to the largest particle size.
5. Record in your NoteBook the definition of a solution, a
suspension and a colloid.
6. List some everyday examples of each type of mixture
Explain
Class discussion to gather information about observable
properties of solution, colloid and suspension.
Use the 1.1_2015_Observational Matrix and Reasoning
Pattern: Variables and Values
to build a dichotomous key of three types of aqueous
mixtures.
Evaluate
Students use their dichotomous keys to classify the aqueous
mixture examples.
Discuss how students achieved this using the Reasoning
Pattern: Variables and Values.
Resources
1.1_2015_Observational Matrix
and the Reasoning Pattern of
Variables and Values
to build a classification key of three
types of aqueous mixtures.
See an example attached
2.2_2015_ObservationalMatrix_Key
Lesson
WA Curriculum
Science Ideas
Teaching and
Learning Focus
Lesson Outline
Resources
http://mrsmorrittscience.weebly.co
m/water-wk5.html
https://www.khanacademy.org/part
ner-content/mit-k12/mit-k12materials/v/flocculation
Teacher resources on Flocculation
https://www.teachengineering.org/l
essons/view/usf_flocculant_lesson
01
Pearson Year 7 Text page 56
Activity 4.4 Flocculation
see
3.0_Flocculation Agents
Investigation Worksheet
4
and
5