5th grade science experiments mixtures and solutions

Teacher's Workstation

A collection of teaching resources by elementary ali, week five lessons: mixture and solutions.

Grade 5 Science

Week Five Lessons

This week we will be comparing mixtures and solutions. Don’t forget when teaching mixtures and solutions to have students observe the physical properties of each substance before and after you mix them together, and after you separate the mixtures and solutions. Here is a lesson to help you plan. Links to actual materials and lessons are provided throughout this post. I  hope you can find something to help make planning this year a little, or a lot, easier!

TEKS/ Standards:

(C) demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand; and Supporting Standard

(D) identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water. Supporting Standard

“I can” Statements:

I can demonstrate that some mixtures maintain the physical properties of their ingredients.

I can identify changes that occur in the physical properties of the ingredients of solutions.

Essential Questions:

Monday – What can you do if you do not like the raisins in your cereal?

Tuesday – What is the difference between a mixture and a solution?

Wednesday – How can you separate solutions?

Thursday – How does the salt separated from water look compared to salt from a shaker?

Friday – Why is lemonade powder in water considered a solution, and sand in water considered a mixture?

Word Wall Words:

Lesson Ideas and Materials:

Science Wall Complete each day with your choice of word wall words.

Force, Motion, Matter, and Energy Interactive Science Notebook

Science and Literacy Mixtures and Solutions

Matter and Energy Anchor Charts

Physical Science Vocabulary

Lesson Ideas:

(Monday) Attention Grabber activity: Mixtures and Solutions Snack. Introduce Word Wall Words for the Week and ask students what they think it means. Complete the first 2 columns of a Word Wall Builder Chart. –All this is in the Science and Literacy Mixtures and Solutions

(Tuesday) Students will read an informational text about Mixtures and Solutions and complete a graphic organizer to process the information. Complete the second column of the Word Wall Builder Chart. –All this is in the Science and Literacy Mixtures and Solutions

(Wednesday) Students will complete a summary writing with key terms from Tuesday’s reading. – Science and Literacy Mixtures and Solutions . Complete the Mixtures and Solutions notes and writing prompt in the notebook. – Force, Motion, Matter, and Energy Interactive Science Notebook

(Thursday) Separating Mixtures and Solutions Lab day! Complete the critical thinking activity after the lab. – Science and Literacy Mixtures and Solutions Have students make a T-chart comparing the physical properties of fresh salt to the salt that is left from evaporating the water. Compare fresh sand to the sand separated from the water.

(Friday) Have the students write a paragraph explaining (proving) why this statement is incorrect: “The field of red, purple, yellow, and pink daisies was a beautiful mixture of flowers, a solution that cannot and should not be separated.” A labeled illustration would help explain it. Complete the Mixtures and Solutions Anchor Chart-  Matter and Energy Anchor Charts as a class. The students can fill in their printable poster, and you can make one on chart paper to hang up around the room. Complete the vocabulary pages that were not completed through the week.

Lesson Notes:

Science Starters ( Science and Literacy Mixtures and Solutions ) and Science Wall to start each day.

During extra class time each day, complete the Physical Science Vocabulary pages that accompany this week’s learning.

The following links to the pretty PDF of this lesson plan.

5th Science Lesson Plans

Need materials for younger grades?

The materials in this lesson are intended for 5th graders in Texas, but are taught in a way that they could be easily modified for younger and older grades.

Here is what I have for matter and energy so far.

2nd Grade Matter and Energy Interactive Science Notebook

Kindergarten Interactive Science Notebook with Word Wall Cards

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• Elementary Science , NGSS , Science Experiments , Utah SEEd

Properties of Matter: Mixtures, and Solutions

Mixtures & Solutions -Teaching students about the properties of matter is fun and exciting. Students will love being able to plan and carry out real investigations on the properties of matter. Properties of Matter for 5th Grade: Mixtures and Solutions is a complete unit on identifying materials based on their properties. Students will learn about the properties of solubility and conductivity and will plan investigations.

Students will also investigate suspensions and colloids. This is a great way to teach about Mixtures & Solutions. This resource includes six investigations, a slide show on planning an investigation and identifying variables, a nonfiction reading passage on Particles in Matter,  and another nonfiction reading passage on  Mixtures and Solutions . This resource used phenomena to engage students and has great response pages and lab pages. This unit also includes a multiple-choice quiz. The materials for the labs are easy to find household materials. Students will love this engaging unit! You may also like Water Distribution Unit for Fifth Grade.

In this lab, the students will explore the property of matter, and solubility. Students will investigate to see if coarse salt dissolves at the same rate or slower than granulated salt in water.

Mixtures & Solutions

A mixture is a combination of two or more different substances that do not lose their identifying characteristics when combined, such as soil and water, or milk and cereal. There are two main categories of mixtures: homogeneous mixtures and heterogeneous mixtures. In a homogenous mixture, all the substances are evenly distributed throughout the mixture (air, ocean water, blood). In a heterogeneous mixture, the substances are not evenly distributed (salad, chocolate chip cookies, lava).

     Many mixtures can be separated by simple physical means. When two substances mixed cannot be easily separated because one substance dissolves in the other, the mixture is a solution. It is possible to separate the two substances, but not very easily. An example of a solution is sugar dissolved in water: the sugar is still there, but it is dissolved, and in order to separate it out, the liquid would need to evaporate. 

A solution is one type of mixture. The substance that dissolves is called the solute. The substance that the solute is dissolved into is the solvent. A solution is a homogeneous mixture. It has a uniform composition throughout. Saltwater is an example of a solution.

Exploring Properties of Matter

Students will learn about suspensions and colloids and learn that suspensions will eventually separate. This is an interesting property of matter.

Some types of matter do not dissolve in water.

Other Properties of Matter

I also had students test materials for conductivity. This is another property of matter. Students tested materials to see if they were conductors or insulators

Your students will love learning about Mixtures & Solutions and other properties of matter. This engaging resource has six investigations and includes two reading passages and a slide show on planning an investigation. Students will learn about setting up variables to have a fair test to determine information about the properties of matter and mixtures and solutions.

Both downloads are identical in every way – if you download directly from this site, you’re giving me the maximum amount of support!

Either way, your satisfaction is 100% guaranteed.

There are many types of mixtures. Students will learn about suspensions, colloids, non-Newtonian fluids , alloys, solutions, homogenous mixtures, and heterogeneous mixtures. Students will learn that suspensions will eventually separate. In these six investigations, informational text passages, and lessons, students will learn about the properties of matter.

Standards Aligned with Properties of Matter Mixtures & Solutions

This resource meets the standards from the strand  Structure and Properties of Matter  NGSS 5th grade NGSS 5-PS1-1. and NGSS 5-PS1-3. And also Utah SEEd 5.2.1 and 5.2.2

NGSS 5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen. [Clarification Statement: Examples of evidence could include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, and evaporating salt water.] [Assessment Boundary: Assessment does not include the atomic-scale mechanism of evaporation and condensation or defining the unseen particles.]

5-PS1-3. Make observations and measurements to identify materials based on their properties. [Clarification Statement: Examples of materials to be identified could include baking soda and other powders, metals, minerals, and liquids. Examples of properties could include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility; density is not intended as an identifiable property.] [Assessment Boundary: Assessment does not include density or distinguishing mass and weight.]

Utah SEEd 5.2.1

Develop and use a model  to describe that matter is made of particles on a  scale  that is too small to be seen. Emphasize making observations of changes supported by a particle model of matter. Examples could include adding air to expand a balloon, compressing air in a syringe, adding food coloring to water, or dissolving salt in water and evaporating the water. The use of the terms atoms and molecules will be taught in Grades 6 through 8. (PS1.A)

Utah SEEd  5.2.2

Ask questions to plan and carry out investigations  to identify substances based on  patterns  of their properties. Emphasize using properties to identify substances. Examples of properties could include color, hardness, conductivity, solubility, or a response to magnetic forces. Examples of substances could include powders, metals, minerals, or liquids. (PS1.A)

This resource is available here on Teaching Science and also in my TPT Store

This site uses 100% secure checkout with PayPal, and after checkout, your download is instantly available.

Properties of Matter Sand and Water

I have another great resource for properties of matter. Students will love Identifying the Mystery Substance.

FREE Chemical Reaction Resource

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Teaching Mixtures and Solutions: Intro Lessons and Assessments

Looking for mixtures and solutions activities?

Mixtures and solutions is probably one of those units your students know nothing about in the beginning , but by the end is one of their very favorites!

Teaching mixtures and solutions can be such a fun, hands-on unit for your class.

Like any subject there are definitely some challenging concepts to catch on to , but by incorporating hands-on activities and lessons that catch their attention from the very beginning , there’s no doubt mixtures and solutions will be one they always remember. 🙂

This post is going to give you several introduction lesson ideas, assessment resources , as well as other activities to use all throughout your mixtures and solutions unit.

Also, don’t forget to check out my blog post on science curriculum mapping – click here to read .

You and your students are going to have a ball!

Mixtures vs. Solutions and Introductory Lessons

You’ve probably been told a time or two that a mixture is made up of multiple things that can be separated individually, and a solution you can’t easily separate.

There are definitely some vocabulary terms you’re going to want to establish in your unit to get your students up to speed:

• Mixture – Anything made by combining 2 or more different things
• Solute – the substance dissolved in a solution (i.e. the salt in saltwater)
• Solvent – the substance doing the dissolving (i.e. the water in saltwater)

Here are some ways you can introduce your unit to help make these vocabulary terms come to life :

Snack Mix and Kool-Aid

Is there a better way to introduce a unit than with snacks and drinks?

I don’t think so. 😉

To simulate creating a mixture, bring ingredients to build a snack mix with your class.

Pretzels, M&M’s, Chex cereal, Cheerios – whatever combination you and your class prefer!

Discuss with your students the idea that the mixture contains 2 or more things and that they don’t ever change their composition or chemical makeup by combining them. 

You can also explain that when you scoop out a cup of snack mix , there are unequal parts to the mixture .

Have your students each take a cup and separate the ingredients they were given.

Some students may have gotten more pretzels, while others may have gotten more M&M’s!

To prepare your solution , get a pitcher of water, 1 packet of Kool-Aid mix, and granulated sugar – measure the sugar with your heart!

I recommend preparing the solution in a clear pitcher or container if you have one so that your students can see what’s happening inside.

Start by dumping in your cup of sugar to your pitcher of water.

Don’t stir anything until the very end of your experiment!

Then add the packet of Kool-Aid powder.

Discuss with your class what you’re seeing – the sugar has probably settled at the bottom of the pitcher, while the Kool-Aid mixture has turned the water the color of the Kool-Aid.

Finally, stir the water, sugar, and Kool-Aid mixture.

This will represent the solute and solvent creating a solution.

When the students each get a cup of the solution now, they will be able to taste equal parts of all the things combined!

Refrigerator Hypotheses and Observations

As another intro idea to your mixtures and solutions unit, have your students look over some of the contents in their fridges at home.

Have them make and record a hypothesis of what they believe some of the foods or condiments are in their fridges.

Is ranch dressing a mixture or solution?

How about the tater tot casserole?

Or the soup they had last night? 🙂

The students can make their hypotheses at home , bring them back to school , and discuss their findings as a class to determine what foods are mixtures and which are solutions!

Manipulative Mixtures

I find it important for your students to realize that mixtures and solutions are more than just foods.

One way to explain this is by having your students create mixtures of small manipulatives you have in your classroom.

For example, set out different containers of dice, bingo chips, Legos, base ten units – whatever small manipulatives you may have or are able to borrow for this lesson. 

Then have your students create their own mixtures!

This can be as simple as having them take a handful from each container and piling them together at their desk.

This is similar to the snack mix activity – there are unequal parts to the mixture.

Assessment Resources and Unit Activities

Mixtures and solutions for google classroom.

To keep your mixtures and solutions unit fun and interactive, I always suggest using assessments that your students won’t feel like are assessments. 😉

This Google Classroom resource includes vocabulary work , sorting examples of mixtures and solutions, venn diagrams, short answer questions , and so much more!

Of course you don’t have to use this resource as an assessment – it can be a great tool for quick homework assignments or even group work , too!

If you’d like to see pictures, as well as a more in-depth explanation of the resource, you can find it here !

Mixtures and Solutions Interactive Notebook

Another option you can use as an assessment or supplemental activity is this mixtures and solutions interactive notebook.

It focuses on vocabulary, critical thinking questions , as well as identifying given items as mixtures or solutions.

It also comes with 3 levels of differentiation and answer keys so you’re prepared no matter how you decide to use it in your unit.

You can check out a preview of it here !

I always felt like my students did some of their best work when they felt they weren’t taking a test , but could enjoy completing their interactive notebooks at a level that best suited them. 🙂

Water Experiments

Lastly, to add to your list of interactive mixture and solution activities – water experiments!

This will help your students understand that mixtures aren’t just solid objects put together, and solutions aren’t just liquids.

Conduct experiments by adding different substances to small glasses of water to see what dissolves and what doesn’t.

Be sure to use clear, plastic cups or glasses!

Have your students make a hypothesis , record their observations , and determine an answer.

Some of the things you can mix your water with can be flour, food coloring, sand, sugar, paint – whatever you think!

Your students will be surprised when they see that not everything dissolves in water, that some liquids can actually be mixtures instead of solutions!

I hope you leave this post with tons of mixtures and solutions activities and ideas for your science unit!

Your students will quickly become obsessed with hands-on learning and you’ll have a classroom full of scientists by the end of your unit. 😉

Happy learning!

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• TeachEngineering
• Properties of Mixtures vs. Solutions: Mix It Up!

Lesson Properties of Mixtures vs. Solutions: Mix It Up!

Grade Level: 5 (5-7)

Time Required: 30 minutes

Lesson Dependency: None

Subject Areas: Chemistry, Physical Science

NGSS Performance Expectations:

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Curriculum in this Unit Units serve as guides to a particular content or subject area. Nested under units are lessons (in purple) and hands-on activities (in blue). Note that not all lessons and activities will exist under a unit, and instead may exist as "standalone" curriculum.

• Gumdrop Atoms
• Engineering and the Periodic Table
• Messin' with Mixtures

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Engineering connection, learning objectives, more curriculum like this, introduction/motivation, associated activities, lesson closure, vocabulary/definitions, user comments & tips.

Engineers use their knowledge of mixtures and solutions when designing new synthetic materials. This is especially the case in the biomedical field, where engineers have to deal with compatibility issues when placing materials made outside the human body into the body. Engineers also design ways to help separate mixtures and solutions in industrial, commercial and environmental processes.

After this lesson, the students should be able to:

• Compare and contrast mixtures and solutions.
• Discuss methods for separating mixtures and solutions into their original components.
• Describe several engineering applications for mixtures and solutions.

Educational Standards Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards. All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN) , a project of D2L (www.achievementstandards.org). In the ASN, standards are hierarchically structured: first by source; e.g. , by state; within source by type; e.g. , science or mathematics; within type by subtype, then by grade, etc .

Ngss: next generation science standards - science, international technology and engineering educators association - technology.

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Do you agree with this alignment? Thanks for your feedback!

State Standards

Colorado - science.

What is the difference between a solution and a mixture? Well, have you ever made chocolate milk? Have you ever noticed what happens if you let your chocolate milk sit for a while? Well, sometimes the chocolate will settle on the bottom of the glass. This is because it is a mixture. Mixtures are any combination of two or more items. Sometimes the two or more ingredients look all the same when mixed together and sometimes they do not.

Have you ever made a drink with water and a powder? How about lemonade from a mix? This is an example of a solution. What does the powdered drink look like after you stir it in water? Is it all the same color and consistency? It probably is, and that is one characteristic of a solution — that it is homogeneous (or that it is uniform throughout). What other solutions have you made? (Solicit answers like: salt water, mud pies, bubbles, etc.) Solutions are types of mixtures, but mixtures can also be heterogeneous, where you can see the different ingredients separated out. Refer to the associated activity Messin' with Mixtures for students to further their understanding by investigating a heterogeneous mixture as environmental engineers analyzing a soil sample, using trail mix. 

Teacher demonstration: Set up three glasses of water.

• Add pebbles of sand to the first glass. Stir the water. Ask students whether this is a mixture or a solution. (Answer: It is a mixture because the sand and the water stay separate. The sand does not disappear in the water.)
• Add a teaspoon of salt to the second glass. Stir the water until the salt disappears. Ask students if this is a mixture or a solution. (Answer: It is a solution because the salt dissolves, or disappears, in the liquid.)
• Ask students if two liquids will form a mixture or a solution. Then add some vegetable oil to the third glass and stir. Ask students if the glass contains a mixture or a solution. (Answer: The oil and water form a mixture because they do not mix. The oil does not disappear or dissolve.)

Can you separate mixtures and solutions back into their original components? Yes you can! Sometimes you can separate out the parts of a mixture using something as easy as a filter or screen. You cannot use a filter or a screen to separate out the parts of a solution. Therefore, another way to separate mixtures and solutions is to use the three phases of matter: solids, liquids and gases. Who remembers what the solid phase of water is? (Answer: ice) How about the liquid phase? (Answer: water) The gas phase? (Answer: steam) As you heat up a solid, it will eventually turn into a liquid, and then into a gas. Most solids at room temperature (25oC) need an incredible amount of heat and pressure in order to liquefy (turn into a liquid from a solid). Which of these three phases is air in? (Answer: gas) What about orange juice? (Answer: liquid) How about the table and chairs in this room? (Answer: solid) We can often separate the parts of a mixture or solution by trying to change the phase of matter that the mixture or solution is in.

A solution is made of a solute and a solvent. What does that mean? Well, a solute is something that dissolves in a liquid and a solvent is the liquid that something dissolves in. The solute dissolves in the solvent. In a saltwater solution, the salt is the solute and the water is the solvent. Can we separate the salt and water from the saltwater solution? (Yes, the salt can be retrieved by evaporating (heating) the water from a liquid to a gas, leaving only the salt behind.)

How do we use mixtures and solutions in our daily lives? Well, we have named a few examples of mixtures and solutions we have in our homes already. How do engineers use mixtures and solutions? Well, engineers use mixtures and solutions in many different applications. Think about the demonstration with the three glasses of water. Environmental engineers use mixtures to learn how to separate oil from water in oil spills. Also the process of making gasoline from crude oil involves separation steps that are based on the properties of mixtures and solutions. Water resource engineers study mixtures and solutions in order to get sand, salt and chemicals out of water so it can be used for drinking and cleaning. Biomedical engineers even use mixtures and solutions to develop new medicines.

Lesson Background and Concepts for Teachers

Mixtures vs. Solutions

When two or more kinds of matter are put together it is called a mixture . Mixtures can be made with solids, liquids or gases. Any combination will result in a mixture. Once made, mixtures can be separated using mechanical, screening or filtering processes. The components of a mixture are not changed when mixed with other materials. However, sometimes when two or more materials are mixed, a special kind of mixture is formed. For example, when you mix salt and water, the solid (salt) seems to disappear in the water. This process is called dissolving , and will form a solution . When a solid is dissolved in a liquid, we call the liquid a solvent and the solid is called the solute .

Like a mixture, solutions can be separated into its original components. However, unlike mixtures, solutions can be separated by evaporation. For example: the water and salt solution will evaporate as the solution is heated. The water will change from liquid to gas as the water-salt solution begins to boil, leaving only the salt behind. Most solutions are made by mixing a solid and a liquid. Mixing matter in other states can also make solutions. For example, air is a solution resulting from the mixing of several gases.

Watch this activity on YouTube

Who can tell us one difference between a mixture and a solution? Well, a mixture is made up of two or more kinds of matter but sometimes you can still see the different components, like sand and water. In a mixture, all the different parts retain their original properties. A solution is a special type of mixture that is homogeneous, where you cannot tell the difference between the components. A solution is also a special type of mixture that cannot be separated via mechanical means – filtering, screening, etc. In most cases, a solution has different properties than the two or more parts that went into making it.

Can you separate out the parts of a mixture or solution? Yes, you can! Often, you can separate a mixture by using a filter or screen. You can also try and change the phase of matter that the mixture or solution is in. Who can name the three phases of matter that we are referring to? (Answer: solid, liquid and gas.) An example of separating a solution using the phases of matter is evaporating the water from a saltwater solution. This is where we heat the liquid water into a gas, leaving only the salt behind.

Engineers are always designing and experimenting with new ways of separating mixtures and solutions based on their properties. They are also always working on making solutions and mixtures. Would you want to drink milk if it was chunky? (Expect students to say no.) Milk is usually a solution but after a while begins to separate into a heterogeneous mixture. The properties of mixtures and solutions are very important to chemical engineers. These engineers need to know what chemicals are safe to mix with foods when designing fertilizers and preservative to keep food healthy for us to eat and drink. As we discussed earlier, engineers also use knowledge of mixtures and solutions when designing water treatment processes, ways to help the environment, and new medicines to help people.

concentration: Ratio of solute to solvent: the amount of material dissolved in a measure of liquid; the more material dissolved in the liquid, the more concentrated the solution.

dilute: To make a solution less concentrated, usually by adding more liquid.

dissolving: Process when two or more materials are mixed and one seems to disappear.

evaporation: A change from a liquid state into a vapor (a solid into a vapor is called sublimation); the removal of moisture or liquid.

heterogenous: Consisting of diverse or mixed ingredients

homogenous: Of uniform structure or composition throughout.

mixture: When two or more kinds of matter are put together.

saturation: A solution that has reached its maximum concentration.

solute: The solid, liquid, or gas that dissolves in the liquid of a solution. The salt is the solute in a salt-water solution.

solution: A homogenous mixture formed by the dissolution of a liquid, solid or gas in a liquid.

solvent: The liquid in which the solute disappears. The water is the solvent in a salt-water solution.

volume: The three-dimensional space occupied by something.

Pre-Lesson Assessment

Brainstorming : As a class, have students engage in open discussion. Remind students that in brainstorming, no idea or suggestion is "silly." All ideas should be respectfully heard. Take an uncritical position, encourage wild ideas and discourage criticism of ideas. Have them raise their hands to respond. Write their ideas on the board. Ask:

• What are some common solutions or mixtures that you know of? (Possible answers: Powdered lemonade, Kool-Aid®, powdered iced tea, chocolate milk, gasoline, household cleaners, etc.)

Post-Introduction Assessment

Brainstorming Categories: Revisit the brainstormed list of mixtures and solutions from the Pre-Lesson Assessment. Have the students categorize the list into those which are mixtures and those which are solutions?

During Demo Predictions : While performing the introduction demonstration, ask students what will happen when you add the various other items to the glasses of water. Will you create solutions or mixtures?

Lesson Summary Assessment

Concept Juggle : Have students stand in a circle and toss the ball to each other. Each time they toss the ball, have them name a mixture. One round can be "Name a Mixture," the next round can be "Name a Solution," etc.

Engineering/Writing Application : Have students act as food engineers or biomedical engineers and write a short paragraph explaining why they need to know about mixtures and solutions in creating new food products or medicines.

Bingo : Provide each student with a sheet of paper to draw a large tic-tac-toe board (a 3 x 3 grid with 9 squares) that fills the entire paper. Have the students write a lesson vocabulary term in each square (Use the following terms: mixture, solution, solvent, solute, heterogeneous, homogeneous, solid, liquid, gas). Next, have each student walk around the room and find a student who can define one vocabulary term and write the definition in the box with that term. Students must find a different student for each term. When a student has all terms completed, they can shout "Bingo!" Continue until two or three students have bingo. Ask the students who shouted "Bingo!" to give definitions of the vocabulary terms.

Lesson Extension Activities

Have students create a list of mixtures and solutions they find around their homes or the school.

Students learn how to classify materials as mixtures, elements or compounds and identify the properties of each type. The concept of separation of mixtures is also introduced since nearly every element or compound is found naturally in an impure state such as a mixture of two or more substances, and...

In this activity, students investigate the properties of a heterogeneous mixture, trail mix, as if it were a contaminated soil sample near a construction site. This activity shows students that heterogeneous mixtures can be separated by physical means, and that when separated, all the parts will equ...

Students explore the basic characteristics of polymers through the introduction of two polymer categories: thermoplastics and thermosets. During teacher demos, students observe the unique behaviors of thermoplastics.

To gain an understanding of mixtures and the concept of separation of mixtures, students use strong magnets to find the element of iron in iron-fortified breakfast cereal flakes. Through this activity, they see how the iron component of this heterogeneous mixture (cereal) retains its properties and ...

Contributors

Supporting program, acknowledgements.

The contents of this digital library curriculum were developed under grants from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education, and National Science Foundation (GK-12 grant no 0338326). However, these contents do not necessarily represent the policies of the Department of Education or National Science Foundation, and you should not assume endorsement by the federal government.

Last modified: June 12, 2024