ALEX Classroom Resource

  

Using Dissolving to Identify Substances

  Classroom Resource Information  

Title:

 Using Dissolving to Identify Substances

URL:

 https://www.acs.org/content/acs/en/education/resources/k-8/inquiryinaction/fifth-grade/substances-have-characteristic-properties/lesson-2-1--using-dissolving-to-identify-substances.html

Content Source:

 Other
American Chemical Society
Type: Lesson/Unit Plan

Overview:

In this lesson, students will be able to plan and carry out an investigation to compare the solubility of different substances and develop and explain a particle-level model to describe the process of dissolving. Students will also be able to explain that substances dissolve in different amounts because of the molecules they are made from. Students are given labeled samples of salt and sugar. They are also given unknown samples marked A, B, and C. One is salt, one is sugar, and the other is alum, which looks like it could be either salt or sugar. Students first use a dissolving test to see how salt and sugar dissolve in water. Students then run the same dissolving test on substances A, B, and C; identify the salt and sugar; and conclude that the other substance must be something different. Students then see an animation to help explain that the substances are made of different atoms and molecules, so they dissolve differently.

Content Standard(s):
Science
SC2015 (2015)
Grade: 5
3 ) Examine matter through observations and measurements to identify materials (e.g., powders, metals, minerals, liquids) based on their properties (e.g., color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, solubility, density).

NAEP Framework
NAEP Statement::
P4.1: Objects and substances have properties. Weight (mass) and volume are properties that can be measured using appropriate tools.*

NAEP Statement::
P4.3: Matter exists in several different states; the most common states are solid, liquid, and gas. Each state of matter has unique properties. For instance, gases are easily compressed while solids and liquids are not. The shape of a solid is independent of its container; liquids and gases take the shape of their containers.

Unpacked Content
Scientific And Engineering Practices:
Planning and Carrying out Investigations
Crosscutting Concepts: Scale, Proportion, and Quantity
Disciplinary Core Idea: Matter and Its Interactions
Evidence Of Student Attainment:
Students:
  • Make observations and measurements to identify materials based on their properties.
Teacher Vocabulary:
  • color
  • hardness
  • reflectivity
  • electrical conductivity
  • thermal conductivity
  • response to magnetic forces
  • solubility
  • density
  • measurement (quantitative and qualitative)
  • data
  • observable properties
  • standard units
  • conductors
  • nonconductors
  • magnetic
  • nonmagnetic
Knowledge:
Students know:
  • Materials have different properties-color, hardness, reflectivity, electrical conductivity thermal conductivity, solubility, and density.
  • Measurements of a variety of properties can be used to identify materials.
  • Measurements should be made in standard units (e.g., grams & liters).
Skills:
Students are able to:
  • Identify the phenomenon through observations about materials, including color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility.
  • Identify the evidence and collect data about the observed objects in standard units (e.g., grams, liters).
  • Collaboratively plan the investigation.
  • Identify materials based on their properties.
Understanding:
Students understand that:
  • Standard units are used to measure and describe physical quantities of materials such as weight, time, temperature, and volume. These measurements will assist in the identification of the materials ( e.g. powders, metals, minerals, and liquids).
AMSTI Resources:
AMSTI Module:
Matter and Interactions
Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.5.3- Classify materials (e.g., powders, metals, minerals, liquids) based on their properties (e.g., color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, solubility, density).
Tags: dissolve, molecules, particle, particle level model, substance
License Type: Custom Permission Type
See Terms: https://www.acs.org/content/acs/en/terms.html
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
Accessibility
Comments
  This resource provided by:  
Author: Stephanie Carver
This site may contain links to other websites or content belonging to or originating from third parties or links to websites and features in banners or other advertising. Such external links are not investigated, monitored, or checked for accuracy, adequacy, validity, reliability, availability, or completeness by us. WE DO NOT WARRANT, ENDORSE, GUARANTEE, OR ASSUME RESPONSIBILITY FOR THE ACCURACY OR RELIABILITY OF ANY INFORMATION OFFERED BY THIRD-PARTY WEBSITES LINKED THROUGH THIS SITE.
Copyright © 2017, Alabama Learning Exchange
Alabama State Department of Education
Alabama State Department of Education