##
* *Reflection: Modeling
Solutions and Mixtures - Section 3: Explore

The success of this online activity hinges on the students remembering to place the sensor in the liquid. I model for the students numerous times as I walk them through the simulation. I use the SMARTBoard and have students demonstrate how to complete certain tasks after I have given an initial demonstration. This serves as a reminder when students begin working on the activity by themselves. It is still necessary to make sure that the students are accurately completing the activity by monitoring their progress.

*Modeling Technology Use*

*Modeling: Modeling Technology Use*

# Solutions and Mixtures

Lesson 15 of 19

## Objective: SWBAT accurately summarize their work on a computer simulation.

#### Engage

*5 min*

When the students enter the room, they take out their journals and begin working on the prompt: *Use the terms solvent and solute to demonstrate your understanding of solutions*. As the students write, I circulate through the room to review what the students are writing. This is the best time for me to check on -- even stretch -- their thinking - while it's fresh.

Once all of the students have had the opportunity to write, I ask for volunteers to share their answers with the class. We discuss the answers given and I ask the students to provide real world examples of solutes and solvents. In this journal example, the student explains the relationship between a solvent and a solute and provides an example. Many of the students provided only the definitions of solvent and solute, so we have a teachable moment. What does *demonstrate your understanding* look like?

*expand content*

#### Explain

*10 min*

We then spend time reviewing the flipped notes and notes review for this topic. This is the video I created for my students.

At this point in the year, I have the students tell me about the notes and I add information as necessary. One of the items that I am careful to point out to the students about this set of notes is that sometimes I used the term water instead of solvent. I also point out that solutions may be created from solids, liquids, and/or gases and have students add this information to their notes.

#### Resources

*expand content*

#### Explore

*20 min*

After reviewing the notes, the students are instructed to open the Solutions worksheet on their Chromebooks. I review the worksheet with the students and demonstrate the various functions of the online interactive. While the students are working on the activity, I circulate through the room to ensure that they are focused on the task and help them find the answers to any questions they have. The most difficult part of this activity is the creation of the data table and the graph. Some of the students do not remember how to properly set up the data table, while others have difficulty with creating the graph. This video provides an example of how I try to elicit key vocabulary words from the students as they create their graphs. The website being used by this student is Create a Graph. This student worksheet demonstrates the difficulty that my students have with remembering to use titles when creating data tables. Additionally, this student submitted the graph online as a separate document.

The use of the online activity addresses **NGSS: MS-PS-1-1** as students examine the physical properties of various solutes. **SP2** is addressed through the use of the simulation as a model.** SP4 and SP 8** - Analyzing and Interpreting Data and Obtaining, Evaluating and Communicating Information - are addressed as students collect and then analyze the data from the simulation.

This video provides an overview of the initial demonstration I use to help the students understand the various features of the simulation.

*expand content*

#### Wrap up

*5 min*

Near the end of class, I ask the students to share some of their findings with the class. I begin by asking them to note the saturation points for the various solutes. I then ask them to explain how they derived their answers, either by using evaporation or by adding solute. We then compare the results for each method to demonstrate the similarities in the data, regardless of the method used to derive the information. Completion of the activity is homework for students who did not finish in class.

*expand content*

##### Similar Lessons

###### Density of Solids and Liquids

*Favorites(56)*

*Resources(17)*

Environment: Urban

###### Molecules Matter

*Favorites(41)*

*Resources(23)*

Environment: Suburban

###### What is Matter?

*Favorites(59)*

*Resources(16)*

Environment: Urban

- LESSON 1: Chemistry - What Do You Know?
- LESSON 2: Physical and Chemical Changes - Flipped (Day 1)
- LESSON 3: Physical and Chemical Changes - Flipped (Day 2)
- LESSON 4: The Periodic Table - Flipped
- LESSON 5: The Atom - Flipped
- LESSON 6: Bonding - Flipped
- LESSON 7: Reaction Rates - Flipped (Day 1)
- LESSON 8: Reaction Rates - Flipped (Day 2)
- LESSON 9: Researching 3D Printing
- LESSON 10: Balancing Equations
- LESSON 11: Monomers and Polymers - Flipped (Day 1)
- LESSON 12: Monomers and Polymers - Flipped (Day 2)
- LESSON 13: pH - Flipped (Day 1)
- LESSON 14: pH - Flipped (Day 2)
- LESSON 15: Solutions and Mixtures
- LESSON 16: Bohr and Balance - a Review
- LESSON 17: And the Name Is....Naming Chemical Compounds
- LESSON 18: Chemistry Lab Practical - Mystery Liquids
- LESSON 19: Thankful for Chemistry