MIXTURES AND SOLUTIONS
– Materials
Contents
Introduction .......................... 33
Kit Inventory List .................. 34
Materials Supplied by the
Teacher ................................. 36
Preparing a New Kit .............. 38
Preparing the Kit for Your
Classroom ............................. 40
Solid Materials Used in
this Module ........................... 44
Care, Reuse, and Recycling .... 46
INTRODUCTION
The Mixtures and Solutions kit contains
• Teacher Toolkit: Mixtures and Solutions
1 Investigations Guide: Mixtures and Solutions
1 Teacher Resources: Mixtures and Solutions
1 FOSS Science Resources: Mixtures and Solutions
• FOSS Science Resources: Mixtures and Solutions
(class set of student books)
•
Equipment for 32 students
A new kit contains enough consumable items for at least two
classroom uses before you need to resupply. FOSS modules use
central materials distribution. You organize all the materials for an
investigation on a single table called the materials station. As the
investigation progresses, one member of each group gets materials
as they are needed, and another returns the materials when the
investigation is completed. You place items at the station—students
do the rest.
Individual photos of each piece of FOSS equipment are available
online for printing. For updates to information on materials used in
this module and access to the Materials Safety Data Sheets (MSDS),
go to FOSSweb (www.FOSSweb.com). Links to replacement-part
lists and customer service are also available on FOSSweb.
Full Option Science System
NOTE
Delta Education Customer
Service can be reached at
1-800-258-1302.
33
MIXTURES AND SOLUTIONS
– Materials
KIT INVENTORY List
Drawer 1—print materials
* The student
books are
shipped separately
in two boxes of
16 hardbound
books each.
1 Teacher Toolkit: Mixtures and Solutions (1 Investigations Guide, 1 Teacher Resources,
and 1 FOSS Science Resources: Mixtures and Solutions)
32 FOSS Science Resources: Mixtures and Solutions, student books *
Equipment
Condition
Drawer 2—permanent equipment
8
1
17
16
200
1
40
8
16
1
1
1
8
1
100
2
8
8
2
36
10
FOSS® balances with pointers
Beaker, 1000 mL
Bottles, plastic, with caps, 120 mL (4 oz.)
Containers, 1/2 L
Craft sticks
D-cell battery and holder
Evaporation dishes
Graduated cylinders, 50 mL
Hand lenses
Hole punch
Lightbulb and holder
Magnetite package (ilmenite), small, 96 g (3.4 oz.) ✪
Magnets
Motor, 1.5 V with wire leads
Paper clips, regular
Posters, Science Safety and Outdoor Safety
Screens, 10 ✕ 10 cm (4" ✕ 4")
Spoons, 5 mL
Strip sets, 1 each copper, aluminum, steel, brass, plastic, wood
Vials, with caps, 12 dram
Wires, insulated
Drawer 2—consumable equipment
✪ These items might
occasionally need
replacement.
34
5 Self-stick notes, 100/pad
50 Zip bags, 1 L
Full Option Science System
Drawer 3—permanent equipment
16
8
8
50
24
8
50
2
1
8
4
Equipment
Condition
Bases, plastic, straw holder
Basins
Containers, 1 L
Cups, plastic, 250 mL ✪
Glue sticks ✪
Mass sets: twenty-five 1 g, five 5 g, two 10 g, one 20 g
Pipettes, plastic, thin, beral-type
Pitchers
Spoon set: 1, 2, 5, 15, 25 mL
Syringes, 50 mL
FOSS® trays, plastic
Drawer 3—consumable equipment
50 Straws, jumbo, clear
Drawer 4—permanent equipment
8 FOSS® funnels with 3 legs
2 Gravel, containers, 640 g/container (1.4 lb.) ✪
Drawer 4—consumable equipment
2
1
2
6
2
3
200
1
1
2
Baking soda, containers, 450 g/container (1 lb.)
Calcium carbonate, container, 50 g/container (0.1 lb.)
Calcium chloride, containers, 480 g/container (1.1 lb.)
Citric acid, containers, anhydrous, granular, 480 g/cont. (1.1 lb.)
Diatomaceous earth, containers, 160 g/container (0.35 lb.)
Epsom salts, containers, 500 g/container (1.1 lb.)
Filter papers, round, coffee, 20 cm (8") diameter
Food coloring, set, 4 colors/set
Salt, kosher, box, 1.36 kg/box (3 lb.)
Salt, kosher, containers, 310 g/container (0.7 lb.)
Mixtures and Solutions Module
✪ These items might
occasionally need
replacement.
35
MIXTURES AND SOLUTIONS
– Materials
MATERIALS Supplied by the Teacher
Each part of each investigation has a list of materials required for that
part. The list divides up the materials needed for each student or group
of students and for the class.
Be aware that you must supply some items. These are indicated in the
materials list for each part of the investigation with an asterisk (*). Here
is a summary list of those items by investigation.
For all investigations
• Chart paper and marking pen
• Drawing utensils (pencils, crayons, colored pencils,
marking pens)
• Glue sticks (if you need additional)
• Projection system
• Safety goggles
• Science notebooks (composition books)
• Self-stick notes (for review sessions)
For outdoor investigations
1
16
32
•
Bag for carrying materials
Bottles, drinking-water, plastic, recycled, 1/2 L
Clipboards or cardboard pieces with binder clips
Containers for water (plastic gallon jugs or 2 L soft-drink
bottles with caps)
Investigation 1: Separating Mixtures
•
•
•
•
•
36
Microscopes, low power (optional)
Paper towels
Scratch paper
Tape, transparent
Water
Full Option Science System
Investigation 2: Concentration
4
1
65
•
1
1
•
1
•
•
Bottles, 1 L
Container of sugar-sweetened soft-drink powder
Cups, paper, 170 mL (3 oz.)
Paper towels
Pen, marking, permanent
Scissors
Scratch paper, white
Spoon, stirring, large
Tape, transparent
Water
Investigation 3: Reaching Saturation
1
•
•
•
•
Bucket (optional)
Paper towels
Scratch paper
Tape, transparent
Water
Investigation 4: Fizz Quiz
1
8
•
•
•
•
•
Bucket (optional)
Paper, pieces, white
Paper towels
Scratch paper
Tape, transparent
Vinegar, white, 500 mL (2 cups)
Water
Mixtures and Solutions Module
37
MIXTURES AND SOLUTIONS
– Materials
PREPARING a New Kit
If you are preparing a new kit for classroom use, you can do several
things initially that will save time during routine preparation for
instruction.
1. Put pointers on FOSS balances
Find the balance pointers. First, insert one rounded end into each
balance beam. Leave the pointers on the balance when you store
them again.
2. Prepare containers of solid materials
Refer to the section later in this chapter for information on the
solid materials used in the module. They are packaged in plastic
containers with screw-on lids. To avoid spillage in shipping, each
material was put in a plastic bag, then packed in its container. For
classroom use, pour each material directly into the plastic container.
Calcium carbonate is the exception. It should remain in its bottle.
These chemicals and other materials are listed here.
• Calcium carbonate
• Calcium chloride
• Citric acid
• Diatomaceous earth
• Epsom salts
• Gravel with pieces of magnetite (see Step 4 on next page)
• Sodium bicarbonate (baking soda)
• Sodium chloride (kosher salt)
38
Full Option Science System
3. Use special packaging for calcium chloride
Calcium chloride is hygroscopic, meaning that it absorbs moisture
from the air. It is very important to keep it in an airtight container
so that it maintains its dry form. It comes in a plastic container
with a screw lid. Put that container in a plastic bag to provide a
double layer of protection from the air.
4. Prepare gravel and magnetite mix
Open the two containers of gravel. Add half a package of crushed
magnetite to each container of gravel. Stir to mix the magnetite
in thoroughly. In Investigation 1, Part 3, students will separate the
magnetite from a mixture, using a magnet.
5. Obtain safety goggles
Check your district regulations regarding the use of safety goggles.
Students will be making salt solutions, citric acid solutions, and
calcium chloride solutions. In the fourth investigation, students
will be mixing these solutions to produce carbon dioxide gas.
Safety goggles can be purchased from Delta Education.
Mixtures and Solutions Module
39
MIXTURES AND SOLUTIONS
– Materials
PREPARING the Kit for
Your Classroom
Some preparation is required each time you use the kit. Doing these
things before beginning the module will make daily setup quicker
and easier.
1. Check consumable materials
A number of items in the kit are listed as consumable. Some
of these items will be used up during the investigations (food
coloring, baking soda, calcium chloride, Epsom salts, citric acid,
salt, zip bags, filter papers, straws), and others will wear out (glue
sticks, plastic cups, and evaporation dishes). The items that cannot
be reused for the particular FOSS investigation may be usable
in another part of the curriculum. Before throwing items out,
consider ways to recycle them, and get your students involved in
this process.
2. Understand kosher salt
The salt used in this module is kosher salt rather than regular table
salt. Kosher salt, available at many grocery stores, does not contain
the additive sodium silico-aluminate (which prevents caking).
This additive makes the solution cloudy when table salt dissolves
in water. Cloudy water might confuse students’ understanding of
dissolving and solution. Kosher salt is pure sodium chloride and
dissolves to form a clear solution.
Kosher salt comes in different granular forms, and some forms are
denser than others. The kosher salt provided in this kit, and the salt
that was used to develop these investigations, can be identified by
its mass—one 5-milliliter (mL) spoon of the salt equals about
4 grams (g). If you get your own kosher salt, it may be a little
denser, so you would expect slightly different results from those
described in the investigation.
3. Check quantity of gravel and magnetite
Gravel is not consumable; it is dried and stored at the end of
Investigation 1. However, some of it does disappear in the process.
You will need about 100 mL of gravel for each class for this
investigation.
The first person to use the kit followed the instructions in
Investigation 1 Getting Ready to add magnetite to each container
of gravel (see Step 4 on previous page). Use a magnet to make sure
that there is magnetite in each gravel container.
40
Full Option Science System
4. Check condition of containers
A variety of containers are included in the kit. Check that all
containers are clean and in good condition. Be sure to use the
correct container for each investigation, and if you have questions,
check the illustrations in the investigations, the kit inventory list,
or the online photo cards of the individual pieces of equipment.
Check the following items:
• Containers, 1/2 L
• Plastic bottles with caps
• Plastic cups
• Beaker, 1000 mL
• Evaporation dishes
• Vials, 12 dram
5. Inventory 5 mL spoons
The kit has eight 5 mL spoons for students. It also has a set of
five metric spoons for your use. The set includes 1, 2, 5, 15, and
25 mL spoons.
6. Check FOSS funnels
Make sure the funnels are clean and in good condition. Each
funnel has three wooden dowels for legs.
7. Consider FOSS trays
The clear plastic FOSS tray was designed for this module. Two
groups of students share one tray. Each tray holds four evaporation
dishes while crystals are forming. The trays are designed to be
stacked four trays high to conserve space. Use vials as support
columns between two trays.
8. Plan for cup labels
Use self-stick notes in the kit for cup labels, and have students
remove the labels at the end of each part. If labels tend to come
off , stick them on with a bit of tape.
9. Check mass sets
Check to make sure that the eight mass sets are intact. Each set in
a zip bag should contain twenty-five 1 g pieces, five 5 g pieces, two
10 g pieces, and one 20 g piece.
10. Consider the basins
The eight plastic basins can be used to organize and contain
materials and as totes to carry the materials to students’ work areas.
Between activity sessions, the basins can be used as temporary
storage bins for materials.
Mixtures and Solutions Module
41
MIXTURES AND SOLUTIONS
– Materials
11. Collect water bottles (for Investigation 1, Part 4)
Collect two dozen or more recycled, 1/2-liter (L) clear plastic
drinking-water bottles with caps. Remove the labels.
Other small, clear, colorless plastic bottles will work, too. Half-liter
(and smaller) wide-mouth juice bottles with caps are excellent.
Collect a couple gallon plastic jugs or 2 L soft-drink bottles with
caps for carrying a water supply outdoors.
12. Acquire powdered soft-drink mix
In Investigation 2, we leave the science laboratory and move into
the kitchen to introduce the concept of concentration. This
requires mixing up two solutions using sugar-sweetened powdered
soft-drink mix for students to taste. You will need to supply
powdered soft-drink mix, small paper cups for tasting (two for each
student), and a large spoon for mixing the solution. We suggest that
you use strawberry, cherry, berry, fruit punch, or grape soft-drink
mix. Artificially sweetened drink mixes are not suitable. Refer to
Getting Ready of Investigation 2, Part 1, for more details.
13. Acquire vinegar
Get 500 mL (about 1 pint) of white vinegar for Investigation 4.
14. Plan for cleanup
This module uses a lot of containers and measuring tools that must
be cleaned, dried, inventoried, and stored right after each session
if they are to stay in top condition. This responsibility should be
assumed by students. Assign one collaborative group to do this
after each session. Plan where this cleanup will take place in the
classroom (if you have a sink) or elsewhere in the school if a sink
is not available in your room. Also plan for the disposal of liquid
solutions. A collection bucket works well when there is no sink.
15. Review safety rules for use of chemicals
Two safety posters are included in the kit—Science Safety and
Outdoor Safety. You should review the guidelines with students and
post the posters in the room as a reminder. In addition to those
student safety rules, here are some guidelines for you, the teacher.
• Read the label(s) on the chemical container(s) before using any
chemical.
• Store Drawer 4 with the chemicals in a separate location. Be
sure that students do not have access to chemicals until you are
supervising an investigation that uses these chemicals.
• Before conducting an investigation in which students use
chemicals, remind students to follow your instructions and
to use caution when handling chemicals. Getting Ready for
42
Full Option Science System
Investigation 1, Part 1, offers suggestions for this discussion. Also
be aware of any allergies that students in your class might have.
• Properly dispose of chemicals after an investigation.
• If you or your school/district do not have Materials Safety
Data Sheets (MSDS), they are available on FOSSweb and from
Delta Education. You can also contact Delta Education at
1-800-258-1302, Monday through Friday, 8 a.m.–6 p.m. EST.
16. Provide safety goggles
Check your school guidelines for the use of safety goggles. Most
parts of all investigations recommend safety goggles.
17. Photocopy notebook sheets
You will need to make copies of science notebook sheets before
each investigation. See Getting Ready for Investigation 1, Part 1,
for ways to organize the science notebook sheets for this module.
If you use a projection system, you can download electronic copies
of the sheets from FOSSweb (www.FOSSweb.com).
You will see a warning label on several student sheets. The label is
required by the US Consumer Product Safety Commission (CPSC)
whenever students work with chemicals. The label should act as a
reminder to you and students to exercise safety precautions when
working with materials in the investigations where the sheets are
used. In these investigations, calcium chloride, citric acid, Epsom
salts, kosher salt, and diatomaceous earth are the materials requiring
this safety labeling.
18. Check FOSSweb for Resources
Go to FOSSweb to review the print and digital resources available
for this module.
19. Plan for word wall
As the module progresses, you will add new vocabulary words to
a word wall or pocket chart and model writing and responding to
focus questions. Plan how you will do this in your classroom.
You may also find it beneficial to use a pocket chart to display the
equipment photo cards as reference for students as they gather
needed items from the materials station for each part. Print the
photo cards from FOSSweb.
20. Gather books from library
Check your local library for books. Visit FOSSweb for a list of
appropriate trade books that relate to this module.
21. Prepare for home/school connections
You will need to make copies of teacher master 1, Letter to Family,
for the module and the Home/School Connection teacher masters
for each investigation.
Mixtures and Solutions Module
TEACHING NOTE
Families can get more information
on Home/School Connections
from FOSSweb.
43
MIXTURES AND SOLUTIONS
– Materials
SOLID MATERIALS Used in this
Module
Here are the nine substances and materials used in this module.
Calcium carbonate (CaCO3) is a common mineral found in
sedimentary rock, such as chalk, limestone, and marble. The shells of
snails, oysters, and clams are made of it. And when you see a coral reef,
you are looking at the calcium carbonate skeletons of millions of tiny
animals called corals. Calcium carbonate is an inexpensive source of
calcium used in the calcium pills that people take to strengthen bones.
It is also used in antacids to relieve acid indigestion by neutralizing
excess hydrochloric acid. Manufactured chalk used in the classroom
used to be made primarily of calcium carbonate, but now commercial
chalk contains just a little of this mineral.
Calcium chloride (CaCl2) is a salt closely related to table salt but has
no place in the diet. Calcium chloride should be kept in tightly closed
containers because it is hygroscopic, meaning that it absorbs moisture
from the air. It is used in large quantities throughout the midwestern
and eastern parts of the US during the winter to melt ice on roadways.
Extra care should be exercised when students use calcium chloride.
They should wash their hands with soap and water after using the
chemical. If skin or eyes are exposed to the chemical, flush with plenty
of water. Calcium chloride is manufactured in a variety of purities and
forms. The calcium chloride used in this module is technical grade in
pellet or flake form. Do not use a fine-powder form of the chemical.
Citric acid (C6H8O7) comes from organic sources such as fruits. It
is a common food additive in products that benefit from a little tangy
taste, such as soft drinks and candies. In its pure form, citric acid is
extremely sour, a characteristic shared by all acids. Citric acid is a
white crystalline material that readily dissolves in water to form a clear,
colorless solution. The citric acid used in this module is a food-grade,
granular, anhydrous citric acid.
SAFETY NOTE
Diatomaceous earth is safe
to use in small quantities
and in the manner directed
in this module.
44
Diatomaceous earth is a white, hard, gritty material derived from
the silica shells of microscopic organisms (protists) called diatoms. It
is mined from sedimentary deposits, ground to a fine powder, and
used for filters, abrasives, and polishes. Diatomaceous earth is used in
swimming-pool filters.
Epsom salts (MgSO4) is available at drug stores as a therapeutic
bath for tired feet and aching joints. Other than that, it is not used in
everyday applications, and it has no nutritional applications. Epsom salts
is more soluble than table salt, but less soluble than citric acid.
Full Option Science System
Gravel is small bits of hard rock used as aggregate in construction or
for ornamental purposes in gardens and fish tanks. It is inert and poses
no hazard to living organisms.
Magnetite is a mineral containing iron. Since the concentration of
iron is high, it exhibits magnetic attraction. Students will use a small
magnet to separate the bits of magnetite from a sample of gravel.
Sodium bicarbonate (NaHCO3), baking soda, is a common
household substance used as a leavening agent in cooking and as an
antacid. It is only slightly soluble in water and reacts with acids to
produce vigorous foaming. Model volcanoes for science-fair projects
usually produce simulated lava flows with baking soda and vinegar.
Baking soda is not hazardous.
Sodium chloride (NaCl), commonly called salt, is an essential dietary
substance and the main salt in seawater. Salt is white in its granular
form; readily dissolves in water to form a colorless solution; and forms
clear, cubic crystals when it crystallizes from evaporation.
The salt used in this module is kosher salt rather than regular table
salt. Kosher salt, available at many grocery stores, does not contain the
additive sodium silico-aluminate (which prevents caking). This additive
makes the solution cloudy when table salt dissolves in water. Cloudy
water might confuse students’ understanding of dissolving and solution.
Kosher salt is pure sodium chloride and dissolves to form a clear
solution.
Mixtures and Solutions Module
45
MIXTURES AND SOLUTIONS
– Materials
CARE, Reuse, and Recycling
When you finish teaching the module, inventory the kit carefully. Note
the items that were used up, lost, or broken, and immediately arrange
to replace the items. Use a photocopy of the materials list (the Kit
Inventory List), and put your marks in the “Equipment Condition”
column. Refill packages and replacement parts are available for FOSS
by calling Delta Education at 1-800-258-1302 or by using the online
replacement-part catalog (www.DeltaEducation.com).
Standard refill packages of consumable items are available from Delta
Education. A refill package for a module includes sufficient quantities
of all consumable materials (except those provided by the teacher) to
use the kit with two classes of 32 students.
Here are a few tips on storing the equipment after use.
•
•
•
•
•
•
•
•
•
Keep the balance pointers on the balances.
Inventory and bag the small items.
Make sure items are clean and dry before storing them.
Dry the gravel and return it to its container.
Wipe off the outside of all chemical containers. Make sure lids
are secure.
Make sure the box of kosher salt is sealed. Tape it closed, and
put the box in a bag so that the salt doesn’t leak out.
Put calcium chloride containers in closed plastic bags to keep
moisture out.
Secure the lids on all containers of materials and on the food
coloring.
Check quantity of chemicals, and order more if necessary.
The items in the kit have been selected for their ease of use and
durability. Make sure that items are clean and dry before putting them
back in the kit. Small items should be inventoried (a good job for
students under your supervision) and put into zip bags for storage. Any
items that are no longer useful for science should be properly recycled.
46
Full Option Science System