8E TEACHER GUIDE.pdf - swallowhillresources

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In the drink8ESimple distillation involves separating a liquid from dissolvedsolids. The method is effectively the same as evaporation, exceptthat the vapour is collected and condensed to form a liquid.When using a Liebig condenser in distillation, ensure that thecooling water goes in at the bottom and out at the top. This ensuresthat the cooling jacket remains full of water. When demonstratingthe Liebig condenser to pupils it is worth setting it up the wrongway round to show them that if water is fed in at the top it just runsdown the lower surface and does not remain in contact with thecentral tube.8E When heating liquids in a flask, anti-bumping granules mustbe used. These help small bubbles of gas to form as the liquidboils. In the absence of anti-bumping granules, large bubbles ofsteam can form and shake the flask.Fractional distillation involves the separation of two or moreliquids with different boiling points. If the mixture is heated sothat one of the liquids boils, this liquid will turn into a gas andleave the boiling flask. If this gas is then channelled so that it canno longer return to the hot flask, it can be cooled. As a result,it will condense and turn back into a liquid, which can then becollected. If the original mixture contained several different liquids,the mixture can be heated further until the next liquid boils. Thegas produced can then be condensed and collected in a differentcontainer. This process of collecting different liquids from the samemixture is known as fractional distillation and is used to separatethe different chemicals found in crude oil into fractions. Note thatpure liquids are not formed during fractional distillation becauseliquids will evaporate when heated, whether or not they are boiling.So when the mixture in the flask reaches the boiling point of oneliquid, other liquids in the mixture will also be evaporating to someextent.Desalination can be carried out by evaporating sea water andthen condensing the vapour, but this is energy-intensive. Reverseosmosis forces water through a semipermeable membrane at highpressure. Only water molecules, or other molecules of similar size,can pass through the membrane.© Pearson Education Limited 2008 Exploring Science edition 139
8EaUsing water8EaPupil’s materialsNumber and title Level Location Type TasksUsing water All PB p63 Classwork Exploring 1The solution is clear Must PB pp64–65 Classwork Explaining 18E Quick Quiz Must/Should ASP Classwork Starter 48E Quick Quiz Answer Sheet Must/Should ASP Classwork Starter 48Ea Quick Check Must/Should ASP Classwork Plenary 18Ea Word Sheet Must ASP Classwork8Ea(1) The solution is clear Must CHAP Access Explaining 18Ea(2) Operation survival 1 Must CHAP Practical Exploring 28Ea(3) Operation survival 2 Should CHAP Practical Exploring 28Ea(4) A soluble puzzle Must CHAP Homework Homework 18Ea(5) Filtering Must/Should CHAP Homework Homework 28Ea(6) Water for life Should CHAP Homework Homework 38Ea(7) Treating our water Could CHAP Homework Homework 4Learning objectivesExemplar topic plansAll pupils must:(1) explain what a mixture is and what a solution is(2) describe how to filter a mixture(3) explain why filtering works and why it cannot separatesoluble solids from a liquid(4) apply their knowledge of filtering for a practical purpose(5) recall that there are a number of liquids that can be used assolvents(6) explain why we cannot drink sea water.Correctly use the words dissolve, filtering, insoluble,mixture, opaque, soluble, solute, solution, solvent,transparent.Most pupils should:(7) appreciate that some mixtures are easier to separate thanothers(8) recall that solutes which are insoluble in water may dissolvein other solvents.Correctly use the words filtrate, residue.Some pupils could:(9) recall some of the ways in which our water is treated beforeit is supplied to homes(10) describe different mixtures of solids, liquids or gases.MUSTPB pages63–65COULDPB pages63–65Starter 1Exploring 1Exploring 3Explaining 1Explaining 2Plenary 3Homework 1Starter 1Starter 3Exploring 1Exploring 3Explaining 1Explaining 2Explaining 3Plenary 1Homework 4*This table is repeated in 8Eb.SHOULDPB pages63–65SHOULDPB pages64–67Starter 1Starter 3Exploring 1Exploring 3Explaining 1Explaining 2Plenary 2Homework 32 Yr KS3*8Ea Starter 18Ea Explaining 18Eb Explaining 18Eb Exploring 28Eb Plenary 28Eb Homework 2Topic notes• Targets for the topic can be accessed via the ActiveBook orActiveTeach from the link next to the initiator question.• Pupils should have covered solutions and dissolving at Key Stage2, but will not have been introduced to all the key words in thistopic.Be prepared: 8EaStarter 1: cafetiere or coffee filter.Exploring 2: moss or grass.140Exploring Science edition © Pearson Education Limited 2008
Page 1 and 2: 8EIn the drink8EThis unit uses the
Page 3 and 4: 8EIn the drinkFramework statements
Page 5: 8EIn the drink8E8E Background Infor
Page 9 and 10: 8EaUsing water8EaExploring tasks1:
Page 12 and 13: Solubility8EbTopic task plannerUse
Page 14 and 15: 8EcSalt of the EarthPupil’s mater
Page 16 and 17: Salt of the Earth8Ec• Could: ask
Page 18 and 19: What’s in a solution?8EdTopic tas
Page 20 and 21: 8EeStill waterPupils’ materialsNu
Page 22 and 23: Still water8Eeblack plasticfreshlyd

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