Separation by Evaporation - Results Tables is part of the lesson Separation by Evaporation    Students will learn about separation by evaporation as part of their learning about properties and changes of materials, as specified by the national curriculum in England: science programmes of study.

<p>The experiment is designed to investigate whether the location affects the rate of evaporation of water. Four distinct locations are chosen for the study: a windowsill, near a radiator, inside a cupboard, and at a corner. The experiment tracks the amount of water, measured in millilitres (mls), that evaporates from each location over a period of seven days. Each location has two setups, one with a film cover and one without, starting with an equal amount of water at 50 mls on day one. The difference in water volume is recorded after seven days to determine the rate of evaporation at each location.</p>

<p>Additionally, the experiment assesses the effectiveness of evaporation through measuring the mass of a pie tin before and after the process, the end mass of the recovered salt, and the time taken for evaporation, recorded in minutes and seconds (min/s). This data is crucial in understanding how much solid residue, in this case, salt, is left behind after the liquid has evaporated, and how long the evaporation process takes under the given conditions. The results from these measurements will help draw conclusions about the efficiency of evaporation and the influence of environmental factors on its rate.</p>

Separation by Evaporation - Lesson Plan is part of the lesson Separation by Evaporation    Students will learn about separation by evaporation as part of their learning about properties and changes of materials, as specified by the national curriculum in England: science programmes of study.

Separation by Evaporation - Lesson Plan

Separation by Evaporation - Teacher Explanation is part of the lesson Separation by Evaporation    Students will learn about separation by evaporation as part of their learning about properties and changes of materials, as specified by the national curriculum in England: science programmes of study.

Teacher Explanation

Separation by Evaporation - Teacher Explanation

Separation by Evaporation - Objectives Labels is part of the lesson Separation by Evaporation    Students will learn about separation by evaporation as part of their learning about properties and changes of materials, as specified by the national curriculum in England: science programmes of study.

Objectives Labels

Separation by Evaporation - Objectives Labels

Separation by Evaporation - Self Assessment is part of the lesson Separation by Evaporation    Students will learn about separation by evaporation as part of their learning about properties and changes of materials, as specified by the national curriculum in England: science programmes of study.

Self Assessment

Separation by Evaporation - Self Assessment

Separation by Evaporation - Presentation is part of the lesson Separation by Evaporation    Students will learn about separation by evaporation as part of their learning about properties and changes of materials, as specified by the national curriculum in England: science programmes of study.

Separation by Evaporation - Presentation

<p>This lesson focuses on using knowledge of solids, liquids, and gases to separate mixtures through evaporation. Students will have previously learned about everyday materials and the states of matter in Year 1 and Year 4. The cross-curricular links to ICT and Maths are also noted, with pupils using research and calculations in their experiments. The lesson will address misconceptions related to evaporation, including that it turns the original liquid into a new substance, and that lots of heat is always required for evaporation to occur. Keywords, influential scientists, and important lesson guidance are also provided.</p> <h2>Activities</h2> <p>The lesson includes two activities: "Disappearing Water" and "Using Evaporation to Separate Solutes from Solvents." In the first activity, students will measure out 50mls of water into plastic cups, cover one cup with cling film, and observe the water loss over a week. In the second activity, students will use evaporation to separate salt from water. They will weigh a pie tin, add salt to it, measure 20mls of water and pour it into the tin, light a tealight and place it under the tin, and use a stopwatch to time how long it takes for the salt to fully dissolve.</p> <h2>Science Explained</h2> <p>The lesson explains that evaporation is a change of state from a liquid to a gas and that the heat or wind in the environment contributes to the rate of evaporation. Students will understand that water loss can be accounted for by evaporation and that the rate may be affected by factors such as airtightness and the environment.</p> <h2>Possible Questions</h2> <ul> <li>Was there a difference between the cup with film and that without after 1 week?</li> <li>Where do you think the water went?</li> <li>Which location showed the greatest water loss? Why do you think this is?</li> <li>How long do you estimate it would take for the water to evaporate completely?</li> </ul>

Separation by Evaporation

Science

Year 5

Properties and Changes of Materials

Separation by Evaporation - Results Tables

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