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Mixtures in Which Properties of Ingredients Change (Solutions)


Mixtures in Which Properties of Ingredients Change (Solutions)

TEKS Objective

Students will identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water.

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Essential Understanding

The student knows that (1) matter has measurable physical properties and (2) those properties determine how matter is classified, changed and used.

Science Background

What are Mixtures and Solutions? Virtual Chembook from Elmhurst College (website) - Easy-to-read chart that defines and differentiates between homogenous and heterogeneous mixtures, solutions and colloids.

What are Mixtures and Solutions?
Virtual Chembook from Elmhurst College,

Solutions and Mixtures: Chem4Kids (website) - Chem4Kids provides basic information about solutions and mixtures with clear illustrations and descriptions that aid in understanding basic chemistry.

Solutions and Mixtures

Acids and Bases: VisionLearning (website) – Lemon juice tastes sour because it contains a weak acid. Learn about acids and how they dissolve in water.

Acids and Bases

Signature Lesson

What Dissolves in Water: BioEd Online (website) - Students investigate whether several common substances are soluble in water.

What Dissolves in Water
BioEd Online,


Supporting Lessons

How Can We Find Out What Is in Water? BioEd Online (website) - Students use simple paper chromatography to investigate a mystery liquid composed of different substances dissolved in water.

How Can We Find Out What Is in Water?
BioEd Online,

Fuel for Living Things: BioEd Online (website) - Students make their own purple cabbage juice indicator and identify the color changes for acids and bases. Use Sessions 1 and 2 of this activity.

Fuel for Living Things
BioEd Online,

Properties of Mixtures and Solutions: University of Virginia (website) - Students make observations, organize and analyze information, and measure and record data while identifying, separating and determining the concentrations of components in mixtures.

Properties of Mixtures and Solutions
University of Virginia,

Elaboration Lessons and Extensions

Homogeneous and Heterogeneous Mixtures: TeachersNet (website) - Provides examples of six different simple mixtures (sand and water, for example) to use with students.

Homogeneous and Heterogeneous Mixtures

Mixtures and Solutions Lesson Plans, Worksheets, Printables: Plan It (website) Search Plan It allows you to find lessons and other resources on the area of physical science.

Mixtures and Solutions Lesson Plans, Worksheets, Printables
Plan It,



Assessment Ideas

  • Have students create a chart of sample mixtures and non-mixtures.
  • Administer performance assessments that challenge students to separate different types of mixtures. Give each group a different mixture, or provide the same mixture to each group (such as salt and water, or flour and water).

Literature Connections

Mix It Up! Solution or Mixture? Nelson, Tracy (ISBN-13: 978-1618102270)

Matter. Cooper, Christopher (ISBN-13: 978-0751361353)

Salt. Walpole, Brenda (ISBN-13: 978-1560740605)

Mixtures and Solutions: Why Chemistry Matters. Aloian, M. (ISBN-13: 978-0778742500)

Mixtures and Solutions: Building Blocks of Matter. Richard Spilsbury (ISBN-13: 978-1403493446)

Related Science TEKS

(5.1A) Science Safety
The student is expected to demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations.

(5.1B) Recycling/Disposal of Science Materials
The student is expected to make informed choices in the conservation, disposal, and recycling of materials.

(5.2B) Ask Questions, Formulate a Hypothesis
The student is expected to ask well-defined questions, formulate testable hypotheses, and select and use appropriate equipment and technology.

(5.2C) Collect Data
The student is expected to collect information by detailed observations and accurate measuring.

(5.2D) Analyze Evidence and Explain
The student is expected to analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence.

(5.2F) Communicate Conclusions
The student is expected to communicate valid conclusions in both written and verbal forms.

(5.2G) Graphs, Tables, Charts
The student is expected to construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information.

(5.4) Science Tools
The student is expected to collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, pan balances, triple beam balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to support observations of habitats or organisms such as terrariums and aquariums.

(5.4B) Safety Equipment
The student is expected to use safety equipment, including safety goggles and gloves.

Related Math TEKS

(5.11A) The student is expected to solve problems involving changes in temperature.

(5.14D) The student is expected to use tools such as real objects, manipulatives, and technology to solve problems.

(5.15A) The student is expected to explain and record observations using objects, words, pictures, numbers, and technology.

Additional Resources

Examples and Non-Examples of Solutions and Mixtures: SlideShare (website) - Slide presentation of images showing examples and non-examples of solutions and mixtures.

Examples and Non-Examples of Solutions and Mixtures

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