Dissolving resources

Students select which type of sugar would dissolve fastest and explain why.

Students indicate for each of six different variables those that need to be kept the same for an investigation about dissolving different types of sugar.

Students construct a line graph from provided data, and then write a summary about the data.

Students explain two ways to make salt dissolve faster when in cold water.

The resource consists of two multiple-choice questions about solubility and saturated solutions.

Task: Decide whether described situations are examples of melting or dissolving, provide further examples, and describe what happens when something melts, and when something dissolves. Assessment focus: definitions of melting and dissolving.

This task requires students to determine the best way to dissolve Milo the quickest. Students are given the opportunity to determine this by trial and error, then they are asked to write up their result and a conclusion.

For this practical students observe some activities which illustrate melting and dissolving. They write sentences about what they observe and then write what they think melting and dissolving mean.

For this practical students make observations about dissolving, and plan and carry out an investigation to find out what makes sugar dissolve more quickly.

Task: Draw what happens when sugar is added to a cup of coffee. Assessment focus: dissolving.

Task: Answer two questions about melting and two questions about dissolving. Assessment focus: describe and explain melting and dissolving.