Natural Sciences and Technology Grade 6-A - Thunderbolt Kids
Natural Sciences and Technology Grade 6-A - Thunderbolt Kids Natural Sciences and Technology Grade 6-A - Thunderbolt Kids
RESULTS: The eect of stirring on dissolving Situation Time to dissolve (in seconds) Salt in water (with stirring) Salt in water (without stirring) QUESTIONS: 1. What did we compare in this investigation? 2. Name 3 things that were the same about the 3situations. 168 Matter and Materials
3. What did we change in this investigation? 4. What made the salt dissolve faster: stirring, or not stirring? 5. Complete the conclusion below by filling in the missing word or words. CONCLUSION: The mixture that was stirred dissolved ___________ than the mixture that was not stirred. Stirring aects the rate of dissolving. Extension question: Why do you think stirring makes the salt dissolve faster? Chapter 4. Dissolving 169
- Page 127 and 128: We have learnt that materials exist
- Page 129 and 130: A mixture of dierent coloured jelly
- Page 131 and 132: 3. Separate the mixture into a pile
- Page 133 and 134: 2. Draw a picture of the mixture. 3
- Page 135 and 136: 3. Can you separate the mixture int
- Page 137 and 138: INSTRUCTIONS: 1. Place 10 scoops of
- Page 139 and 140: Picture of mixture INSTRUCTIONS (Pa
- Page 141 and 142: REVISION: 1. What is amixture? 2. L
- Page 143 and 144: Now that we know more about mixture
- Page 145 and 146: ACTIVITY: When is amixture also aso
- Page 147 and 148: What is asolution? When two substan
- Page 149 and 150: Wait! How is it possible for one su
- Page 151 and 152: 4. What do you think happened to th
- Page 153 and 154: In the previous chapter, we saw how
- Page 155 and 156: 4. Which method do you think works
- Page 157 and 158: 3. Complete the following sentences
- Page 159 and 160: dissolved limestone can crystallise
- Page 161 and 162: KEY CONCEPTS • A solution is aspe
- Page 163 and 164: 4. What was the mixture of sugar an
- Page 165 and 166: It was quite dicult in the beginnin
- Page 167 and 168: changes are called. QUESTIONS: 1. W
- Page 169 and 170: 4. What do we call it when we have
- Page 171 and 172: In the first investigation, we will
- Page 173 and 174: 3. What did we change in this inves
- Page 175 and 176: RESULTS: The eect of grain size on
- Page 177: INVESTIGATION: Does stirring increa
- Page 181 and 182: REVISION: 1. What are the 3factors
- Page 183 and 184: We have learnt a lot about solution
- Page 185 and 186: ACTIVITY: Thinking about pollution
- Page 187 and 188: 8. How do you think oil ends up in
- Page 189 and 190: Wetlands are not necessarily wet th
- Page 191 and 192: INSTRUCTIONS: 1. Drill ahole in the
- Page 193 and 194: QUESTIONS Do you remember studying
- Page 195 and 196: REVISION: 1. Look at the picture be
- Page 197 and 198: Water is very important for us and
- Page 199 and 200: QUESTIONS 1. What does 'clean water
- Page 201 and 202: ACTIVITY: Cleaning water in astill
- Page 203 and 204: Filtering is agood way of removing
- Page 205 and 206: 2. What size and shape will your fi
- Page 207 and 208: MAKE: Now that you have a design, i
- Page 209 and 210: How is water cleaned by municipalit
- Page 211 and 212: STEP 3: AERATION The raw water now
- Page 213 and 214: 6. Name the 5steps in the water tre
RESULTS:<br />
The eect of stirring on dissolving<br />
Situation Time to dissolve (in seconds)<br />
Salt in water (with<br />
stirring)<br />
Salt in water (without<br />
stirring)<br />
QUESTIONS:<br />
1. What did we compare in this investigation?<br />
2. Name 3 things that were the same about the 3situations.<br />
168 Matter <strong>and</strong> Materials
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