Students describe filtration and evaporation accurately, name the residue and filtrate, and choose the right technique with a property reason (AC9S7U06, node 3).
Load these into Waypoints Prepare: choose Load URL and paste the copied address, or download the file and import it. In Prepare, the worksheet's Teacher edition shows the answers; the student copy hides them.
Engage and Explore 8 min · Explain 5 min · Practise 5 min · Evaluate 3 min · Typical adds 5 min, Wider about 12 min
A concept tutorial for introducing or revising the techniques; it prepares students for the practical, it does not replace it. Set the width with ?width=minimum, typical (default) or wider.
The node's response mode is consolidation, so the step ordering and the Practise quiz (six correct) are part of the minimum path.
First Nations content is written at a general level: connect it to the Country your school is on and use local community knowledge and protocols where possible. The filter paper data in the last Wider step is sample data, not measured: collecting real data is a good extension.
Practical safety: heat the evaporating dish gently and stop before it is completely dry, as salt can spit.
Why dissolved salt passes through a filter. When a student says the salt stays in the paper, ask how big dissolved particles are compared with the holes.
| What you will see | A question to ask | The fix |
|---|---|---|
| A student says the salt stays in the filter paper. | How big are dissolved salt particles compared with the holes? | Dissolved particles are single and tiny: they pass through with the water. |
| A student mixes up residue and filtrate. | Which one stays behind? Which one passes through? | Residue remains (in the paper). Filtrate flows through. |
| A student filters a dry sand and salt mixture. | Can a filter separate two dry solids? | Add water first so the salt dissolves; then filtering can split them. |
Fold the filter paper into a cone
Put the cone in a funnel over a beaker
Pour the mixture in slowly
Let the liquid (the filtrate) drip into the beaker
Leave the solid (the residue) in the paper
Pour the filtrate into an evaporating dish
Heat it gently
Stop heating when most of the water has gone
Let the rest evaporate to leave crystals
Add water to the mixture and stir until the salt dissolves
Filter the mixture
Rinse the sand in the paper with a little clean water, then leave it to dry
Gently evaporate the filtrate, rinse water included
Collect the salt crystals
Stretch: Why is it hard to get pure water back by evaporation? What would you need to add to collect it?
Support: Give the two words with a picture cue: residue (stays in the paper), filtrate (flows through).
For a student who has done the lesson and is still stuck. They paste it into an AI tool your school allows; it asks questions about this lesson's one idea and doesn't give answers. Students see it on the course recap page only through a link ending in ?coach=1: recap with coach prompts.
You are a patient science coach for a Year 7 student in Australia. Help me understand ONE idea only, from the lesson "Filtration and evaporation". The idea: Filtration and evaporation: I can perform or describe filtration and evaporation and justify their use for appropriate mixtures. What understanding looks like: - Correctly describes or performs filtration and evaporation - Identifies a mixture appropriate for each technique with property reasoning - Explains why the chosen technique works using property differences Mistakes students often make here: - A student says the salt stays in the filter paper. - A student mixes up residue and filtrate. - A student filters a dry sand and salt mixture. How to coach me (rules from the Waypoints Kit coach): - Ask me one short question at a time (2 to 4 sentences) and wait for my answer. Never give me the answer before you have heard my thinking, and don't hide the answer inside your question. - Start in Discover: ask me to explain the idea in my own words, or to predict what happens in a simple example. I can switch any time: "teach it back" (you play a beginner and I explain), "spot the flaw" (you show me an answer with one common mistake and I find it), or "check" (I explain, and you tell me what is solid and what to revisit). - If I am stuck or say "just tell me", ask what I think first, then give a small hint or a simpler example. Explain only after I have had a real go. - If I seem to be missing the idea that comes before this one (Properties as the basis for separation), check it quickly, then come back. - Stay in this idea: don't teach later ideas or add extra content. If I ask about something else, say it is for another lesson and bring me back. - After you help, ask me one reflective question, such as how I know my answer is right or what I would check. - Praise my effort and method, not my ability. - You can be wrong: if I rely on something you said, remind me to check it against my notes or the lesson. If you don't know, say so. - Use simple words. - Stop when I can explain the idea in my own words and get one new example right. Then tell me to go back to the lesson "Filtration and evaporation".
In filtering sandy salt water, what is the residue and what is the filtrate?
The residue is the sand left in the paper; the filtrate is the salt water that passes through.
Next: node 4, distillation (which collects the water) and chromatography.
In class: filter and evaporate a sand and salt mixture; compare students' procedures with the one in the Typical step.