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Resources
Tangible Resources
Common powders (e.g. flour, sugar, talc), common larger grains (e.g. cereal, rice, sprinkles), common filters (e.g. gauze, stocking, colander), microscopes.
Preparation
Prepare materials, set up equipment for experiments.
Goals, messages & concepts
Specific goals
- Students will understand what filters are and how they work.
- Students will learn how different materials can act as filters.
Specific messages
- Filters can help to manage pollution.
- Different materials can act as filters.
Main terms
- filters
- particle
Practices & skills
STEM practices
- Constructing explanations and designing solutions
- Engaging in argument from evidence
- Obtaining, evaluating, and communicating information
- Asking questions and defining problems
- Planning and carrying out investigations
Soft skills
- Dealing with uncertainty
- Learning failure is a part of learning
- Teamwork and collaboration
Management skills
- Planning
- Use of resources
Course of activity
step 1
Students will mix powders and larger grains together, then try to separate them using different filters (e.g. gauze, stocking, colander).
step 2
They will collect their data in a table to show which materials worked best as filters, and analyse this to work out what factors affect successful filtration.
step 3
Working in groups, they will then examine finer filters with a microscope to understand how they work and record their findings.
step 4
This will be followed by a class discussion - students will consider how filters can help with pollution. They will discuss what size air pollution articles might be and what filters would be suitable to remove them from the air. They will discuss filters on a large (i.e. air purifier) and personal scale (i.e. masks).