SYSTEMS LAB · MISSION 03

FORENSIC CHEMISTRY

YEAR 8 · TERM 3 · WEEK 3

Mixture Mystery

How can you separate what has been mixed together?

MIXTURE MYSTERY · SAMPLE 8B: A virtual lab sample contains water, dissolved salt, fine sand, gravel and iron filings. One method will not separate everything. Identify which property each method uses, build the separation sequence, and decide what “clean” or “recovered” actually means for the target.

ENTER MISSION →

MISSION DECKSYSTEMS LAB / WEEK 03SELECT A MODULE

01BRIEFMission

02LEARNIntel

03INVESTIGATEEvidence

04ENGLISHEvidence case

05DECIDEMake the call

06DATANumbers

07PROJECTBuild

08CHECK-INReflect

★GAMEReward

ACTIVE OBJECTIVEMIXTURE MYSTERY · SAMPLE 8B: A virtual lab sample contains water, dissolved salt, fine sand, gravel and iron filings. One method will not separate everything. Identify which property each method uses, build the separation sequence, and decide what “clean” or “recovered” actually means for the target.

WORLDSYSTEMS LAB

SEQUENCE01 / 08

REWARDGAME BREAK

Jump to a lesson part

READY?

Watch. Check the clues. Have a go.

Everything you need is on this page.

Start mission →

Need help getting started?

YOU NEED

Required: a device with this page open.
Optional: headphones for video or read-aloud.
Optional: pen + paper for rough working if that helps you think.

HOW TO DO IT

Read or listen to the Briefing + Learn.
Do the interactive mission.
Use facts from the reading and maths parts.
Make your choice and save your project step.
Play the weekly game. Finish Check-in.

WORK YOUR WAY

Short bursts are fine. Use Learning Tools for easier reading, read-aloud, less on screen, stronger contrast, no-rush and quieter-screen options.

If you get stuck, look at the example and try again.

SCIENCE SAFETY: The science investigations in this Senior mission are designed as virtual/screen-based activities unless the page clearly says otherwise. Do not improvise mains electricity, heating or chemical experiments at home.

PROJECT NOTE: Your project can stay digital. Physical making is optional unless you choose that format.

MISSION BRIEFING

MIXTURE MYSTERY · SAMPLE 8B: A virtual lab sample contains water, dissolved salt, fine sand, gravel and iron filings. One method will not separate everything. Identify which property each method uses, build the separation sequence, and decide what “clean” or “recovered” actually means for the target.

✓Distinguish a mixture from a pure substance and distinguish dissolved material from undissolved particles.

✓Choose separation methods based on properties such as particle size, magnetism and boiling behaviour rather than by guesswork.

✓Explain why filtration can remove suspended solids but cannot remove a dissolved solute from a true solution.

✓Use ratio/concentration data and recovery percentages to evaluate a separation process and identify limitations.

MISSION MEDIA · Science Education

Methods for Separating Mixtures

Match each separation method to the physical property it uses.

YOUTUBE ↗

Captions are controlled inside the YouTube player. If the embed is unavailable, use the YouTube link.

LEARN

MATERIAL → PROPERTY → METHOD → RECOVERY

A MIXTURE contains substances physically combined rather than chemically joined into one new substance. In a SOLUTION, a SOLUTE is dissolved in a SOLVENT. Separation works by exploiting differences in physical properties. A magnet can remove magnetic material; sieving separates sufficiently different particle sizes; filtration traps undissolved particles that are larger than the filter pores; evaporation can leave a dissolved solid behind; distillation can collect a solvent after it vaporises and condenses. The best sequence depends on the materials present and what you are trying to recover. In this virtual lab, never assume “clear-looking” means pure.

LEARNING BUILD

Learn it. See it. Try it.

Look at the example. Check another point of view. Then try the task.

Step 1: Choose a starting clue

WHAT YOU ALREADY KNOW

Reasoning lens:SYSTEM → VARIABLES → MECHANISM → COMPETING EXPLANATION → EVIDENCE → REDESIGN

What do you already know?

English / communication:Write a precise method, distinguish observation from inference and justify a sequence of separation steps.

Maths / data:Ratio, concentration, measurement, recovery percentages and data-table interpretation.

Topic knowledge:Mixtures, solutions, solute/solvent, dissolved vs suspended material, filtration, sieving, magnetism, evaporation, crystallisation and distillation.

This week’s first target:Distinguish a mixture from a pure substance and distinguish dissolved material from undissolved particles.

Which clue is a good place to start?

Choose a source that can directly support part of the investigation. More than one source may be useful, but start with evidence that does not outrun its support.

Need more help? See the teaching

TEACH 1 · CORE MODEL

TEACH 2 · WHAT TO NOTICE

Distinguish a mixture from a pure substance and distinguish dissolved material from undissolved particles.Choose separation methods based on properties such as particle size, magnetism and boiling behaviour rather than by guesswork.

TEACH 3 · CONNECT + TRANSFER

Explain why filtration can remove suspended solids but cannot remove a dissolved solute from a true solution. Use ratio/concentration data and recovery percentages to evaluate a separation process and identify limitations.

WORKED EXAMPLE · EVIDENCE

SAMPLE 8B · virtual composition

The 300 mL virtual sample contains 18 g dissolved salt, visible fine sand, gravel and iron filings. The exact masses of the undissolved solids are known only after separation.

Reasoning: Start with exactly what the source establishes. Connect it to the relevant concept, then stop before the claim becomes broader than the evidence. Now compare it with TEMPERATURE DATA · Crystal Q: A separate fictional solubility test for Crystal Q records 12 g dissolving per 100 mL at 20°C and 28 g per 100 mL at 60°C. The data apply to Crystal Q only and should not be generalised to every solute.

Why caution still matters:This item is useful context, but context is not the same as direct proof. Combine it with stronger evidence before making a broad conclusion.

WORKED EXAMPLE · MATHS / DATA ROUTE

The 300 mL virtual sample contains 18 g of dissolved salt. What is the concentration in grams per 100 mL?

This week’s maths/data focus:Ratio, concentration, measurement, recovery percentages and data-table interpretation.

Name the variable or relationship, keep the units visible, calculate or compare, then interpret the result as evidence about the system. A result can support an explanation without proving every possible cause.

WE DO · GUIDED PRACTICE

Which source needs the most caution before it is used to support a broad conclusion?

Choose a source that mainly supplies context rather than direct proof of the whole conclusion.

YOU TRY · INDEPENDENT PRACTICE

For Mixture Mystery, explain one core idea, connect it to one named source or observation and one quantitative/data point from this page, then state an alternative explanation, trade-off or limitation that a strong judgement must consider.

Write at least 30 words. Name the evidence or data you are using and keep the claim inside what it can support.

MISCONCEPTION CHECK

TEMPERATURE DATA · Crystal Q:A separate fictional solubility test for Crystal Q records 12 g dissolving per 100 mL at 20°C and 28 g per 100 mL at 60°C. The data apply to Crystal Q only and should not be generalised to every solute.

This item is useful context, but context is not the same as direct proof. Combine it with stronger evidence before making a broad conclusion.

HELP

Try: “If ___ changes, the mechanism predicts ___. Evidence ___ supports/challenges that. An alternative explanation is ___. I would test ___ next.”

STRETCH · OPTIONAL

Build the strongest reasonable counter-argument or alternative explanation. Name one additional piece of evidence that could distinguish between the two positions.

SEPARATION CONTROL · SAMPLE 8B

MIXTURE MYSTERY

One sample. Several substances. No universal separation method.

Identify what each material requires, build the separation sequence, match each method to the physical property it uses and audit what filtration cannot do.

SAMPLE 8B · MATERIAL ID

WATER + DISSOLVED SALT FINE SAND GRAVEL IRON

Iron filings

Gravel

Fine sand

Dissolved salt

BUILD THE SEPARATION SEQUENCE

Target: recover the iron and as much water as possible.

STEP 1STEP 2STEP 3STEP 4

Choose the four methods in the order you would use them.

METHOD → PHYSICAL PROPERTY

MAGNET

SIEVE

FILTRATION

DISTILLATION

FILTRATION LIMIT

The filtrate looks clear. What remains true?

CONCENTRATION CHECK

18 g salt is dissolved in 300 mL. How many grams per 100 mL?

Match all four materials, build the correct four-step sequence, match all four method properties, then pass the filtration and concentration checks.

OPEN THE SYSTEM EVIDENCE

SOURCE 1

SAMPLE 8B · virtual composition

The 300 mL virtual sample contains 18 g dissolved salt, visible fine sand, gravel and iron filings. The exact masses of the undissolved solids are known only after separation.

SOURCE 2

METHOD · magnet

A magnet can remove the iron filings because the model treats them as magnetic. It does not remove sand, gravel or dissolved salt.

SOURCE 3

METHOD · filtration

The virtual filter traps fine undissolved sand after larger gravel has been removed. Dissolved salt passes through with the water.

SOURCE 4

METHOD · distillation

Heating the filtered salt solution in the virtual apparatus allows water vapour to be condensed and collected while dissolved salt remains behind. This is a model of separation by different boiling behaviour.

SOURCE 5

TEMPERATURE DATA · Crystal Q

A separate fictional solubility test for Crystal Q records 12 g dissolving per 100 mL at 20°C and 28 g per 100 mL at 60°C. The data apply to Crystal Q only and should not be generalised to every solute.

INVESTIGATE + ENGLISH · EVIDENCE CASE

Choose the property before you choose the method

Sample 8B is deliberately messy. Iron filings can be targeted because they respond to a magnet. Gravel and fine sand are both undissolved solids, but their particle sizes differ, so a coarse sieve can remove the gravel before a finer filter removes the sand. The liquid that passes through the filter may look clear, yet it still contains dissolved salt. To recover water from that solution, the virtual lab uses distillation: water is vaporised, then condensed into a separate container, while the non-volatile salt remains behind. If the goal were only to recover the salt, evaporation or crystallisation could be considered instead. Each method solves a particular separation problem; none is a universal cleaner.

BUILD THE EVIDENCE CASE · CLAIM → EVIDENCE → REASONING

MAKE THE CALL

Your target is to recover both the iron and as much water as possible from Sample 8B. Build the sequence magnet → sieve → filtration → distillation, explain why filtration alone is insufficient, and name one measurement you would use to judge recovery success.

BUILD YOUR CASE CONCLUSION1. Make the call. 2. Use at least two relevant pieces of evidence. 3. Explain one limitation or uncertainty. 4. Finish with what can responsibly be concluded.Strong structure: My judgement is… The strongest evidence is… However, we still do not know… Therefore…

CASE CONCLUSION: Write a 220–300 word laboratory method for separating virtual Sample 8B. Put the methods in a justified order, explain the physical property used at each step, distinguish what is removed from what passes through, include the sample concentration calculation, and identify one limitation or safety reason this is a virtual rather than unsupervised home experiment.

YOUR REASONING

0/220 words minimum for this writing mission.

CLAIMEVIDENCELIMITATIONCONCLUSION

MATHS + DATA LAB

Check the numbers.

HOW TO SUCCEEDRead the situation first. Estimate what a sensible answer should look like, choose an efficient calculation, then use the feedback to check your reasoning.For data questions, explain what the number shows — and what it does not prove.

The 300 mL virtual sample contains 18 g of dissolved salt. What is the concentration in grams per 100 mL?

Estimate first, then choose the answer.

MISSION 05 · MATHS + DATA LAB

DATA TRAINING

RATIO + RATE · YEAR 8 EXTENSION

6 PROBLEMS

QUICK METHODRATIO + RATE

Find one part or one unit first, then scale up.

GUIDED · Q01–Q03Use the quick method, then check the explanation.

Q01

A 2:3 ratio has 10 in the first part. What is the second part?

Q02

180 km in 3 hours is what average speed?

Q03

4 notebooks cost $12. Cost per notebook?

INDEPENDENT · Q04

Scale 1:100 means 2 cm represents…

INDEPENDENT · Q05

A recipe for 4 uses 300 g. For 8 people?

INDEPENDENT · Q06

Which is the better unit rate?

OPTIONAL CHALLENGE · OPEN RESPONSE

Two options have different starting fees and unit rates. Describe how you would find the break-even point.

0 words · optional

PROJECT HQ · PROJECT FILE 03

PLAN — design tests and criteria.

Start something real. Build an idea, test it, improve it, and share it. Make your move.

PLAN your Resilient Systems Challenge independently. Define measurable success criteria, choose the variables or indicators you will track, identify a plausible failure point and state what evidence would count as improvement — including one limitation or trade-off.

PROJECT HQ · PROJECT FILE 03

PLAN

PROJECT JOURNEYWEEK 3 / 9

Define measurable criteria and variables before you build, so the later evidence can actually challenge your model.

Need help with this step?

THIS WEEKPLAN

Complete only this project step today. Your saved work carries forward, so you do not need to finish the whole project at once.

A STRONG STEPSpecific · useful · achievable

Use evidence from this week's mission, name a real audience or purpose, and make the idea small enough to test and improve.

BEFORE YOU SAVE, CHECK:✓ I answered every field clearly✓ I used evidence or reasoning from this week✓ My next step is realistic

SUCCESS CRITERIAFAILURE HYPOTHESISVARIABLES + EVIDENCE PLAN

Write in each box. Your answers save on this device as you type.

MAP SYSTEM→FIND WEAK POINT→DISRUPT→DESIGN→TEST→REVISE→PRESENT

Project sharing will be optional. A future upload system must keep private submission separate from public-showcase/marketing permission.

CHECK-IN

What changed in your thinking?

One thing I learned or questioned

YEAR 8 · REMIX · TERM 3 / WEEK 3

BUZZER PRO

Read distance and timing, then build a high-pressure shooting streak.

UPGRADED DIFFICULTYBEST SCORE SAVED

PLAY BUZZER PRO

A remastered ICONIC GAMES favourite · phone + keyboard controls.