Indonesian Curriculum Science

3. Explain how mass is conserved during a physical change

Mission Objectives

Explain why mass is conserved in dissolving

Process data from an investigation and use it to prove the conservation of mass

Complete the practical safely and record results accurately

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Keywords

Words and meanings to learn

physical change

changes that alter the structure of a substance, but not its chemical composition

conservation of matter

the law that states that matter cannot be created or destroyed

solution

a liquid mixture that contains at least one dissolved substance

solvent

the liquid that does the dissolving

solute

a substance that can be dissolved

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This lesson has been written by

Dr Shannon Weldon

Shannon started her journey with Developing Experts by completing PHD placement while studying for her Doctorate in Developmental Biology at the University of East Anglia. Shannon has since joined the team full-time as a Project Manager working with the company's industry partners. Shannon knows a lot about chickens!

Kate Richards

Kate’s journey as a science educator spans over 15 enriching years. Her passion for unravelling the complexities of the human body led her away from medicine (as she hates blood but loves medical t-shows) and into the world of teaching. She’s had the privilege of nurturing young minds in KS3 and KS4 science, guiding A-level Biology students, and even taught year 4 students in Spain, broadening her teaching horizons early in her career. Kate holds a Masters in Teaching (MTeach) and specialises in biology. Her research for her Master's degree focused on the profound impact of self-efficacy on classroom learning. Beyond the classroom, she finds solace in leisurely family walks and exploring new destinations through travel. She finds that the most rewarding aspect of teaching is witnessing those magical "light bulb moments" when students grasp the intricacies of science right before her eyes. 

Required Resources

Resources: The handout, graph paper, a 250ml beaker (or similar container), a glass stirring rod (or teaspoon), mass balance or digital kitchen scales (2 decimal places), 100g of water and 20g of sugar. 

Handout: An investigation sheet for the students to record the results of their experiment.

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