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Introduction
The unit 'More about dissolving' consolidated and extended #'s understanding of what happens when a variety of solids dissolve. ~ experimental and investigative work focused on * making and testing ~ own predictions. ^ then planed a fair test and repeating ~ observations and measurements and evaluating ~ results. ^ was able to represent this data in line graphs and interpret what they showed. The work in this unit also offered * several opportunities for relating ~ understanding of dissolving to everyday contexts.
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Water
Section 1: Making water clear & Section 2: Making water pure


^ was able to separate a solid from a liquid by sieving and/or filtering the mixture.
The sequence of ~ steps required * to separate a mixture by producing  and following a flow chart.
^ has related ~ observations to ~ predictions and ^ has been able to say whether ~ prediction was supported or not by ~ evidence.
^ is able to explain that when a solid dissolves it can't be seen but it remains in the solution.
^ was able to explain that when water evaporates from a solution the solids are left behind because they were dissolved in the solution but don't evaporate.
^ has explained that nothing is left behind when distilled water evaporates because there was nothing dissolved in it
"
Evaporation
Section 3: Testing evaporation of a solution

^ is able to explain that the steam from sea water will not be salty because only the water evaporates and the the salt will is left behind.
^ correctly predicted that steam condensed from blue ink will not be blue and ^ was able to give  a well thought out reason for ~ prediction which explained only the water evaporated. 


"
Dissolving
Section 4: Testing dissolving solids

# has identified a range of factors which might affect how fast solids dissolve.
^ is able to use a fair test to investigate a question about dissolving solids and explain why it was fair.
^ is able to name and describe one or two factors that will help a solid dissolve more quickly. 


"
Graphs
Section 5: Using graphs

^ is able to present ~ results, perhaps with some help, in a bar chart or line graph and ^ can explain what ~~~ results show.

^ is able to present ~ results in a bar chart or line graph, and ^ can explain what ~ results show.
"
Sweeteners
Section 6: Investigating sweeteners

# can explain why several measurements may provide data in which ~ confidence can be placed.
^ is able to decide on a line for ~ graph that fits the data.
^ was able to explain why one line fits the data better than the other possible lines.
"