LESSON 20: Hold the Salt

ESTIMATED TIME Setup: 10 minutes | Procedure: Allow for observations over 4 hours.

• DESCRIPTION • MATERIALS
Apply the process of distillation to produce fresh, o Large bowl
drinkable water from a saltwater solution. o Heavy glass cup (shorter than the bowl is deep)
o Teaspoon
• OBJECTIVE o Clear plastic food wrap
This lesson demonstrates the process of distillation o Any coin
and how it is used to separate substances in a solution. o Clear cellophane tape
Students create a simple distillation device to remove o Blue food coloring
pure water from a saltwater solution. The lesson can o Water
be simplified to address the states of matter and o Table salt
illustrate physical changes. o Ruler

• CONTENT TOPICS Always remember to use the appropriate safety

Scientific inquiry; states of matter; physical changes
(condensation, vaporization); mixtures (solutions);
separation processes (distillation)
If able, check the progress of the experiment
every hour.
Do not exceed 4 hours as mold may grow in
the container.
equipment when conducting your experiment.
Refer to the Safety First section in the Resource Guide
on pages 421–423 for more detailed information about
safety in the classroom.
Jump ahead to page 248 to view the
Experimental Procedure.

NATIONAL SCIENCE EDUCATION STANDARDS SUBJECT MATTER

This lesson applies both Dimension 1: Scientific and Engineering Practices and Dimension 2: Crosscutting Concepts
from “A Framework for K–12 Science Education,” established as a guide for the updated National Science Education
Standards. In addition, this lesson covers the following Disciplinary Core Ideas from that framework:
• PS1.A: Structure and Properties of Matter
• ETS2.A: Interdependence of Science, Engineering, and Technology (see Analysis & Conclusion)
• ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World
(see Analysis & Conclusion)

OBSERVATION & RESEARCH

BACKGROUND
Most of the things around us are mixtures—air, bronze
metal, lemonade, pizza, and more! Mixtures are made of
two or more substances that are combined physically.
A solution is a uniform mixture in which one or more
substances (solutes) are dissolved into another substance
(solvent). In this experiment, salt is dissolved in water to
create a saltwater solution. However, salt water, like
ocean water, is not drinkable water.
Humans need fresh drinking water to survive. We can
only last a couple of days without it, but not any type of
water will do. Drinking salt water from the ocean can be
dangerous. Although small amounts of salt water will not
cause major problems, the human body acts to remove
excess salt, specifically sodium, from the body. If a
person drinks a glass of salt water, the body will work to
get rid of the excess salt. Water will move out of every
cell in an effort to dilute the salt and establish a balance

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 LESSON 20: Hold the Salt
in the body. However, cells need water, so the diffusion
of water out of the cells leaves them dangerously
dehydrated. In addition, kidneys and cells in the blood
may absorb more salt than they can handle, becoming
overworked and shutting down. Likewise, other sources
of water may be contaminated with other harmful
substances. Therefore, finding ways to produce fresh
drinking water is crucial to our survival.
To separate unwanted chemical substances from
water, scientists use different separation processes.
A separation process is a means of separating any
mixture of substances into two or more distinct
products. A separation process uses the different
properties of a mixture’s parts to get them to separate.
A commonly used separation process is called
distillation. Distillation is a method of separating a liquid
mixture based on the differences between the boiling
points of the mixture’s parts. During distillation, a liquid
mixture is heated to the boiling point of one part. As a
result, that part of the mixture vaporizes. The vaporized gas
can be collected in a separate part of the distillation device
and cooled. As the gas cools, it condenses into its pure
liquid form. The purified liquid is called the distillate.
In this experiment, a distillation process is used to
collect fresh drinking water from the saltwater solution.
Pure water has a much lower boiling point than salt.
Therefore, when the salt water is heated, the water
reaches its boiling point sooner and begins to vaporize,
leaving the salt behind. The gas that vaporizes is water
vapor, or more important, it is pure water vapor.
To convert this pure water vapor back into a liquid, the
vapor must be collected and condensed. Condensation is
a change in state from a gas to a liquid. As the water
vapor cools, it condenses back into liquid form. At this
point, the liquid is now pure, drinkable water.
FORMULAS & EQUATIONS
The blue saltwater solution created in the experiment
is comprised of water, table salt, and food coloring. The
distillation process separates the water from the salt, food
coloring, and any other substances that were contained in
the solution.
You Be The Chemist® Activity Guide | page 246
Tap water is a solution as well. It is a mixture of pure
water, minerals, and other substances.
The chemical formula for pure water is H2O.
Ordinary table salt is made primarily of sodium chloride.
The chemical formula for sodium chlorde is NaCl.
Most table salts are made of about 97– 99% NaCl and small
amounts of iodine and other ingredients.
Distillation involves the physical changes of vaporization
and condensation. During a physical change, the chemical
makeup of the structure does not change. The water
vapor and liquid water are both H2O, just in different
physical states.
CONNECT TO THE YOU BE THE
CHEMIST CHALLENGE
For additional background information, please
review CEF’s Challenge study materials online at
http://www.chemed.org/ybtc/challenge/study.aspx.
• Additional information on solutions can be found
in the Chemicals by Volume—Solutions section of
CEF’s Passport to Science Exploration:
Chemistry Connections.
• Additional information on states of matter and
physical changes can be found in the
Classification of Matter section of CEF’s Passport
to Science Exploration: The Core of Chemistry.
• Additional information on distillation can be
found in the Laboratory Separations section of
CEF’s Passport to Science Exploration:
Chemistry Concepts in Action.
HYPOTHESIS
uAs the temperature of a saltwater
solution rises and reaches the boiling point
of water, pure water will vaporize, leaving the
salt and other parts of the mixture behind.
 LESSON 20: Hold the Salt
DIFFERENTIATION IN THE CLASSROOM
LOWER GRADE LEVELS/BEGINNERS
DESCRIPTION
Use a saltwater solution to illustrate a separation process,
and discuss states of matter and physical changes.
OBJECTIVE
This lesson demonstrates a separation process and physical
changes, particularly vaporization and condensation.
OBSERVATION & RESEARCH
Matter exists primarily as a solid, liquid, or gas on the
earth. Solids have a definite volume and a definite shape.
Examples of solids are chairs, glasses, and trees. Liquids
have a definite volume but no definite shape. Examples
of liquids are water and oil. Gases have no definite shape
and no definite volume. Examples of gases are the
oxygen we breathe and the helium that fills balloons.
Matter can change from one state to another, generally as
a result of a change in temperature. Melting is a change in
state from a solid to a liquid. The opposite change is
freezing. Freezing is a change in state from a liquid to a
solid. A change in state from a liquid to a gas is known as
vaporization, and a change in state from a gas to a liquid
is known as condensation. Changes directly between the
solid and gaseous states, without going through the liquid
state first, are lesson common. Sublimation is a change in
state from a solid directly to a gas. The opposite is
deposition, which ocurs when a gas changes into a solid.
Changes between these states of matter are physical
changes. A physical change is any change in a
substance’s form that does not change its chemical
makeup. The chemical formula of the substance stays the
same before and after the change. For example, tearing or
cutting a piece of paper is an example of a physical change.
The paper is in smaller pieces, but the chemical makeup of
the paper has not changed. Likewise, ice, water, and water
vapor are all H2O in different physical states. The chemical
formula remains H2O regardless of whether it is in the
solid, liquid, or gaseous state.
In this experiment, pure water is separated from a
solution, using vaporization and condensation. The
sunlight causes the temperature of the solution to
increase. When the temperature reaches the boiling point
You Be The Chemist® Activity Guide | page 247
of water, the water will begin to vaporize. As the water
vapor touches the cooler plastic wrap, it will condense
into a liquid and roll down the wrap into the cup.
Because water has a lower boiling point than the salt in
the solution, it vaporizes sooner than the salt. As a result,
the pure water is separated from the salt. A separation
process is a means of separating any mixture of
substances into two or more distinct products, in this
case, salt and water.
HIGHER GRADE LEVELS/ADVANCED STUDENTS
Conduct the experiment as described on page 248, but
spend more time on types of mixtures and solubility.
Discuss the differences between homogeneous and
heterogeneous mixtures. Use pictures to provide
examples of these types of mixtures. Then, discuss
solubility and why some substances dissolve in some
solvents, but others do not.
Another option is to explore the desalination of water.
The process of obtaining pure, drinkable water from a
saltwater solution is called desalination, which literally
means to take the salt out of water. Distillation is one
method. Have the students research other methods of
desalination.
CONNECT TO THE YOU BE THE
CHEMIST CHALLENGE
For additional background information, please
review CEF’s Challenge study materials online at
http://www.chemed.org/ybtc/challenge/study.aspx.
• Additional information on states of matter, physical
changes, and types of matter can be found in the
Classification of Matter section of CEF’s Passport
to Science Exploration: The Core of Chemistry.
• Additional information on distillation and
desalination can be found in the Laboratory
Separations section of CEF’s Passport to Science
Exploration: Chemistry Concepts in Action.
 LESSON 20: Hold the Salt
EXPERIMENTATION
As the students perform the experiment, challenge them to identify the independent, dependent, and controlled variables,
as well as whether there is a control setup for the experiment. (Hint: As the temperature changes, does the composition
of the solution change?) Review the information in the Scientific Inquiry section on pages 14–16 to discuss variables.

EXPERIMENTAL PROCEDURE
1. Pour tap water in a bowl to a depth of about
5 centimeters (2 inches).
2. Add 10 drops of blue food coloring and 2–3
teaspoons of salt to the water. Mix well until
the salt is dissolved.
When moving the bowl, be sure that none of the
blue saltwater solution splashes into the glass.
If possible, check the bowl every hour for four
hours. Do not leave the bowl in the sun for
more than four hours because mold may eventually
begin to grow in the water.

3. Place the heavy glass cup (with the opening DATA COLLECTION
facing up) in the center of the bowl, so it is
Have students record data in their science notebooks or
surrounded by the blue saltwater solution.
on the following activity sheet. What is a mixture? What
Make sure that the cup sits flat on the bottom
is a solution? What changes did you observe during the
of the bowl.
experiment? You can use the table in the activity sheet
4. Put a loose covering of plastic food wrap over
(or a similar one of your own) for students to record the
the top of the bowl. Tape the plastic wrap to the initial height of the solution in the bowl and the final
sides of the bowl so that air cannot get in or out. height of the solution in the bowl.
Make sure the plastic wrap is not pulled tightly
across the top of the bowl.

5. Place a coin on the outside of the plastic wrap

directly over the center of the glass. Make sure
that the weight of the coin makes the plastic wrap
slant down toward the center of the glass.

6. Put the bowl on a flat surface outside or on a

windowsill where it will get a lot of sunshine.

7. Leave the bowl in the sun for four hours. (You can
also use a heat lamp if you wish to conduct this
experiment inside.)

8. After four hours, take off the plastic wrap and lift
the glass out of the saltwater solution. Measure the
height of the saltwater solution left in the bowl, and
compare to the original measurement.

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 LESSON 20: Hold the Salt
ANALYSIS & CONCLUSION
Use the questions from the activity sheet or your own
questions to discuss the experimental data. Ask students
to determine whether they should accept or reject their
hypotheses. Review the information in the Scientific
Inquiry section on pages 14–16 to discuss valid and
invalid hypotheses.
ASSESSMENT/GOALS
Upon completion of this lesson, students should be able
to …
• Apply a scientific inquiry process and perform an
experiment.
• Describe the difference between salt water and
freshwater and explain the dangers of drinking salt
water.
• Compare and contrast mixtures and solutions.
• Describe the process of distillation.
• Explain and give examples of physical changes,
specifically vaporization and condensation.
• Define a separation process and describe the process
of distillation (see Differentiation in the Classroom).
• Define and give examples of the different states of
matter (see Differentiation in the Classroom).
• Distinguish between various phase changes/changes
between states of matter (see Differentiation in the
Classroom).
Fun Fact
The water in swimming pools
and the ocean appears to be blue.
This color can only be seen in
tremendous quantities of water.
The water looks blue because
of the reflection of light.
You Be The Chemist® Activity Guide | page 249
MODIFICATIONS/EXTENSIONS
Modifications and extensions provide alternate methods
for performing the lesson or similar lessons. They also
introduce ways to expand on the content topics presented
and think beyond those topics. Use the following
examples, or have a discussion to generate other ideas as
a class.
• Before the experiment, ask the students if they know
how to make freshwater from salt water. Tell them that
this can be done by using the sun, and then ask how
they can make this happen. (You can even challenge
them to come up with their own experimental setup.)
• After the bowl has been in the sun a while, ask the
students to explain what they are observing. Have them
describe (and record!) what they see during each stage
of the experimental setup. Be sure that the students are
able to observe each step of the distillation process.
REAL-WORLD APPLICATIONS
• Evaporation and condensation are essential parts of
the earth’s water cycle. The water cycle describes the
continuous movement of water on, above, and below
the surface of the earth. Throughout this process, the
water passes through the gaseous, liquid, and
sometimes even the solid states.
COMMUNICATION
Discuss the results as a class and review the activity sheet.
Review the information in the Scientific Inquiry section on
pages 14–16 to discuss the importance of communication
to scientific progress.
 LESSON 20 ACTIVITY SHEET: Hold the Salt
OBSERVE & RESEARCH

1. Write down the materials you observe. ________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

2. Predict how these materials may be used. ______________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

3. Define the following key terms. Then, provide an example of each by writing the example or drawing/pasting an
image of the example.

Term Definition Example (write or add image)

Mixture

Solution

Separation process

Distillation

Vaporization

Condensation

4. Consider what might happen to a saltwater solution when the temperature is increased and why.

uWrite your hypothesis. ______________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

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 LESSON 20 ACTIVITY SHEET: Hold the Salt
PERFORM YOUR EXPERIMENT

1. Fill a bowl with tap water to a depth of about 5 centimeters (2 inches).

2. Add 10 drops of blue food coloring and 2–3 teaspoons of salt. Mix well until the salt is dissolved.

3. Place the heavy glass cup (opening facing up) in the center of the bowl so it is surrounded by the blue saltwater
solution. Make sure that the glass sits flat on the bottom of the bowl.

4. Put plastic wrap loosely over the top of the bowl. Tape the plastic wrap to the sides of the bowl so that air cannot get
in or out. Make sure the plastic wrap is not pulled tightly across the top of the bowl.

5. Place a coin on the outside of the plastic wrap directly over the center of the glass. Make sure that the weight of the
coin makes the plastic wrap slant down toward the center of the glass.

6. Put the bowl on a flat surface outside or on a windowsill where it will get a lot of sunshine.

7. After four hours, take off the plastic wrap, and lift the glass out of the saltwater solution. Then, measure the height
of the saltwater solution in the bowl.

ANALYZE & CONCLUDE

1. What do you see forming on the plastic wrap? What is causing this to form? ________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

2. What color is the liquid that collected in the cup? What does this tell you? __________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

3. How do you think the liquid in the cup would taste? Why? (Never actually taste any substance in the lab.)

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

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ActivityGuides
 LESSON 20 ACTIVITY SHEET: Hold the Salt

4. After a few hours, what is left in the bowl? Explain. __________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

5. Measure the amount of liquid in the bowl, and record below. Remember to include units.

Time Height of the Solution in the Bowl

Start (0 hours)

Finish ( __ hours)

6. Is your hypothesis valid? Why or why not? If not, what would be your next steps? ____________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

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 LESSON 20 ACTIVITY SHEET: Hold the Salt
SHARE YOUR KNOWLEDGE

1. Define the following key terms. Then, provide an example of each by writing the example or drawing/pasting an
image of the example.

Term Definition Example (write or add image)

Solid

Liquid

Gas

Melting

Freezing

Sublimation

Deposition

Physical change

2. How might the process of distillation be useful to people? ________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

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ActivityGuides
 LESSON 20 ACTIVITY SHEET: Hold the Salt
ANSWER KEY: Below are suggested answers. Other answers may also be acceptable.

OBSERVE & RESEARCH

1. Write down the materials you observe. ________________________________________________________________

A large bowl, a glass cup, plastic wrap, a coin, tape, blue food coloring, salt, water …

______________________________________________________________________________________________________

______________________________________________________________________________________________________

2. Predict how these materials may be used. ______________________________________________________________

A large bowl may hold a liquid. A glass cup may be used for drinking. Plastic wrap may

______________________________________________________________________________________________________
be used to cover and wrap leftover food. Blue food coloring may be used to dye a substance. Salt may be used in cooking. These materials

______________________________________________________________________________________________________
can be used to construct a system that will demonstrate vaporization and condensation, as well as a distillation process.

3. Define the following key terms. Then, provide an example of each by writing the example or drawing/pasting an
image of the example.

Term Definition Example (write or add image)

A physical combination of two or more substances

Mixture that can be physically separated.

A homogeneous (uniform) mixture in which one or

Solution more substances (solutes) are dissolved in another
substance (solvent).

A process that divides a mixture into two or more

Separation process distinct substances.

A method of separating a liquid mixture based on

Distillation the differences between the boiling points of the
mixture’s parts.

A physical change in which a substance changes

Vaporization states from a liquid to a gas.

A physical change in which a substance changes

Condensation states from a gas to a liquid.

4. Consider what might happen to a saltwater solution when the temperature is increased and why.

uWrite your hypothesis. ______________________________________________________________

Pure water will evaporate (vaporize) from the blue saltwater solution because water has

______________________________________________________________________________________
a lower boiling point than salt. If the water vapor touches a cool surface, it may condense as pure liquid water.

______________________________________________________________________________________

You Be The Chemist® Activity Guide | page 254

 LESSON 20 ACTIVITY SHEET: Hold the Salt
ANSWER KEY: Below are suggested answers. Other answers may also be acceptable.

PERFORM YOUR EXPERIMENT

1. Fill a bowl with tap water to a depth of about 5 centimeters (2 inches).

2. Add 10 drops of blue food coloring and 2–3 teaspoons of salt. Mix well until the salt is dissolved.

3. Place the heavy glass cup (opening facing up) in the center of the bowl so it is surrounded by the blue saltwater
solution. Make sure that the glass sits flat on the bottom of the bowl.

4. Put plastic wrap loosely over the top of the bowl. Tape the plastic wrap to the sides of the bowl so that air cannot get
in or out. Make sure the plastic wrap is not pulled tightly across the top of the bowl.

5. Place a coin on the outside of the plastic wrap directly over the center of the glass. Make sure that the weight of the
coin makes the plastic wrap slant down toward the center of the glass.

6. Put the bowl on a flat surface outside or on a windowsill where it will get a lot of sunshine.

7. After four hours, take off the plastic wrap, and lift the glass out of the saltwater solution. Then, measure the height
of the saltwater solution in the bowl.

ANALYZE & CONCLUDE

1. What do you see forming on the plastic wrap? What is causing this to form? ________________________________
Droplets of liquid are forming on the plastic

______________________________________________________________________________________________________
wrap. The droplets are water droplets that have evaporated (vaporized) from the solution and condensed on the plastic wrap.

______________________________________________________________________________________________________

2. What color is the liquid that collected in the cup? What does this tell you? __________________________________
The water in the cup is clear, which indicates

______________________________________________________________________________________________________
that the food coloring does not evaporate. Only pure water evaporates.

______________________________________________________________________________________________________

3. How do you think the liquid in the cup would taste? Why? (Never actually taste any substance in the lab.)

______________________________________________________________________________________________________
The water in the cup will taste like freshwater because the process separated the salt from the water.

______________________________________________________________________________________________________

______________________________________________________________________________________________________

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 LESSON 20 ACTIVITY SHEET: Hold the Salt
ANSWER KEY: Below are suggested answers. Other answers may also be acceptable.

4. After a few hours, what is left in the bowl? Explain. __________________________________________________________

The salt and the food coloring will be left in the bowl if all the water evaporates.

______________________________________________________________________________________________________
However, since only some of the water evaporates, a blue saltwater solution remains. The remaining solution is more concentrated than the

______________________________________________________________________________________________________
original solution (has more solute and less solvent).

5. Measure the amount of liquid in the bowl, and record below. Remember to include units.

Time Height of the Solution in the Bowl

Start (0 hours) 5 centimeters (2 inches)

Finish ( __ hours) Answers will vary

6. Is your hypothesis valid? Why or why not? If not, what would be your next steps? ____________________________

______________________________________________________________________________________________________
Answer 1: Valid because the data support my hypothesis.

______________________________________________________________________________________________________
Answer 2: Invalid because the data do not support my hypothesis. I would reject my hypothesis and could form a new one, such as …

You Be The Chemist® Activity Guide | page 256

 LESSON 20 ACTIVITY SHEET: Hold the Salt
ANSWER KEY: Below are suggested answers. Other answers may also be acceptable.

SHARE YOUR KNOWLEDGE—BEGINNERS

Have students complete this section if you used the beginners’ differentiation information, or challenge them to find the answers to these
questions at home and discuss how these terms relate to the experiment in class the next day.

1. Define the following key terms. Then, provide an example of each by writing the example or drawing/pasting an
image of the example.

Term Definition Example (write or add image)

A state of matter characterized by a definite volume and a

Solid definite shape.

A state of matter that has a definite volume but no definite

Liquid shape; a liquid will take the shape of the container that
holds it, filling the bottom first.

A state of matter that has no definite volume or shape; a

Gas gas will take the shape of the container that holds it, filling
the entire container.

A physical change in which a substance changes states

Melting from a solid to a liquid.

A physical change in which a substance changes states

Freezing from a liquid to a solid.

A physical change in which a substance changes states

Sublimation from a solid to a gas.

A physical change in which a substance changes states

Deposition from a gas to a solid.

A change that alters the form or appearance of a

Physical change substance but does not change its chemical makeup or
create a new substance.

2. How might the process of distillation be useful to people? ________________________________________________

A distillation process can be used to make clean, drinkable water

______________________________________________________________________________________________________
for people in areas where freshwater is not readily available.

______________________________________________________________________________________________________

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