7

Science
Quarter 1 – Module 4-5:
Matter - Mixtures

Department of Education • Republic of the Philippines

Science – Grade 7
Alternative Delivery Mode
Quarter 1 – Module 4-5: Matter - Mixtures
First Edition, 2019

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Published by the Department of Education

Secretary:
Undersecretary:
Assistant Secretary:

Development Team of the Module

Authors: Reyneth Renan P. Matta, Roger A. Yag-at

Editor: Rebecca M. Roxas, EPS
Reviewers: Merlie Gerlie V. Capiral, PSDS
Illustrator:
Layout Artist:
Management Team: Malcolm S. Garma, Regional Director
Genia V. Santos, CLMD Chief
Dennis M. Mendoza, Regional EPS in Charge of LRMS and
Regional ADM Coordinator
Maria Magdalena M. Lim, CESO V, Schools Division Superintendent
Aida H. Rondilla, CID Chief
Lucky S. Carpio, Division EPS in Charge of LRMS and
Division ADM Coordinator

Printed in the Philippines by ________________________

Department of Education – Bureau of Learning Resources (DepEd-BLR)

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E-mail Address: ____________________________________________

Department of Education • Republic of the Philippines

 7

Science
Quarter 1 – Module 4-5:
Matter - Mixtures

Department of Education • Republic of the Philippines

Introductory Message
For the facilitator:

1. Prepare the pictures that will be used in each activity.

2. Prepare the visual aids used in each activity
3. Download activities needed for the face to face interaction
4. Post the already available sites (videos) used in activities
a. Pre-laboratory videos for mixtures
b. Virtual Experiment
c. Face to Face Discussion

5. Prepare the table that will be used in the establishing purpose of the lesson and
generalization. (Information in the table below should be blank)

For the learner:

The master-based module is design to deliver the lesson using alternative delivery mode.
The learners are assigned to use digital tools to further understand the lesson better. At
your own pace, the learners are expected to produce and practice the task being asked in
each activity of the lesson. Most of the lessons are do it yourself lessons that will test your
ability to understand the lesson base on your own understanding. The teacher will just
intervene if certain concepts were not understood.
 What I Need to Know

Mixtures and solutions are a common occurrence in our everyday lives. They are
the air we breathe, the food and drink we consume and the fabrics we wear. By studying
how chemists distinguish pure substances from mixtures and solutions, students will
start to appreciate how matter is organized at the atomic level. With this knowledge, we
can manipulate matter to improve our health and quality of life.

The two part module is divided into lessons, namely:

● Diagnostic Test
● Module 1 - Mixtures
o Lesson 1 – Mixtures and its Types
o Lesson 2 – Particle Size in Mixtures
o Lesson 3 – Apply Mixtures in Daily Life
Lesson 4, 5, 6 – Methods of Separating Mixtures
o Lesson 4 – Pre-Laboratory Discussion
o Lesson 5 – Virtual Experiment
o Lesson 6 – Post Laboratory Discussion
o Lesson 7 - Summative Test

After going through this module, you are expected to:

Essential Competency: Distinguish mixtures from substances based on a set of

properties (S7MT-Ie-f-4)

1. Compare the properties of mixtures with pure substances

2. Exhibit different ways of separating mixtures.
3. Name the components that make up the mixtures
 What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. Which of the following statements is NOT true about mixtures?

A. A homogeneous material is always a mixture
B. Mixture of water and salt can have varying properties.
C. 0c. All solutions are homogeneous mixtures.
D. d. A mixture is made when elements and compounds are mixed.

2. Sunlight passing through a window is scattered by dust particles. What kind

of mixture are the dust particles?
A. Solution C. Emulsion
B. Colloids D. Coarse mixture
3. Dry air consist of about 78% nitrogen,21% oxygen,1 % water vapor with
traces of traces of inert gases. What kind of substance is dry air?
A. a. Compound C. Homogeneous Mixture
B. b. Element D. Heterogeneous Mixture
4. Crude oil is a mixture of different substances which can be separated by
fractional distillation. Which among these properties are considered in the
distillation process?
A. a. Melting point C. Boiling point
B. b. Density D. Freezing point
5. Seawater is a mixture mainly composed of sodium chloride (table salt)
dissolved in water. Which of the following processes is best to use in recovering
the salt?
A. Sublimation C. Distillation
B. Filtration D. Evaporation

6. Which method can be used to separate iron fillings from mixture of salt,
sulfur and iron fillings?
A. Filtration C. Use of Magnet
B. Sedimentation D. Filtration
 Lesson
Mixtures and Its Types
1
You probably come across one or other forms of a mixture in your daily
life. The air that you breathe is the commonest example of a mixture. Did you
know that? Today, we will look at greater depths into the impure substances or
mixtures, as they are commonly called. In addition to a general introduction, let
us discuss all the types and properties of them in this module.

What’s In

Classification of Matter

First of all, you already know, you can classify matter into two types:

• Pure Substances: These are again classified into elements and

compounds.

• Impure Substances: All mixtures are considered to be impure substances.

Notes to the Teacher

Let the students give examples of matter that they encounter
at home. Let them analyze why is it classified as pure
substance or impure substance (mixtures).
 What’s New

Mixtures Defined
The majority of substances that we see in our surrounding neighborhoods
are actually not pure substances. They are all mixtures! Therefore, what are
they?

Mixtures are substances composed of two or more forms of matter. You

can separate them by physical methods. Examples include a solution of salt and
water, a mixture of sugar and water, different gases, air, etc. In any mixture, the
various components do not combine through any kind of chemical changes.
Therefore, the components do not lose their individual properties.

Types of Mixtures

- Homogeneous Mixtures

- Heterogeneous Mixtures

Mixtures having a uniform composition throughout

their bodies are called Homogeneous Mixtures.
For example – a mixture of salt and water, a
mixture of sugar and water, air, lemonade, soda
water, etc. Here, a mixture of salt in water is a
classic example. This is because here, the
boundary, between salt and water can never be
Salt will just dissolve in water and no chemical
reaction occurs. differentiated. When a ray of light is passed
through the mixture of salt and water, the path of light is not seen.
Properties of Homogeneous Mixtures

• All solutions are examples of a homogeneous mixture.

• The particles in such a case are less the one nanometer.

• They do not show a Tyndall effect.

• You cannot differentiate the boundaries of particles.

• You cannot separate the constituent particles here using centrifugation or

decantation.

• Alloys are examples of a solution.

Heterogeneous Mixture

Mixtures lacking a uniform composition

throughout are called Heterogeneous Mixture. Mixture of rock and sand.

Therefore, a mixture of rock and sand, sulfur

and iron filings, oil and water, etc. are
heterogeneous as they do not have a uniform
composition. You can identify the various
boundaries of the constituent particles of a
homogeneous mixture. This is because in such
a case it has two or more distinct phases.

Properties of Heterogeneous Mixtures

• Most of the mixtures are heterogeneous except solutions and alloys.

• The constituent particles are present uniformly here.

• You can identify the components easily.

• Generally, two or more phases are present in a heterogeneous mixture.

• The size of the particles here is between one nanometer and one
micrometer.

• They show a Tyndall effect.

 What’s More

Activity 1 Mixtures: What do they look like?

(Communicating, Critical Thinking, Collaboration)

Students must observe the given sets of materials on how mixtures looks like.
Answer the following questions after.
Preparation
1. Prepare a set of containers (eg jam jars, plastic pots) that contain different
arrangements of simple objects (eg marbles, beads)

2. An example set:
– Just red, just blue, just yellow and just green beads in separate pots
– A mixture of red and yellow beads
– A mixture of green and blue beads
– A mixture of yellow, blue and green beads
– A mixture of yellow, blue, green and red beads
– A mixture of smaller and larger red beads
3. Prepare a set of sealed boiling tubes containing:
– salt
– sand
– salt and sand
– copper turnings
– zinc granules
– copper turnings and zinc granules.
Investigation
3. You have 2–3 minutes to look at and discuss the contents of the pots.
3. You should think about:

– Which contain mixtures? ________________________________________

– How can you tell? _______________________________________________
– What properties of the ‘particles’ are to make this decision?
_________________________________________________________________
3. Prepare for a feedback to the teacher.
- Which contain mixtures? ________________________________________
– How can you tell? _______________________________________________
– What properties of the ‘particles’ are to make this decision?
_________________________________________________________________

Concept

• Here we have
– red ‘particles’
– blue ‘particles’
– yellow ‘particles’
– green ‘particles’

• Each container only contains only

one type of particle – so these are
pure substances.

• Here we have
 – red and yellow ‘particles’ together
– green and blue ‘particles’
together.

• The containers have two different

types of particles in – so these are
mixtures.

• Here we have
– Blue, green and yellow ‘particles’
together
– Blue, green, yellow and red
‘particles’ together

• The containers have more than one

type of particles in – so these are
mixtures.

● Here we have red and

yellow ‘particles’
together

● We also have two pots containing only

red ‘particles’.
small and large ‘particles’
medium and large ‘particles’

● All the pots contain mixtures – the

‘particles’ differ by colour or size.

● Different properties can make

‘particles’ different.

Investigation

• You have 2–3 minutes to

look at and discuss the
contents of the boiling tubes

• You should think about:

Which contain mixtures? A
or B_____________________

SUGAR, SAND, SAND & SALT ZINC, COPPER, ZINC & COPPER
 – How can you tell?
_________________________________________________________________
– What properties of the contents are you using to make this decision?
_________________________________________________________________

• Be ready to feedback to the teacher.

– Which contain mixtures? A or B_____________________

– How can you tell?
_________________________________________________________________
– What properties of the contents are you using to make this decision?
_________________________________________________________________

Concept

• Here we have
– salt
– sand
– zinc pieces
– copper pieces

• Each boiling tube only contains one

chemical substance – these are
pure substances.
• Here we have
– sand and salt
– zinc and copper
• The containers have more than one chemical
substance in – so these are mixtures.

• The ‘particles’ in the pot are

the beads. Large red beads are different to small
red beads so this counts as a mixture.
• In the tube, the copper pieces are different sizes.
However, they are all made of copper atoms, and all
copper atoms are the same. Therefore, this doesn’t
count as a mixture.

What I Have Learned

• Mixtures are materials that contain two or more chemical substances

dispersed among each other (mixed together).

• If no chemical reaction occurs when two materials are mixed, they form a
mixture. The chemical properties of the components don’t change.

• Mixtures can be separated by physical methods.

• There are two general types of mixtures: homogeneous and

heterogeneous.

• Homogeneous mixtures: the particles of the substances are mixed

together (there is no clumping of the particles) – eg air.

• Heterogeneous mixtures: large aggregations (clumps) of the substances

are mixed together – eg emulsions like oil in water.

What I Can Do

Check your house and enumerate examples of mixtures that you can see
in your home. Identify and give its importance.
 Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on
a separate sheet of paper.

1. Which is NOT one of the characteristics of mixtures?

A. combination of two or more forms of matter
B. can’t be separated by physical means
C. the two types are homogeneous and heterogeneous mixtures
D. Salt combined with water is an example of mixtures.
2. The following statements are the characteristics of homogeneous mixtures
EXCEPT
A. All solutions are examples of a homogeneous mixture.
B. The particles in such a case are less the one nanometer.
C. You can differentiate the boundaries of particles.
D. Alloys are examples of a solution.
3. The following are examples of heterogeneous mixtures EXCEPT
A. Sand and Rock
B. Water and Oil
C. Sugar and Water
D. Fruit Salad

Additional Activities

Check your house and enumerate examples of mixtures that you can see in
your home. Identify and give its importance.
Materials at Home Uses Importance
 Answer Key

C
C
C
C C
vary. B
C
B Students answers may D

Assessment What's More What I Know

References

https://www.edinformatics.com/math_science/solutions_suspensions_colloids.htm

https://www.ck12.org/chemistry/mixture/lesson/Mixtures-MS-PS/

https://www.toppr.com/guides/chemistry/is-matter-around-us-pure/introduction-and-what-
is-a-mixture/

https://edu.rsc.org/cpd/mixtures-and-solutions/3008735.article.

https://learnbps.bismarckschools.org/mod/book/view.php?id=89460&chapterid=38043

https://examples.yourdictionary.com/examples-of-mixtures.html
 Lesson
Particle Size in Mixtures
2
Mixtures, by its nature can be grouped into homogeneous or
heterogeneous. But its classification can further be identify depending in the
particle size of the components that comprises a mixture.

What’s In

Types of Mixtures

First of all, you already know, you can classify mixtures into two types:

• Homogeneous mixtures: the particles of

the substances are mixed together (there
is no clumping of the particles) – eg air.

• Heterogeneous mixtures: large

aggregations (clumps) of the substances
are mixed together – eg emulsions like oil
in water.

Notes to the Teacher

Let the students give examples of mixtures that they encounter
at home. Let them analyze why is it classified as homogeneous
or heterogeneous mixtures
 What’s New

Mixtures are further classified by the size of the particle involved when to
impure substances are mixed.

Mixtures based on their Particle Size

Mixtures have different properties depending on the size of their particles.

Three types of mixtures based on particle size are solutions, suspensions,
and colloids, all of which are described in the Table below.

Solutions, Suspensions, and Colloids

Type of Mixture Description

A solution is a homogeneous mixture with

tiny particles. The particles are too small to
see and also too small to settle or be
filtered out of the mixture.
When the salt is thoroughly mixed into the
water in this glass, it will form a solution.
The salt will no longer be visible in the
water, and it won’t settle to the bottom of
the glass.
Solutions

A colloid is a homogeneous mixture with

medium-sized particles. The particles are
large enough to see but not large enough to
settle or be filtered out of the mixture.

A colloid is a mixture in which particles are

dispersed throughout and not heavy
Colloids
enough to settle or to go down the bottom of
the mixture. It is in between solution and
 suspension. Light can penetrate through
this mixture creating what we call as
Tyndall Effect.
The gelatin in this dish is a colloid. It looks
red because you can see the red gelatin
particles in the mixture. However, the
particles are too small to settle to the
bottom of the dish.

Suspensions

A suspension is a heterogeneous
mixture with large particles. The particles
are large enough to see and also to settle or
be filtered out of the mixture.
The salad dressing in this bottle is a
suspension. It contains oil, vinegar, herbs,
and spices. If the bottle sits undisturbed for
very long, the mixture will separate into its
component parts. That’s why you should
shake it before you use it.

What’s More

Activity 2 Classifying Mixtures

Directions: Below is a list of substances.
Classify each mixture into one of 3 groups; solutions, suspensions and
colloids. (Use the internet to do this)

List of Substances
orange juice Toothpaste soap in water
bread blood vinegar in water
muddy water milk smoke in air
oil mix with water sugar with water air

Solution Suspension Colloid

_____________________ _____________________ ___________________

_____________________ _____________________ ___________________

_____________________ _____________________ ___________________

_____________________ _____________________ ___________________

_____________________ _____________________ ___________________

What I Have Learned

A solution is always transparent, light passes through with no scattering

from solute particles which are molecule in size. The solution is homogeneous
and does not settle out. A solution cannot be filtered but can be separated using
the process of distillation.
A suspension is cloudy and heterogeneous. If a suspension is allowed to
stand the particles will separate out.
A colloid is intermediate between a solution and a suspension. While a
suspension will separate out a colloid will not. Colloids can be distinguished from
solutions using the Tyndall effect. Light passing through a colloidal dispersion,
such as smoky or foggy air, will be reflected by the larger particles and the light
beam will be visible.
 What I Can Do

Check your house and enumerate examples of solution, suspension and

colloid
that you can see in your home. Identify and give its importance.

Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. Which of the following is a solution?

A. Oil and water
B. Salt and water
C. Sand and water
D. Soap and water
2. What is formed when particles of two or more substances are distributed
EVENLY among each other?
A. Solution
B. Suspension
C. Colloid
D. Compound
3. The type of mixture that can only be distinguished using Tyndall Effect
A. Solution
B. Suspension
C. Colloid
D. Compound
4. Particles that can be separated through filtering
A. Solution
B. Suspension
C. Colloid
D. Compound
5. The following are HOMOGENEOUS Mixtures EXCEPT
A. Solution C. Colloid
B. Suspension D. None of the above
 Additional Activities

Solutions, Colloids, and Suspensions

Enrichment Activity
The table below summarizes the various properties of solutions, colloids,
and suspensions. Study the table. Then, answer the questions that follow.

A. Name the two properties that make solutions different from colloid.
_______________________________________________________________________________
_______________________________________________________________________________
B. Name the three properties that makes solutions and colloids have in common.

_______________________________________________________________________________
C. What property do colloids and suspensions have in common?

_______________________________________________________________________________
References
https://www.edinformatics.com/math_science/solutions_suspensions_colloids.htm
https://www.ck12.org/chemistry/mixture/lesson/Mixtures-MS-PS/
https://www.toppr.com/guides/chemistry/is-matter-around-us-pure/introduction-and-what-
is-a-mixture/
https://edu.rsc.org/cpd/mixtures-and-solutions/3008735.article.
https://learnbps.bismarckschools.org/mod/book/view.php?id=89460&chapterid=38043
https://examples.yourdictionary.com/examples-of-mixtures.html

Lesson
Applying Mixtures in Daily
3 Life

Mixtures are everywhere. The definition of a mixture is a combination of

different things that are not chemically bonded. For example, when we bake a
cake, it's a result of a mixture of eggs, flour, sugar, and other ingredients.
Mixtures can also be much simpler than that.

What’s In

Any time two or more items are combined, a mixture is formed.

Sometimes, the different parts of a mixture can be separated into individual
entities. Other times, they're married for as long as they exist. An example
of a mixture is adding loose leaf tea to hot water, creating a simple kind of
mixture that we call tea. Let's explore more examples of mixtures

Notes to the Teacher

Make an agreement with your students how they will prepare
for the MIXTURE Diary. It can be OFFLINE / ONLINE -Face to
Face.
 What’s New

Common Mixtures in Food

Most of the food we eat is a combination of different things. Rarely do we eat
only one ingredient. For example, we can eat plain chicken, but why not mix it
with a little seasoning?
Food mixtures are often heterogeneous mixtures. A heterogeneous mixture is
such that the components can be separated from one another. A bowl of halo-
halo, for example, is heterogeneous because you can separate literally pull out
the individual pieces of halo-halo ingredients from the milk.

Other Common Mixtures

Beyond the things we eat, our environments are full of other mixtures.
Anytime you light a scented candle, you're introducing aromas into the air,
creating a new mixture in the environment. The opposite of heterogeneous
mixtures is homogeneous mixtures. These are mixtures that are uniform
throughout their composition. An example of a homogeneous mixture would be
something like lemonade. Once mixed, you can't easily separate the lemon juice
from the water; it's uniformly mixed. Another example is the air we breathe. It's
a homogenous mixture of oxygen, nitrogen, argon, carbon dioxide, and other
gases.

What’s More

Activity 3 Mixture Diary (Creativity and Character)

Direction:
In your science notebook, write your one-week experience with MIXTURES.

Example:
Day 1
Dear Dairy,
Today I learn how to cooked rice. Upon cooking rice, we must combine water
with rice. Cooked rice is the result when we combine water and rice. Water
combined with Rice is an example of a mixture.
Create a day to day encounter with Mixtures. Put that in your notebook, and be ready
to present via:

- Offline face to face at school

- Online face to face during your online class

Rubrics:

Required Information (Mixtures) 50 %

Organization 30 %
Grammar and Punctuation 20 %

What I Have Learned

Many of the substances we use every day were actually once part of a
mixture. Someone somewhere separated that substance from the mixture so we
could use it. It turns out that many compounds and elements aren't found in
nature in their pure form but are found as parts of mixtures. Separating
substances from mixtures is an important part of chemistry and modern industry.

References

https://www.edinformatics.com/math_science/solutions_suspensions_colloids.htm

https://www.ck12.org/chemistry/mixture/lesson/Mixtures-MS-PS/

https://www.toppr.com/guides/chemistry/is-matter-around-us-pure/introduction-and-what-
is-a-mixture/

https://edu.rsc.org/cpd/mixtures-and-solutions/3008735.article.

https://learnbps.bismarckschools.org/mod/book/view.php?id=89460&chapterid=38043

https://examples.yourdictionary.com/examples-of-mixtures.html
 Lesson
Methods of Separating
4-6 Mixtures

Most materials found in nature are in the form of mixtures. In engineering,

a separation process is used to transform a mixture into two or more distinct
products.

What’s In

Separation techniques are used to separate mixtures into its constituent

elements and/or compounds. Recall that a mixture is contains elements and/or
compounds which are not chemically combined together. By separating the
constituents of the mixtures, we are able to find out the properties of the
known/unknown substances from mixtures and possibly use them for the
production of useful substances such as medicines.

Notes to the Teacher

This lesson is designed for three meetings. The first part is the
pre-discussion using a sample picture, then present a virtual
experiment video for day 2 and discuss it on the third day.
 What’s New

Depending on the physical and chemical properties of the substances in the mixture,
we can choose the most appropriate separation technique to isolate them from.

Separation Method What it separates

Chromatography Compounds in a solution with same properties

Filtration Solids or group of solids and liquids in a mixture

Evaporation Solids that cannot decompose when heated in a solution

Crystallisation Dissolved solids in a solution

Simple Distillation Liquids in a solution

Fractional Distillation Mixture of miscible (dissolved) liquids

Separating Funnel Immiscible (undissolved) liquids

Sublimation Substances that sublime from two substances

Magnetic Attraction Magnetic substances from non-magnetic ones

Decanting: A common example is decantation of rice and water. When a mixture

of a liquid and an insoluble solid is allowed to go down, the water will float on
top of the rice so the two components may be separated. Rice and water can also
be separated using decantation.

A crude way of separating insoluble solids from liquids, as the liquid is poured
away and collected in another container. Note that the insoluble solid should be
able to settle down on standing and this method is not effective for obtaining
clear liquid from the mixture especially when the insoluble solid is very fine and
light.
 https://chemistrynotesblog.wordpress.com/seperation-techniques/introduction-to-separation-techniques-2/

Filtration: Separation of solids or groups of solids from the liquid in a mixture,

using a medium through which the liquid can pass.

The medium which we are using over here is the filter paper. The filter
paper is folded and placed onto the filter funnel.

https://chemistrynotesblog.wordpress.com/seperation-techniques/introduction-to-separation-techniques-2/

The liquid-solid mixture is poured onto the filter paper. Using a filter paper
with pores of a smaller size than the solid particles (and is larger than the size
of the liquid molecules), the liquid (or solvent) should pass through the filter
paper, and is collected by a collection container placed at the bottom of the filter
funnel.
 https://chemistrynotesblog.wordpress.com/seperation-techniques/introduction-to-separation-techniques-2/

The liquid that passes through the filter paper is called the filtrate while the
solid left on the filter paper is called the residue.

Evaporation: In the case which we do not need to collect the solvent. The solvent
is boiled off and escape into the air while the solute is left behind in the holding
container. Note that this method is not suitable for use on solutes which can
decomposed by heating (e.g. Copper II sulfate).

https://chemistrynotesblog.wordpress.com/seperation-techniques/introduction-to-separation-techniques-2/
Crystallisation: Used to separate a dissolved heat-liable (will decompose upon
heating and hence can sublime) solid (solute) from a solution.
You will need a saturated solution to being with. A saturated solution is a
solution that contains the maximum amount of solute dissolved in a given
volume of solvent at a particular temperature. Do not mix this up with
a concentrated solution, which is a solution that contains lots of solute
dissolved in it. The amount of solute in a concentrated solution may/may not be
the maximum amount which can be dissolved in the solution.
First, you will need to heat to evaporate off most of the solvent from a solution
to make a hot and nearly saturated solution. Else, if you already have a saturated
solution, heat it up slightly such that the solution becomes hot.
After which, allow the hot solution to cool naturally. The solubility of the solute
decreases as the solution is cooled, and the excess solute which can no longer
be dissolved in the saturated solution crystallizes out of the solution. The
crystals which are formed can be separated from the remaining solution by
filtration.

https://chemistrynotesblog.wordpress.com/seperation-techniques/introduction-to-separation-techniques-2/
Simple Distillation: To separate and collect solvent from a solution of solutes,
or in a mixture of two different liquids (with different boiling points), with the use
of heat.
The logic behind how simple distillation works is actually the same as that
of evaporation. The only difference is that a closed neck container (distillation
flask) is used to hold the mixture to be heated, with a opening/tube by the side
(of the container) connected to a condenser. The setup for simple distillation
should look something like this:

https://chemistrynotesblog.wordpress.com/seperation-techniques/introduction-to-separation-techniques-2/

As the sea water mixture is heated, water boil and changes into water vapour
gas. Since hot air rises and cold air sinks, the hot water vapour moves to the top
of the flask and passes into the condenser.

The tubes on the condenser are attached to a water source, with the water
flowing in through the lower end and flowing out through the higher end of the
condenser. This creates a cooler surface for the hot water vapour to condense
on. As the condenser is tilted downwards, towards the collecting container at the
end of the setup, the condensed water flows and drips into the collecting
container.
Fractional Distillation: Used to separate miscible liquids with different but
very close boiling point. This method is more efficient than simple distillation.
A fractionating column is introduced between the distillation flask and the
condenser. The upper portion of the column, which is closer to the condenser, is
cooler than the lower portion and hence, only gases with the same temperature
as the upper portion are allowed to pass on to the condenser. On the other hand,
the gases with higher boiling points will condense and flow back to the bottom
into the distillation flask, and is heated into a gas again. At the end, liquid with
the lowest boiling point will be the first to boil and hence the first to be distilled
out and collected.

https://chemistrynotesblog.wordpress.com/seperation-techniques/introduction-to-separation-techniques-2/

Sublimation: To separate a mixture of solids containing one which sublimes and one
(or more than one) which does not, by heating the mixture.
 https://chemistrynotesblog.wordpress.com/seperation-techniques/introduction-to-separation-techniques-2/

A cotton-stoppered inverted funnel is placed over the mixture. When the

mixture is heated, the heat-liable solid sublime and turn into a gas, and travel
to the top of the inverted funnel. Once the hot gas touches the cooler funnel, it
solidifies back into a solid. The solid can then be scrapped off and collected in
another container from the funnel.

Magnetization or Magnetic Attraction: This method involves the separation

of magnetic substances from non-magnetic substances by means of a magnet.

https://chemistrynotesblog.wordpress.com/seperation-techniques/introduction-to-separation-techniques-2/
Paper Chromatography: Used to separate a mixture of solutes (or liquid) with
different solubility and degree of adsorption. This method uses a porous or
absorbant medium (e.g. paper or jel) and a solvent which can move over the
material. This method is commonly
used for separating a mixture of dyes
in ink or different types of sugars
(e.g. glucose, fructose, sucrose).In
particular, to carry out paper
chromatography, get a rectangular
https://chemistrynotesblog.wordpress.com/ piece of filter paper and draw a
seperation-techniques/introduction-to-
separation-techniques-2/

pencilline 2 cm away from the bottle edge of the paper. Note that pen cannot be
used to draw the line here as its ink mixture will be resolved and there will be
no reference line left at the end of the experiment.

Place a drop of sample ink or mixture on the line. Let the sample dry before
placing more sample on the same spot. Place the other known components (e.g.
red, blue and green dye if we are separation an ink
sample) on the line, with a distance away from the
first ink sample, for comparison.

Place the chromatography paper on a suitable

solvent (e.g. ethanol). The solvent will “run” up the
chromatography paper after some time.
As the solvent travels up the paper,
the dyes are dissolved in the solvent.
Since some dyes are more soluble,
they travel up the paper faster than
the rest. The less soluble dyes are
absorbed more strongly on the paper
near the pencil line. This means that
https://chemistrynotesblog.wordpress.com/ identical dyes will travel the same
seperation-techniques/introduction-to-
separation-techniques-2/
distance along the length of the
paper.
When the solvent reaches near the top of the
paper, remove the paper and mark the location
where the solvent stops running. By comparing
the ink sample with the colour dyes, we know
the composition of the ink sample. For this
case, we can conclude that the ink sample
contain red, blue and green dyes.
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seperation-techniques/introduction-to-
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 What’s More

Virtual Experiment on the Ways to Separate Mixtures. (Critical

Thinking, Collaboration)
For the students:

● Watch the video on YouTube using the given URL below.

https://www.youtube.com/watch?v=35dnkCbbHvk
Title: 6 Ways of Separating Mixtures

● Write all information and concepts presented on the video using your
notebook.
• For the students, prepare your notebooks and write all necessary
information or concepts the videos may present.
• Students will watch the video on Youtube

https://www.youtube.com/watch?v=35dnkCbbHvk
Title: 6 Ways of Separating Mixtures

Be able to answer the following base on the video after watching.

1. What were the substances separated?

2. Use the table below to write your answer.

3. What are the materials used in each of the techniques presented?

4. What were the substances is being separated? Be able to fill up the
table.

Technique Substances being Separated

Example: Magnetic Separation Sand Iron Nails
 5. From the many processes happening at home, cite or enumerate
some of these showing the application of different techniques of
separation you learned.
6. Cite some examples at your home on how to apply these techniques.

What I Have Learned

Example separation techniques for mixtures:

• Filtration is used for the separation of solids from fluids (liquids or gases)
by interposing a medium through which only the fluid can pass.
• Distillation for mixtures of liquids with different boiling points.
• Chromatography separates dissolved substances by different interaction
with (that is, travel through) a material.
• Centrifugation and cyclonic separation, separates based on density
differences.
• Drying, removes liquid from a solid by vaporization.
• Magnet separation technique uses magnet to separate iron particles from
a mixture.

What I Can Do

Cite some examples at your home on how to apply these

techniques. (Character)
Watch this video to further enhance your knowledge.
https://www.youtube.com/watch?v=a9KqsB4Q26s
Title: Separating Mixtures – Sineskwela
 Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on
a separate sheet of paper.
1. Which of the following methods is most suitable for separating a mixture of
dissolved solid and water?
(A) Filtration
(B) Crystallisation
(C) Sublimation
(D) Simple Distillation

2. To separate mud from muddy water we can use filtration. The mud collected in the
filter paper is known as _______.

(A) Filtrate
(B) Residue
(C) Crystals
(D) Mixture

3. Which of the following statement is true?

(A) During distillation, water vapourises and changes into steam.

(B) During distillation, in the condenser, water evaporates.
(C) During distillation, hot water is used to run along the condenser.
(D) During distillation, the thermometer is not necessary

4. A pupil accidentally poured a blue liquid into a beaker of water in the laboratory.
The blue liquid is immiscible in water and is denser than water. What must he use
to separate the 2 liquids?

(A) Filter funnel

(B) Displacement can
(C) Separating funnel
(D) Distilling flask
What I Know What's More Assessment
Students answers D
B
may vary. C
C
Lesson 2
What I Know What's More Assessment
Solution B
A
Orange Juice C
Vinegar in Water B
Sugar in Water A
Suspension
Muddy Water
Smoke in Air
Oil mix in Water
Soap in Water
Colloid
Blood
Toothpaste
Bread
Milk
Air
LESSON 1
Answer Key
References
https://www.edinformatics.com/math_science/solutions_suspensions_colloids.htm

https://www.ck12.org/chemistry/mixture/lesson/Mixtures-MS-PS/

https://www.toppr.com/guides/chemistry/is-matter-around-us-pure/introduction-and-what-
is-a-mixture/

https://edu.rsc.org/cpd/mixtures-and-solutions/3008735.article.

https://learnbps.bismarckschools.org/mod/book/view.php?id=89460&chapterid=38043

https://examples.yourdictionary.com/examples-of-mixtures.html

https://www.teachengineering.org/lessons/view/uoh_sep_mixtures_less1

https://chemistrynotesblog.wordpress.com/seperation-techniques/introduction-to-separation-
techniques-2/