Activity 4.
2
To Sieve or Not To Sieve?
LESSON CONCEPT
Another method of separating mixtures is sieving. It is a simple technique for
separating particles of different sizes. A sieve such as used for sifting flour has very small
holes. Coarse particles are separated or broken up by grinding against one-another and
against screen openings. Depending upon the types of particles to be separated, sieves
with different types of holes are used.
MATERIALS:
Container/ plastic cups
Plate/ flat container
Sieve/strainer with varied hole sizes
Dry sand
Flour
Rice grains
Rise husks
Sand
Saw dust
Small pebbles
PROCEDURES:
Gather materials.
Sort separately the materials in different containers/plastic cup.
Discuss among your group your reason for sorting the objects.
Choose five combinations of the materials and mix them in a separate container.
Try to predict first which method is more appropriate in separating the mixtures. Record
it as your 1st method in the given table.
Perform the method of separation that you predicted and observe. Take note of the
observations.
Table 1.
Materials 1st Method Observation
1 2
Guide Questions:
1. Describe the mixtures.
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2. How were you able to separate the individual component of
the mixtures?
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3. Do you need any materials to separate the components of the
mixture? Why?
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4. Which mixture did you find easy to separate? Difficult? Why?
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MAGNETIC OR NOT?
Activity 5.1
Day 1
LESSON CONCEPT:
Objects have magnetic property depending on its
composition. There is a common misconception that magnets
attract all metals, largely due to the ubiquity of steel in metal
products. One method to test whether an object is magnetic or
not is through the use of permanent magnet.
TIME: 1 class period
MATERIALS:
Small permanent magnet
Steel item
Iron Item
Aluminum Item
Plastic Item
Wood Item
Brass Item
Other items that conveniently found
PROCEDURES:
1. Gather the needed materials.
2. List all the materials to be tested in the Table 1.
3. Predict first if the materials you have is either magnetic or not
magnetic based from its physical appearance. Write your
prediction in Table 1
4. Now, try to test if the materials are magnetic or not by testing
if they can be attracted to a permanent magnet.
5. Upon completion of the tests. discuss the results as a whole
class.
Table 1: Magnetic Properties
No Materials Magnetic or Non- magneric
. Prediction observation
1
2
3
4
5
6
7
8
Guide Questions:
1. Which materials are attracted to magnet? Why?
2. Which materials are not attracted to magnet? Why?
3. What happens when you change your magnet with an
electromagnet? Will the „ magnetic property of the material
change? Why?
Evaluation:
1. List down five (5) materials found at your home that can be
attracted to magnets.
Separating a Mixture of Iron Filings and Sand Using a Magnetic
Bar
Purpose
The ultimate objective of this experiment is for students to know
that magnetic separation of mixtures can be done on mixtures of
magnetic and non-magnetic substances.
Background to experiment
Magnetic separation is one of the ways of separating heterogeneous
solid mixtures. This is done by the use of a bar magnet. A bar
magnet is an object made of certain materials which can attract
metals like iron. The use of a bar magnet is one of the simplest and
easiest ways of physical separation of magnetic substances from
non-magnetic substances. This is done by passing the magnet over
the mixture when it will pick the magnetic substance out of the
mixture (see Figure 1). Magnetic impurities are removed from their
ores by the use of magnetic separation. This can also be applied in
the laboratory, e.g. to a mixture of iron filings and sulphur. Fig.
1. Separating a mixture of iron filings and sand using a magnetic
bar
Equipment/ Materials
Magnetic bar
Iron fillings, iron chippings, or metal scraps
Sand
Petri dish/ plastic plate/bowl
Plastic bag/wrapper CHE Pack 4 - Magnetic Separation5
Produced by the Chemistry Group, UCC, as part of DelPHE-funded
collaboration between University of Cape
Coast and The Open University, UK
Other requirements
Working bench/table, Open space, Laboratory coat, Eye goggles,
Nose mask, Hand gloves.
Experimental Procedure
Procedure:
Mix the sand with the iron filings in the plastic plate as
shown in Figure 1
wrap the plastic bag around the bar magnet
suspend the bar magnet over the plate
the iron would be collected / attracted to the surface of the
magnetic bar
carefully remove the plastic bag around the magnetic bar and
scrape off the iron filings
Repeat the procedure from step 2 until all the iron fillings are
removed.
This will help separate the iron filings from the sand
Reflection on the experiment
Why was the sand not attracted to the magnet?
Can the same procedure be used to separate carpenter's nails from saw dust? Give a
reason(s)
for your answer
ACTIVITYSHEETS
Separating Mixtures
Activity 1: Decantation
Reminder:
1. Always follow laboratory safety rules.
Objective:
• At the end of the activity leamers must be able to explain when to
use decantation in separating mixtures.
Materials:
• Beaker
• sand
• Water
• Spoon
Procedure:
I. Advanced Preparation
Prepare all the materials on the table.
II Activity Proper
1.Put three (3) tablespoons of sand into the beaker.
2. Pour three-fourth (3/4) of water into the beaker, and let the sand settle
at the bottom of the beaker.
3. Slowly pour out the water from the beaker until the sand remains.
Guide Questions:
Q1. What have you observed when your pour out water from the beaker?
Q2. Why did you pour out the water from the beaker?
Q3. When do we use decantation?
Activity 2: Evaporation
Reminder:
1. Always follow laboratory safety rules.
Objective:
At the end of the activity, leamers should be able to explain when to
use evaporation in separating mixtures.
Materials:
- Salt Solution
- Alcohol lamp/hot plate
- Match/lighter
-Graduated cylinder
-Tripod
- Stirring rod
- Evaporating Dish
Caution: Make sure to avoid contact with the hot plate or the evaporating
dish when hot to avoid getting burned.
Procedure:
1. Measure twenty (20) mL of salt solution using a graduated cylinder.
2. Pour the twenty (20) mL salt solution in the evaporating dish.
3. Place the evaporating dish on the tripod.
4. Place the alcohol lamp under the tripod.
(Note: If using hot plate, put the evaporating dish on top of the hot plate and
set the temperature to hot mode.)
5. Light the alcohol lamp (Ask assistance from the Teacher)
6. Let the water inside the evaporating dish boil until no water is left in the
evaporating dish. Evaporating Dish Wire gauze Tripod Alcohol
Guide Questions:
Q1. What happens to salt solution after the water evaporated?
Q2. What was left in the beaker?
Q3. In what other ways can we use evaporation in separating mixture?
Activity 3: Filtration
Reminder:
1. Always follow laboratory safety rules.
Objective:
- At the end of the activity, leamers should be able to explain when to use
filtration in separating mixtures.
Materials:
Two (2) pcs 250 mL beaker
• Water
• Sand
• Filter paper/ "katsa"
• Funnel Iron stand
• Iron ring
• Test tube
Procedure
1. Mix water and sand in the 250 mL beaker.
2. Attach the iron ring to the iron stand.
3. Place the funnel in the iron ring.
4. Place the filter paper inside the funnel.
5.Pour the mixture into the funnel as shown in Figure 2.
6. The funnel is supported by an iron ring and the filtrate is received in
another beaker.
Guide Questions:
1. What was left in the filter paper?
2. What happens to the water poured into the funnel?
3. When do we use filtration in separating components of a mixture?
4.Which method works better in separating sand and water, decantation or
filtration? Why?
Activity 4: Sieving
Reminder:
1. Always follow laboratory safety rules.
Objective:
• At the end of the activity, leamers should be able to
explain when to use sieving in separating mixtures.
Materials:
• Flour sifter Colored paper
• One half (½) cup Flour
• Two (2) tablespoon rice grains (uncooked)
• Mixing bowl
• Spoon
Procedure
1. Mix one-half (½) cup of flour and two (2) tablespoons of rice
grains into the
2. mixing bowl using a spoon. Place the colored paper on the table.
3. Put the mixture of flour and rice grains into the flour sifter.
4. Shake the flour sifter slowly and let the sifted substance fall into
the colored paper.
Guide Questions:
1. What was found on the colored paper after sifting?
2. What was left in the flour sifter?
3. In what other ways can we use sieving?
Activity Sheet for Group 1 (A
Learners)
I. Title: Separate Me If You Can!
II. Objective: At the end of the activity leamers should be able to separate
iron - copper mixture.
III. Materials:
• Ten (10) grams iron filings
• Ten 10) grams - copper dusts/ steel wool filings
• One (1) pc magnet
• 100 mL water
• One (1) pc plastic cellophane
• One (1) pc watch glass/ glass cover
Equipment:
• Triple beam balance
• 250mL Beaker
IV. Procedure
• Using the given materials, design an experiment showing
decantation and using magnet in separating mixture of water, copper, and
iron filings.
V. Guide Questions
1. How did you separate iron and copper mixture from water?
2. How about iron filings from copper dusts?
Activity Sheet for Group 2 (A Learners)
I. Title: Separate Me If You Can!
II. Objective: At the end of the activity learers should be able to obtain salt
from seawater or salt solution.
III. Materials
• Twenty (20) mL seawater or salt solution (water and salt)
•One (1) evaporating dish
• One (1) tripod
•One (1) wire gauze
•alcohol lamp or Bunsen burner
IV. Procedure
• Using the materials, make a procedure showing how to obtain salt
from seawater or salt solution.
V. Guide Questions
1. How did you produce salt from seawater or salt solution?
2. What method of separating mixture did you apply?
3. How did you know that the solid substance left on the evaporating dish is
salt?
4. What do you call the solid substance that was left on the evaporating dish?
5. Suppose the seawater is cloudy, what method of separation would you do
first to produce clean, white salt - free from solid impurities?
Activity Sheet for Group 3 (A Learners)
I. Title: Separate Me If You Can!
II. Objective: At the end of the activity leamers should be able to separate
coconut milk and water.
III. Materials
• unfiltered coconut milk (water was added before extracting milk from
grated coconut meat)
• Two (2) 250mL beaker
• "katsa"
IV. Task
• Using the materials, make a procedure showing how to separate coconut
milk and water.
V. Guide Questions
1. How did you separate coconut milk and water?
2. What method/s of separating mixture did you apply?
3. How does filtration differ from sieving?
Activity Sheet Group 1 (B Learners)
I. Title: Separate Me If You Can!
II. Objective: At the end of the activity leamers should be able to separate
iron - copper mixture.
IlI. Materials
• One (1) teaspoon copper dusts/ steel wool filings
•One (1) teaspoon iron filings
• One (1) pc magnet
•One (1) pc plastic cellophane
• One (1) sheet bond paper
IV. Procedures
1. Mix one (1) teaspoon each of copper dusts and iron filings in a clean sheet
of bond paper. Make sure that the mixture is well scattered.
2. Cover the magnet with a piece of plastic cellophane to make it easier to
detach the iron filings from the magnet after performing the activity.
3. Hold the magnet above the mixture and move in circular motion without
touching the mixture.
4. Observe and record your observations.
V. Guide Questions
1. How did you separate iron from copper?
2. Suppose the iron and copper mixture is placed in a jar with water, what
technique of separating mixtures would you use?
Activity Sheet for Group 2 (B Learners)
I. Title: Separate Me If You Can!
II. Objective: At the end of the activity leamers should be able to obtain salt
from seawater or salt solution.
III. Materials
• Twenty (20) mL seawater or salt solution (water and sait)
• One (1) evaporating dish
• One (1) tripod
• One (1) wire gauze
• alcohol lamp or Bunsen burner
IV. Procedure
1. Prepare a set-up as shown below
Figure 1. Evaporartion Set-Up
2. Add the seawater or salt solution into the evaporating dish.
• Let the seawater or salt solution evaporate until a white solid substance is
left.
• Taste the substance.
Caution: Do not taste the substance unless you are told by the teacher.
V. Guide Questions
1. How did you produce salt from seawater or salt solution?
2. What method of separating mixture
3. How did you know that the solid substance left on the evaporating dish is
salt?
4. What do you call the solid substance that was left on the evaporating dish?
5. Suppose the seawater is cloudy, what method of separation would you do
first to produce clean, white salt - free from solid impurities?
Activity Sheet for Group 3 (A Learners)
I. Title: Separate Me If You Can!
II. Objective: Separate coconut milk and water.
III. Materials
• unfiltered coconut milk (water was added before extracting
milk from grated coconut meat)
• Two (2) 250mL beaker
• "katsa"
V. Procedure
1. Filter the remaining coconut meat from its milk.
2. Let the mixture rest for 30 minutes. Coconut milk will float in
water.
• Decant the mixture.
V. Guide Questions
1. How did you separate coconut milk from water?
2. What method/s of separating mixture did you apply?
3. How does filtration differ from sieving?
