Science 6 Term 1 Week 6 - Mixtures And Separation Techniques

[00:00:08][music] >> Science 6, term 1, week 6, mixtures and separation techniques.

[00:00:19]>> [music] >> For our learning objectives, demonstrate various techniques in separating mixtures such as decantation, winnowing, scooping, picking, evaporation, filtering, >> [music] >> sieving, and using magnets.

[00:00:35]Explain the benefits of each mixture separation technique in preparing useful [music] products.

[00:00:44]Observe carefully as your teacher demonstrates an activity in front of the class. Recall what you have learned about mixtures and solutions and be ready to share your observations afterward.

[00:00:58]Set up three clear glasses of water.

[00:01:03]Add a spoon [music] of sand to glass A.

[00:01:06]Stir the water.

[00:01:07]Is it a heterogeneous or a homogeneous solution?

[00:01:12]It is a mixture because the sand and the water stay separate. The sand does not disappear from the water.

[00:01:21]Then add vegetable oil to glass C and stir. What does the glass contain? A solution or mixture?

[00:01:29]It is a mixture since the oil and water do not mix >> [music] >> well and you can still separately identify the oil from the water. The oil floats while the water is at the lower part.

[00:01:44]Can we separate the components of this mixtures?

[00:01:49]How about with other mixtures? For the coming days, you will learn different techniques on how to separate mixtures.

[00:01:55][music] Rearrange the jumbled letters inside each [music] box to identify the different techniques in separating mixtures. After identifying each technique, study the picture beside it and write a short description of the technique based on what you observe. Be ready to share your answers and explain how each technique is used to separate mixtures.

[00:02:24]For letter A, >> [music] >> decantation. It is the process of separating a liquid component [music] from a solid component or liquid below to separate the liquid from the solid and other immiscible or non-mixing liquids.

[00:02:47]Next, it is winnowing. The process that uses wind to help separate the mixtures' heavier components from its lighter ones.

[00:03:03]For the third one, scooping. A technique that involves using a scoop to separate an easily recognized substance from another substance.

[00:03:21]For the next one, picking. Choosing out substances and separating them from others by hand.

[00:03:34]Next, evaporation. [music] Used to separate soluble solids in liquids and it entails heating the mixture until all the liquid evaporates, leaving the solid residue behind.

[00:03:53]For the next one, it is filtering, a method of separating components of a mixture that has an undissolved solid in a liquid.

[00:04:07]Shieving, using a sieve or mesh, smaller particles pass through the holes, while larger particles stay on top. It is commonly used to separate sand from gravel or flour lumps.

[00:04:26]For letter H, [music] using a magnet.

[00:04:34]A method of separating magnetic materials from non-magnetic materials in a mixture.

[00:04:44]Subtopic one, techniques in separating mixtures, decantation, filtration, and shieving.

[00:04:52]Activity, mix, match, and separate.

[00:04:57]For the materials, glasses or bowls, spoons, magnets, strainer.

[00:05:05]Substances, glass half filled with water, sand, metal pins, sand or soil, flour, buttons, pebbles.

[00:05:17]Prepare pieces of paper where number one to seven are written. [music] Roll the piece of paper and place it in a box. Then, tell the learners to draw three pieces of paper and check on the numbers written on the papers.

[00:05:37]In a bowl, mix the substances corresponding to the numbers which they have drawn. Example, if one has drawn number one, four, and seven, the learner will get the glass with water, put spoonful of soil in it, and spoonful of pebbles, too. Let him mix the substances inside the glass.

[00:05:59]Afterwards, let him decide which material he will use to separate the components >> [music] >> of the mixture.

[00:06:10]What are the components of the mixture?

[00:06:15]Can we still separate its components?

[00:06:17]How?

[00:06:21]For day three, go to your assigned station and complete the activity. There are four stations.

[00:06:30]Station one, decantation. Station two, filtration. [music] Three, sieving. Four, picking.

[00:06:39]Use the materials provided at your station and complete worksheet 6.1 [music] by following the given instructions.

[00:06:47]After finishing, wait for your teacher's signal before moving to the next station.

[00:06:54]For the materials needed, station one, two clear glasses, spoon, oil, water.

[00:07:01]Station two, muddy water in a glass, filter paper, container. Station three, flour, seeds, or any available seed. Two big bowls, spoon, [music] strainer. Station four, buttons of different colors, five colors, five basins or boxes.

[00:07:25]For instructions, work cooperatively with your groupmates. Each group will be assigned to the different stations.

[00:07:32]>> [music] >> After performing the task given in each group, move to the next station. You are given 10 minutes to do the task in each station.

[00:07:41]After 10 minutes, the teacher will ring the bell. This means that you need to move now to the next station, whether you are done in the task or not. [music] Here are the things you need to do in each station.

[00:07:56]Station one, get one glass of water half filled with water.

[00:08:01]Put two spoons of oil inside the glass of water.

[00:08:05]Using a spoon, stir the water. Describe what you observe after stirring the mixture.

[00:08:12]Let [music] the mixture settle for at least 1 minute. What do you observe to the mixture of water and oil after 1 minute?

[00:08:20]Get the other clear glass. Slowly pour the oil in it. Were you able to separate the water from the oil?

[00:08:28]While pouring the oil to the other glass, what happened to the water?

[00:08:32]What technique of separating mixture was used in this activity? Describe the technique used.

[00:08:41]For station two, get the needed materials.

[00:08:44]Place the filter paper on the wide-mouthed jar. Describe the muddy water.

[00:08:50]Slowly pour the muddy water into the jar.

[00:08:54]After pouring the muddy water into the jar, what do you observe on the filter paper? Describe the water after it passed through the filter paper.

[00:09:04]Were you able to separate the water from the particles of mud?

[00:09:08]What technique did you use in separating them? Describe the technique used.

[00:09:15]For station three, get the needed materials. In a bowl, mix the flour and the munggo seeds. Position the strainer on the second bowl. Slowly pour the flour and munggo mixture in the strainer and gently shake the strainer or gently mix it using a spoon. As you are shaking or mixing the flour and munggo mixture, what do you observe?

[00:09:39]After the activity, what happened to the flour and mixture?

[00:09:44]Which component of the mixture passed through the strainer? Why?

[00:09:48]What separating method was used to separate the flour from the seed?

[00:09:53]Describe the technique used.

[00:09:57]For station four, get the needed materials. Put all the buttons in the big bowl. Separate the buttons based on their colors.

[00:10:06]What technique did you use to separate the components of the mixture? Describe the technique used.

[00:10:15]For day four, for station one, what were the components of the mixture presented in station one? The components of the mixture presented in station one were oil and water. [music] What happened to the oil and water after stirring them together?

[00:10:36]The oil and water did not mix even after stirring them.

[00:10:41]After 1 minute, what happened to the water and oil?

[00:10:45]The oil and water did not mix. The oil remained on top of the water.

[00:10:52]Were you able to separate the components of the mixture?

[00:10:55]Yes, we were able to separate the oil from the water.

[00:11:01]How did you do it?

[00:11:03]We slowly transferred the oil to the other glass by gently pouring it in it.

[00:11:10]What technique of separating mixture is this?

[00:11:13]This technique is called decantation.

[00:11:17]What is decantation?

[00:11:19]>> [music] >> Decantation is the process of separation in which liquids and different densities separate. In this experiments, the water is denser than the [music] oil.

[00:11:31]For station two, what mixture is presented in station two?

[00:11:36]Muddy water.

[00:11:38]Describe the muddy found in station two.

[00:11:41]What are the components of muddy water?

[00:11:45]After pouring the muddy into the other jar, what did you observe on the filter paper?

[00:11:51]Particles of soil, small pieces of twigs, [music] leaves were left on it.

[00:11:58]Why do you think these were left on the filter paper?

[00:12:02]These particles cannot pass through the filter.

[00:12:07]Describe the water that passed through the filter paper.

[00:12:11]The water is clearer after passing through the filter. This is so because the soil and other solid particles [music] mixed in water were filtered or separated from the water.

[00:12:24]What technique is used to separate the solid particles from the water?

[00:12:29]Filtration technique was employed to separate the components of this mixture.

[00:12:36]What is filtration?

[00:12:38]Filtration is the process in which solid particles in a liquid are removed using a filter medium like the filter paper that permits the fluid to pass through but retains solid particles.

[00:12:53]For station three, what mixture is presented in station three?

[00:12:59]It is a mixture of flour and munggo seed.

[00:13:03]When you place the mixture on a strainer and gently shook it, what did you notice?

[00:13:09]While shaking the strainer, flour particles passed through the strainer leaving the munggo seed on the strainer.

[00:13:17]Why were the munggo seeds left on the strainer?

[00:13:20]The munggo seeds cannot pass through the strainer.

[00:13:25]What separation technique was used in this activity?

[00:13:28]The technique used to separate the mixture was sieving.

[00:13:33]What is sieving?

[00:13:35]Sieving is the process of removing particles from a mixture based on differences in particles.

[00:13:43]For station four.

[00:13:46]What mixture was present in station four?

[00:13:49]A mixture of buttons of different colors.

[00:13:53]Were you able to separate the buttons based on their color?

[00:13:57]Yes, we separated the mixture of buttons based on their colors.

[00:14:03]What technique you used in separating the buttons?

[00:14:07]We employed the picking technique to separate the buttons. [music] What did you use to pick the buttons to separate them from the rest?

[00:14:17]We used our bare hands to pick the buttons so we could grip them [music] according to their colors.

[00:14:25]What is picking?

[00:14:27]Picking is a separation technique in which components of a mixture can be separated by just picking them out by hands, hand picking.

[00:14:38]Given different mixtures or situations below, identify which is the best separation technique to employ to separate their components. Write F if your answer is filtration, S if sieving, D if decantation, and P if picking.

[00:14:57]Impurities of water.

[00:15:00]Fruit [music] salad. Milk from grated coconut milk.

[00:15:04]Dirty water. Sand and water.

[00:15:12]Different flavors of chocolates. Small stones [music] from rice grains.

[00:15:17]Washing rice. Munggo from flour.

[00:15:21]Oil from marbles.

[00:15:28]Here are the correct answers.

[00:15:30]>> [music]