Science Stage 4

Gill

S

Mixture separation

S 43922

Number: 43922 Title: Mixture Separation This publication is copyright New South Wales Department of Education and Training (DET), however it may contain material from other sources which is not owned by DET. We would like to acknowledge the following people and organisations whose material has been used: Extract from Science Syllabus Years 7-10 © Board of Studies, NSW 2003 Overview

pp iii-iv

Screenshot of drawing toolbar from Microsoft Word used by permission from Microsoft Corporation.

Part 1, p19

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CLI Project Team acknowledgement: Writers: Sue Doolan and Richard Alliband Editors: Julie Haeusler and Rhonda Caddy Illustrators: Quan Pham and Sue Doolan

Unit contents

Unit overview iii Outcomes and essential content iii Indicative time iv Resources v Icons vii Glossary ix

Part 1: Drawing scientific equipment 1–34

Part 2: What are mixtures? 1–38

Part 3: Making and separating mixtures 1–50

Part 4: Separation methods 1–38

Unit evaluation 39

Introduction i

ii Mixture separation

Unit overview

Outcomes and essential content By completing the activities and exercises a student works towards achieving the following outcomes:

4.3 A student identifies areas of everyday life that have been affected by scientific developments.

4/5.3 Students learn about the applications and uses of science.

4/5.3a Students learn to identify and describe examples of scientific concepts and principles that have been used in technological developments (including Australian examples).

4.7 A student describes observed properties of substances using scientific models and theories.

4.7.5 Students learn about mixtures. Students learn to:

4.7.5a identify some common mixtures

4.7.5b identify, using examples, the importance of water as a solvent

4.7.5c describe aqueous mixtures in terms of solute, solvent and solution

4.7.5d identify situations where the processes of filtration, sedimentation, sieving, distillation, chromatography, evaporation, condensation, crystallisation and magnetic attraction are appropriate to separate components of a mixture.

4.12 A student identifies, using examples, common simple devices and explains why they are used.

4.12 Students learn about technology.

4.12a Students learn to identify technologies that make tasks easier or more convenient.

4.14 A student follows a sequence of instructions to undertake a first-hand investigation.

4/5.14 Students learn about performing first-hand investigations. Students learn to:

4/5.14a follow the planned procedure when performing an investigation

4/5.14b use time and resources effectively

4/5.14c safely and effectively construct, assemble and manipulate identified equipment

4/5.14d record data using the appropriate units

4/5.14e evaluate and modify experimental procedures

Introduction iii

4/5.14f demonstrate the use of safe and hygienic work practices including the correct use of safety equipment.

4.18 A student with guidance, presents information to an audience to achieve a particular purpose.

4/5.18 Students learn about presenting information. Students learn to:

4.18e use drawings and diagrams to shows relationships and present information clearly and/or succinctly

4.18f select and draw the appropriate type of diagram to convey information and relationships clearly and accurately.

4.21 A student uses creativity and imagination to suggest plausible solutions to familiar problems.

4/5.21 Students learn about the use of creativity and imagination.

4.21c Students learn to produce creative solutions for problems.

Extracts from Science Years 7–10 syllabus © Board of Studies NSW 2003.

Indicative time This unit has been written to take approximately 20 hours. Each part should take approximately five hours.

Your teacher may suggest a different way to organise your time as you move through the unit.

iv Mixture separation

Resources Resources used in this unit are:

Part 1: Drawing scientific equipment • disposable plastic or paper cup

• scissors

• water-soluble marking pen or a soft pencil

• sponge

• an empty milk carton or an empty fruit juice carton

• sheet of paper

• pencil

• ruler

• access to a computer with Microsoft Word.

Part 2: What are mixtures? • a hand lens or a magnifying glass

• table salt

• some flour from your kitchen (any kind will do)

• two pieces of paper or cardboard, preferably dark-coloured

• a teaspoon

• about a teaspoonful of soil

• a sheet of white paper

• a soft cloth such as a tea towel

• two clean, dry glass jars.

Part 3: Making and separating mixtures • measuring cylinder

• very clean test tube

• table salt

• ground pepper

• flour

• sand

• teaspoon.

Introduction v

You will need to collect at least four substances from home for testing. Here are some suggestions of things you can test.

From your kitchen:

• powder cleaner

• custard powder

• powdered milk

• cocoa.

From your bathroom:

• talcum powder

• soap.

From your laundry:

• washing powder.

From your gardening equipment:

• lime

• fertilisers.

• 4 test tubes or 4 old jars

• beaker

• a mixture containing iron, marble, sand, salt

• magnet

• beaker

• tripod

• spirit burner

• wire gauze

• safety goggles

• large glass jar

• 4 sheets of newspaper

• plastic teaspoon

• plastic wrap or a plastic bag

• 4 small plastic bags, or envelopes, or paper and sticky tape

• hot water

• matches.

vi Mixture separation

Part 4: Separation methods • flour

• Epsom salts (If you don’t have Epsom salts, use sugar.)

• plastic teaspoon

• warm water

• heat-resistant jug

• drinking straw

• matches

• filter funnel

• measuring cylinder

• 2 pieces of filter paper

• beaker

• retort ring

• retort stand

• wire gauze

• tripod

• safety goggles

• spirit burner

• 2 pieces of filter paper

• clock glass

• 2 different coloured or different types of water-soluble pens or pencils

• eye dropper, or a tap that will drip

• beaker

• clock glass

• hot water

• table salt

• cup or mug

• plastic teaspoon

Introduction vii

Icons Here is an explanation of the icons used in this unit.

Write a response or responses as part of an activity. An answer is provided so that you can check your progress.

Compare your response for an activity with the one in the suggested answers section.

Complete an exercise in the exercises section that will be returned to your teacher.

Think about information or ideas. You need to pause and reflect. You may need to make notes.

Access the Internet to complete a task or to look at suggested websites. If you do not have access to the Internet, contact your teacher for advice.

Complete a task on your computer.

Perform a practical task or investigation.

Stop and consider the risks to safety for yourself and others. Ensure that your supervisor is present for a task or activity.

viii Mixture separation

Glossary The following words, listed here with their meanings, are found in the learning material in this unit. They appear in bold the first time they occur in the learning material.

aqueous involving water

aqueous mixture mixture involving water

chemical property description of a substance’s behaviour with another chemical such as oxygen or water or air

chromatogram pattern of coloured lines produced by chromatography

chromatography separation of a mixture of substances by using differences in their ability to move through another substance

crystallisation growth of crystals

decanting pouring a liquid off a mixture of solid sediment and liquid

distillation separation method that collects pure liquid from solutions or mixtures of liquids by boiling off and condensing the liquid

evaporation method of separating liquid from a mixture

filtrate fluid (liquid or gas) part of a mixture which passes through a filter

filtration separation method using a filter

impure substance mixture

magnetic attraction method of separating magnetic material in a mixture from non-magnetic material

meniscus curved surface of a liquid

mineral chemical found as crystals in rock

Introduction ix

mixture impure substance made up of two or more pure substances mixed together

physical property property of a substance measured by itself, not with other chemicals, e.g. state, colour, odour, density, melting point, boiling point

pure substance substance containing one chemical only

residue solid part of a mixture caught on a filter

sediment insoluble material that settles out from a liquid mixture

sedimentation process in which insoluble material separates from a liquid mixture

sieving separating a mixture of different sized particles visible to using a sieve which holds larger particles but lets smaller particles through

soluble able to dissolve in a solvent

solute substance that dissolves in a liquid solvent

solution mixture formed when a solute dissolves in a solvent

solvent liquid that dissolves a substance

suspension small insoluble solid particles spread throughout a liquid

x Mixture separation