COLO HIGH SCHOOL SCIENCE PROGRAM STAGE 4
Unit
7.1
Title
Separating Substances
(Modified for implementation from 2005)
Allocated Time
Framework statement/context
In this introductory unit students will gain knowledge and understanding of models, theories and
laws. They will begin to use the particle theory of matter to explain the nature of mixtures. Students
will follow a sequence of instructions to undertake a first-hand investigation, developing skills in
manipulating equipment and working safely in a laboratory. They will begin to write procedural texts as
they learn various methods of separating mixtures. Students will also gain knowledge and
understanding of the applications and uses of separation methods in everyday life.
Language list:
Science
laboratory
safety
extinguisher
apparatus
experiment
Bunsen burner beaker
tripod
gauze
filter funnel
mixture
solution
suspension
solvent
solvent
soluble
insoluble
Outcomes
A student
4.14 follows a sequence
of instructions to
undertake a first-hand
investigation.
4.22 undertakes a variety
of individual and team
tasks with guidance.
Unit Content
A student will indicate achievement of the outcome when
they:
4.14 performing first-hand investigations:
a) follow the planned procedure when performing an
investigation
f) demonstrate the use of safe and hygienic work practices
including the correct use of safety equipment.
4.22.1 work individually to:
c) accept responsibility for maintenance of a safe working
environment for themselves and others.
d) evaluate the effectiveness of their performance in
completing tasks.
Science Unit Curriculum K–12 Directorate
NSW Department of Education and Training
5 weeks
Assessment
Peer Assessment: Safe use of Bunsen burner
Writing a procedural text
Topic test
procedure
pure
boiling
aim
impure
distillation
method
separation
filtration
result
particle
decant
conclusion
property
Suggested teaching/learning activities
Resources:
Discuss the use of laboratories in science and the need for
safety rules. Have students draw a plan and locate major items.
Conduct a safety audit of a laboratory and issue safety rules.
Follow a procedure to safely investigate the functioning of the
Bunsen burner. Use the Bunsen burner to a heat solid (eg
CuSO4) and a solution (eg salt water) in a test tube safely.
Assessment Task
Using a checklist, carry out a peer evaluation to assess how
safely students use a Bunsen burner to heat water in a test
tube
HIS book 1 p4-5, p6-7
CS book 1 p8-9, 12-13
Science Search book 1
pages 4-9
Colo High School
Year 7 Science Program Separating Substances page 1 of 3
Outcomes
A student
4.7 describes observed
properties of substances
using scientific models
and theories
Unit Content
A student will indicate achievement of the outcome when
they:
4.7.5 mixtures:
a) identify some common mixtures.
b) identify, using examples, the importance of water as a
solvent.
c) describe aqueous mixtures in terms of solute, solvent and
solution.
4.7.1 the particle model of matter:
a) Identify that matter is made of particles that are
continuously moving and interacting.
4.7.5d) identify situations where the processes of filtration,
sedimentation, sieving, distillation, chromatography,
evaporation, condensation, crystallization and magnetic
attraction are appropriate to separate components of a
mixture
Suggested teaching/learning activities
Working in a group, have students write down a definition of a
mixture and generate a list of mixtures. Compare definitions.
Discuss methods of classifying mixtures (e.g. homogeneous or
heterogeneous).
Examine a bottle of soft drink. Is it a pure substance or a
mixture?
Explain the concept of a solution and relate this to the soft
drink naming the solvent and the various solutes.
Investigate the solubility of a range of common substances.
Compare solutions with suspensions.
Draw simple diagrams to show particles in various mixtures
such as solutions and suspensions.
Familiarize students with basic equipment used to carry out a
range of separation techniques. Discuss everyday applications
of these separation techniques (View video: Separating
Mixtures)
Resources:
HIS book 1 p45-49
CS book 1 p28-32
Science Now book 1 pages
87-93
Science Search book 1
pages 10-13, 30-33
CS book 1 p6-7, p3235
HIS book 1 p50-55,
p58-61
Video: Separating Mixtures
4.14 follows a sequence
of instructions to
undertake a first-hand
investigation
4.14 perform first-hand investigations:
a) follow the planned procedure when performing an
investigation
b) use time and resources effectively
c) safely and efficiently construct, assemble and manipulate
identified equipment hygienic work practices including the
correct use of safety equipment
Science Unit Curriculum K–12 Directorate
NSW Department of Education and Training
Filter muddy water to collect residue and filtrate.
Evaporate the water from soft drink to collect solutes.
Decant a mixture of oil and water using a separating funnel
Use magnetic separation to extract iron from sand.
Sieve and mixture of sediments and pebbles.
Science Search book 1
pages 140-147
Science Now book 1
pages 94-99
Colo High School
Year 7 Science Program Separating Substances page 2 of 3
Outcomes
A student
4.18 with guidance,
presents information to
an audience to achieve a
particular purpose.
Unit Content
A student will indicate achievement of the outcome when
they:
4.18 present information:
a) select, and use appropriately, a discussion, explanation,
procedure, exposition, recount, report, response or
experimental record for oral or written presentation
e) use drawings and diagrams to present information clearly.
Suggested teaching/learning activities
Resources:
Discuss the purpose and features of a procedural text.
Teacher models the process of writing a procedural text for
carrying out a demonstrated separation, e.g. distillation,
centrifuging and chromatography.
Show students how to draw scientific diagrams of equipment
set up for separations.
Assessment Task
Teacher performs a separation (eg. separate tea leaves from
sugar and water using filtration and evaporation) students
observe making rough notes then use these to write a
procedure.
Extension Activity
4.3 identifies areas of
everyday life that have
been affected by
scientific developments
4.3 a) Identify and describe examples of scientific concepts
and principles that have been used in technological
developments (including Australian examples)
Science Unit Curriculum K–12 Directorate
NSW Department of Education and Training
Present students with a mixture of sand, salt, polystyrofoam
balls and iron fillings. Have them work in a group to plan a
series of separations to recover each component of the mixture.
They should write a procedure for each separation and carry it
out
Work in a group to investigate an application of separation
technology to everyday life. Gather information and carry out a
separation simulation into one of the following processes;
 Sewage treatment
 Water purification
 Separation of mineral from waste rock using froth
floatation - an Australian innovation
Present information to the class in the form of a poster and/or a
demonstration.
Assessment task
Topic test
HIS book 1 p56-57
CS book p36-41
Science Now book 1 pages
102-103
Science Search book 1
pages 148-151
Colo High School
Year 7 Science Program Separating Substances page 3 of 3