TEACHER GUIDE
Mixtures &
Separation
Techniques
MIXTURES AND SEPARATION TECHNIQUES
Overview
Now that students have been presented with their challenge from SILA YOUTH and have learned how to identify between physical and
chemical changes, they need to expand their knowledge to include mixtures and separation techniques. This is the last step before they
will have to create their own protocol, run their experiment and report their results and recommendations.
In this activity, students will be looking at the differences between pure substances and mixtures. They will then gain a better
understanding of some separation techniques such as filtration and distillation. Once they have been exposed to these concepts, they
will use their knowledge to purify a mock contaminated water sample.
Subject: Science and Technology
World(s)
Material World
Disciplinary Competencies
Competencies
Components
C1. Seeks answers or solutions to scientific or
technological problems.
Cr.3. Appropriate implementation of the procedure.
C2. Makes the most of his/her knowledge of
science and technology
Cr.3. Relevant explanations or solutions.
Page 2
Level: Secondary 1.1
MIXTURES AND SEPARATION TECHNIQUES
Prior Knowledge: Science

Prior Knowledge: Math

Using a graduated cylinder

Links to Math
None
Vocabulary
Decantation
Dilute
Distillation
Distillate
Filtrate
Filtration
Pure substances
Purification
Heterogeneous mixture
Homogeneous mixture
Immiscible
Insoluble
Materials needed
Sedimentation
Soluble
Solution
Solvent
Suspension
Turbidity
Duration

5 X 45 minute periods
Breakdown
None
RECAP (5-10 minutes)
THE SITUATION (5-10 minutes)
EXPERIMENT (10-15 minutes)
TEACHER DIRECTED NOTES (20-30 minutes)
EXPERIMENT (45-90 minutes)
ANALYSIS (30 minutes)
REFLECTION ACTIVITY (10-15 minutes)
REVIEW QUESTIONS (20-25 minutes)
EVALUATION
Page 3






Filter funnel
Filter paper
Retort stand
Clamp
Beakers
Hot plate





Contaminated water sample
Flask
Rubber stopper with a hole
Anti-bump granules
Glass tubing
MIXTURES AND SEPARATION TECHNIQUES
DEFINITION OF TERMS
Decantation
Dilute
Distillation
Distillate
Filtrate
Filtration
Heterogeneous mixture
Homogeneous mixture
Immiscible
Insoluble
Pure substances
Purification
Sedimentation
Soluble
Solution
Solvent
Suspension
Turbidity
Decantation:
To pour a liquid from one container into another
Dilute:
To make thinner or less concentrated by adding a liquid such as water
Distillation:
The evaporation and subsequent collection of a liquid by condensation as a means of
purification
Distillate:
A liquid condensed from vapor in distillation
Filtrate:
Material, especially liquid, that has passed through a filter
Filtration:
The act or process of filtering, especially the process of passing a liquid or gas, such as air,
through a filter in order to remove solid particles
Heterogeneous mixture:
Is a type of mixture in which the components can easily be identified, as there are two or
more phases present
Homogeneous mixture:
A type of mixture in which the composition is uniform
Immiscible:
Two or more liquids incapable of being mixed to form a homogeneous substance
Insoluble:
Incapable of being dissolved; incapable of forming a solution, especially in water
Pure substances:
A sample of matter, either an element or a compound, that consists of only one type of particle
Purification:
The act of cleaning by getting rid of impurities
Sedimentation:
The formation of a deposit in a liquid by the setting out of suspended materials.
Soluble:
Capable of being dissolved, especially easily dissolved in some solvent, usually water Solution:
a homogeneous mixture of two or more substances
Solvent:
A substance in which another substance is dissolved, forming a solution
Suspension:
A mixture in which small particles of a substance are dispersed through a gas or liquid. If a
suspension is left undisturbed, the particles are likely to settle to the bottom
Turbidity:
Having sediment or foreign particles stirred up or suspended; muddy
Page 4
MIXTURES AND SEPARATION TECHNIQUES
Teaching Strategy:
Duration: 5-10 minutes.
The goal of this part of the activity is for students to work
autonomously and find the answers to the questions. If students
are having difficulty with this, they can use their notes from
previous years, their textbook or any other available resources.
Permanent colour change
After they have recorded their answers, you can ask individual
students to share their answers.
A gas is produced
Formation of a precipitate
These are review questions from the previous activity on
physical and chemical changes.
Heat or light produced
QUESTION 2. Answers
Answers are on the
right side of the page.
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
Page 5
P
C
P
P
P
C
P
P
C
P
MIXTURES AND SEPARATION TECHNIQUES
Teaching Strategy:
Duration: 5-10 minutes.
This will be the introduction to the “Teacher Directed Notes”
section.
Before starting this activity take the time to review the following
with the students:
- The Mine Clean-Up undertaken by the Quebec
government and Makivik,
- The creation of SILA YOUTH to address this problem,
- The contaminated mine sample to be evaluated and
processed
- The report the student will have to put together.
- What the students have discovered in their last activity on
physical and chemical changes.
Once that has been completed, you can present “The Situation”
to the students using the following or other ESL strategies:
- Read the stories and questions orally to the students one
at a time.
- Have each student read the stories silently.
- Have the students read silently, pair up and explain the
stories to their partner.
- Choral reading.
The best practice is to use more than one of the suggested
strategies.
Page 6
MIXTURES AND SEPARATION TECHNIQUES
Teaching Strategy:
Duration: 10-15 minutes.
Setting the scene for the experiments to come.
Read the “I Observe” section to the students. To make it more
theatrical, you can to bring in different types of mixtures to show
the difference between homogeneous and heterogeneous
mixtures (mixed cake batter, oil & vinegar, soup, salad, etc). This
visualization will help the students remember the concept.
This might be an ideal time to review the terms from the word wall
and the supplementary notes on separation techniques.
If possible, demonstrate each of the separation techniques while
reinforcing the proper names for the lab equipment and the
proper methods to set-up apparatus.
Page 7
MIXTURES AND SEPARATION TECHNIQUES
Teaching Strategy:
Duration: Continued from previous section.
Read the “I Develop a Research Question” and the “I Define the
Variables” section to the students.
To help the students with recording their results, read and clarify
the items on the data table (page 13 of the Student Booklet) so
that they are clear as to how to respond and record results.
The experiments will take 1-2 classes to complete. They can be
divided into two sets of experiments to make them more
achievable in a 45 minute period.
Students can work individually or in groups on the labs. If you
choose individual lab groups, a lot more consumable materials
will be required.
For each lab, you should encourage the students to read the lab
directions prior to conducting the experiments. To avoid
confusion, only one lab should be conducted at a time.
The foundation has now been laid for the “Teacher Directed
Notes”.
Page 8
MIXTURES AND SEPARATION TECHNIQUES
Teaching Strategy:
Duration: 20-30 minutes.
MATTER
Pure Substance
Mixtures
Heterogeneous
You should start with having the students complete the pure
substance and mixtures graphic organizer. If you want to make
this activity more interactive, provide the class with a list of
words to be used and allow the students time to fill in the blanks.
Their answers can then be shared with the class.
Homogeneous
Before labeling the two diagrams of particles, go over the
definitions for “Homo” and “Hetero”. Once this has been
completed, allow the students to try to figure out which container
is which.
Homogeneous
Heterogeneous
If you are using examples of different types of solutions, this
would be a good opportunity to visually show the differences
between homo and hetero solutions.
It is Greek in origin and means "same".
It is Greek in origin and means "the opposite".
The document “Pure Substances, Mixtures & Separation
Techniques” covers all of the topics in the TEACHER
DIRECTED NOTES section in greater detail.
Page 9
MIXTURES AND SEPARATION TECHNIQUES
Teaching Strategy:
Pure substance
Duration: Continued from previous section.
Mixture
A sample of matter, either an
element or a compound, that
consists of only one type of particle.
Pure Substances:
 When reviewing pure substances, refer to the periodic
table of elements.
 An example of a pure substance with two or more
particles would be distilled water.
o A possible demonstration comparing properties of
tap water versus distilled water.
Homogeneous
Distilled Water
pH of 7
density of 1 g/ml
does not conduct electricity
Heterogeneous
A type of mixture in which the
composition is uniform, There are
different particles in the mixture but
the particles cannot be differentiated
A type of mixture in which the
components can easily be identified,
as there are two or more phases
present
Tap Water
pH range of 6 - 8.5
density of 0.99999 g/ml
poor conductor of electricity
Homogeneous Mixtures:
 Demonstrate how salt (or sugar) can easily dissolve in
water – creating a homogeneous mixture.
 Use this salt-water solution to also demonstrate the terms
solute, solvent and solution. (showing solubility)
 Keep the solution you use when demonstrating
distillation ( the salt and water separate and become two
different types of particles)
Heterogeneous Mixtures:
 Demonstrate how sand and water cannot be easily
dissolved in water – creating a heterogeneous mixture.
 Use this sand and water mixture to demonstrate
insoluble.
 Use oil and water or oil and vinegar to demonstrate
immiscible
Page 10
MIXTURES AND SEPARATION TECHNIQUES
Teaching Strategy:
Duration: Continued from previous section.
When solid substances that are
heavier then water particles
deposit or collect at the bottom of
the container they form sediment.
To pour a liquid from one
container into another
Sedimentation: Slow but Sure
• When solid substances that are heavier than water
particles deposit or collect at the bottom of the container
they form sediment.
• E.g. Orange juice, Salad Dressing, sand and ocean water.
Sedimentation:
 Using a sand and water mixture demonstrates
sedimentation.
 Place this mixture in a container, shake it and then watch
the sand (sediment) collect at the bottom of the container.
 Demonstrate the above situation with the oil and water or
oil and vinegar mixture.
Decantation: from one container to another
• It is often used after sedimentation.
• A heterogeneous mixture that has layers can be
separated into distinct substances.
Decantation:
 When decanting from one container to
another, it is important to be careful to not
agitate the sediment.
 A glass rod may be used to help decant.
Page 11
MIXTURES AND SEPARATION TECHNIQUES
Teaching Strategy:
Duration: Continued from previous
section.
The act or process of filtering,
especially the process of passing
a liquid or gas, such as air
through a filter in order to remove
solid particles
The evaporation and subsequent
collection of a liquid by
condensation as a means of
purification
Filtration: Fast and Effective
• Separates different substances of a
heterogeneous mixture using a barrier
device (e.g. Filter paper).
• E.g.: Vacuum
Filtration:
 Demonstrate the proper way of folding
filter paper to fit in funnel.
 Can use orange juice (with pulp) or
coffee grains and a percolator
Distillation: Separating the invisible
• Uses the substance’s boiling point.
• When the water boils it is condensed and collected in a separate
holding device.
• Once this pure water is obtained it is called the distillate.
• The solid particles that are left behind in the original container are
called the residue
Any other notes you deem necessary.
Distillation: (use salt-water solution)
 When demonstrating distillation, it is very important to stress proper
safety with equipment.
 Turn off the heat when the water level is low – if you wait too long
then the salt will burn at the bottom of the flask
 Review the states of matter
o When the water in the solution reaches the boiling point, it turns
into vapour (gas) then cools while travelling along the rubber tube
and becomes water again in the collecting beaker.
 During demonstration review terms such as distillate, residue, etc
Page 12
MIXTURES AND SEPARATION TECHNIQUES
Teaching Strategy:
Duration: 45-90 minutes.
Experiment 1: Filtration
Before beginning the lab, discuss the properties of the
“contaminated water” mixture and fill-in the chart with the results.
-
Review the terms discussed in the results chart (e.g.
turbidity)
Put possible answers on the board for students to use
when filling in the results table
Make sure students keep the filtrate and enter their observations
in the result table before moving on to Experiment 2.
The contaminated water sample can be made in a variety of
ways. The most basic one would be to dissolve 10-15 grams of
table salt in 100 ml of tap water and then add approximately 25
ml of sand. Many other solutions are possible. You have full
autonomy here to make your own as long as the resulting
mixture can be separated by filtering and distillation. Oatmeal
can also be used in addition to or instead of sand.
For more advanced students, oil could be added to the
contaminated water sample so that an additional step of
decantation could be added.
Page 13
MIXTURES AND SEPARATION TECHNIQUES
Teaching Strategy:
Duration: Continued from previous section.
Experiment 2: Distillation
The students will use the filtrate collected from experiment 1. If the
lab is to be completed on different days, the samples can be
refrigerated.
Anti-bump granules
- Anti-bumping granules are small,
irregularly shaped stones added to
liquids to make them boil more
smoothly. Without granules, a liquid
heated in a smooth container can
become superheated and release
vapour suddenly, sometimes violently. This sudden bubble
of gas can cause the solution and reagents to be thrown out
of the container, possibly causing severe burns, ruining an
experiment, or simply making a mess. Anti bump granules
are typically made of porous material such as alumina,
calcium carbonate, porcelain or carbon, and often have a
nonreactive coating of PTFE (Teflon)
Remind students to complete the result chart before and after
distillation.
Page 14
MIXTURES AND SEPARATION TECHNIQUES
Teaching Strategy:
Duration: Continued from previous section.
Experiment 1: Filtration
Results may vary slightly depending on how early the
“contaminated water” mixture was prepared. The more times the
oatmeal has to soak the better the results
Properties
Before Filtration
After Filtration
Colour of solution
Cloudy/White
Less Cloudy
High
Low
Many Particles
Little to no
Particles
Turbidity
(high or low)
Presence of
suspended particles
Experiment 2: Distillation
For further enrichment students may test the properties of the
distillate to compare it with the properties of water.
Properties
Colour of solution
Turbidity
(high or low)
Presence of
suspended particles
Page 15
Before Distillation
Slightly Cloudy
After Distillation
Colourless/Clear
Low
Low/None
Little to no
Particles
No Particles
MIXTURES AND SEPARATION TECHNIQUES
Teaching Strategy:
Duration: 30 minutes
These questions can be completed individually or in groups.
The water is not pure. Only the sediment
(solid) was removed. Some small particles
can still be seen in the Sample.
As enrichment or with the class, test the proposed explanations
given in the analysis questions.
As an enrichment activity, write the question below for students
to answer by researching or providing a thorough opinion
The water is pure. The last of the solute
remained in the flask. Only the water was
evaporated and collected in the beaker.
“Can distillation be done on a large scale (i.e. a lake or
river)?”
Filtration
Distillation
Page 16
MIXTURES AND SEPARATION TECHNIQUES
Teaching Strategy:
Duration: 10-15 minutes.
This section can be completed as homework if time does not
permit the work to be completed during class time. These
questions should be completed individually by the students.
ANSWERS:
a.
I think that the best method to remove large floating
particles is ___FILTRATION_____ (sedimentation,
filtration, decantation, distillation). These particles are said
to be __INSOLUBLE____ (insoluble, soluble, immiscible, in
suspension).
b.
___DISTILLATION____ (sedimentation, filtration,
decantation, distillation) may remove invisible particles.
These particles are said to be ___IN__ _SUSPENSION_
(insoluble, soluble, immiscible, in suspension) in water.
c.
For example: The pulp in orange juice and the spices in
Italian salad dressing could be separated using
___FILTRATION____ (sedimentation, filtration,
decantation, distillation).
d.
The sugar in maple syrup and the minerals in sea water
could be separated using ___DISTILLATION____
(sedimentation, filtration, decantation, distillation).
Page 17
MIXTURES AND SEPARATION TECHNIQUES
Teaching Strategy:
Duration: 20-25 minutes.
This section can be completed as homework if time does not
permit the work to be completed during class time. These
questions should be completed individually by the students.
ANSWERS:
1. D
2. A
3. B
4. C
Page 18
MIXTURES AND SEPARATION TECHNIQUES
Teaching Strategy:
Duration: Continued from previous section.
ANSWERS:
1. G
2. D
3. E
4. B
5. A
6. F
7. C
8. H
9. K
10. J
Page 19
MIXTURES AND SEPARATION TECHNIQUES
Resources
Documents
Videos
“Pure Substances, Mixtures & Separation
Techniques Notes” Word or PDF
None
Explorations Textbook
A
B
197-205
195-201
Facile Learning
For Further Reading /
Additional Resources
Links
Evaluation
Previous activity:
Other
None
Observatory Textbook
OTHER
9-21
Not applicable
Lesson 3 – Topic 1

Various science textbooks
Wikipedia:
http://en.wikipedia.org/wiki/Main_Page
http://fr.wikipedia.org/wiki/Wikip%C3%A9dia:Accueil_principal

An evaluation section is included at the end of this booklet. An additional evaluation sheet is also
available which includes a student evaluation portion.
Mixtures and Separation Techniques
Page 20
Next
activity:
Mine Clean-Up
MIXTURES AND SEPARATION TECHNIQUES
Flow chart of activities for the Mine Clean-Up LES BLOCK B:
Physical &
Chemical Changes
Mixtures &
Separation
Techniques
Page 21
Mine Clean-Up
MIXTURES AND SEPARATION TECHNIQUES
4
2
1
Respects the safety rules
without prompting most of
the time. Only needs to be
reminded of minor issues
such as hair being tied
back.
Respects the safety rules
most of the time. Only
needs to be reminded once.
Respects the safety rules
only when prompted by the
teacher, numerous times (2
or more).
Does not respect the safety
rules at all.
Works independently and
correctly fills in 4-5
squares.
Works independently and
correctly fills in 3 squares.
OR
With help from the teacher,
is able to correctly fill in
all 6 squares.
Works independently and
correctly fills in 2 squares.
OR
With help from the teacher,
is able to correctly fill in 35 squares.
Works independently and
correctly fills in 1square.
OR
With help from the teacher,
is able to correctly fill in 12 squares.
Works independently and
correctly fills in 4-5
squares.
Works independently and
correctly fills in 3 squares.
OR
With help from the teacher,
is able to correctly fill in
all 6 squares.
Works independently and
correctly fills in 2 squares.
OR
With help from the teacher,
is able to correctly fill in 35 squares.
Works independently and
correctly fills in 1square.
OR
With help from the teacher,
is able to correctly fill in 12 squares.
The student respects
safety rules.
The student makes useful
observations. Data table,
Experiment 1. Student
Book, page 13.
The student makes useful
observations. Data table,
Experiment 2. Student
Book, page 13.
Always respects the
safety rules without
prompting.
Works independently
and correctly fills in all 6
squares.
Works independently
and correctly fills in all 6
squares.
Page 22
Teacher
notes
COMPETENCY 1
Seeks answers or solutions to scientific or technological
problems
Cr.3. Appropriate implementation of the procedure.
Criteria
Score
Competency
Average
3
Traces
5
Traces
Competencies and
Evaluation Criteria
Observable
Evaluation:
MIXTURES AND SEPARATION TECHNIQUES
4
3
2
1
Works independently and
comes up with 1 out of 3
points
OR
With help from the teacher, is
able to come up with 2 out of 3
points.
Works independently and
comes up with an answer that
links to the situation
OR
With help from the teacher, is
able to come up with 1 out of
three points.
The student formulates explanations
or solutions that are accurate, useful
and complete: Do you think that
the distillate is now pure water?
Explain why or why not. Student
Book, page 14.
Works independently and comes up with all
three of the following:
- water (sample) is pure
- only the solute remains in the flask
- only water was removed from the filtrate by
evaporation
There is no level 4 here.
Works independently and
comes up with 2 out of 3
points
OR
With help from the teacher, is
able to come up with all three
points.
Works independently and
comes up with 1 out of 3
points
OR
With help from the teacher, is
able to come up with 2 out of 3
points.
Works independently and
comes up with an answer that
links to the situation
OR
With help from the teacher, is
able to come up with 1 out of
three points.
The student formulates explanations
or solutions that are accurate, useful
and complete: Which two
separation techniques were used to
purify the contaminated water
sample? Student Book, page 14.
The student formulates explanations
or solutions that are accurate, useful
and complete: Questions a-d on
page 15 of the Student Book.
Works independently and comes up with both
filtration and distillation. There is no level 4
here.
Works independently
and answers all 6
questions correctly.
Works
independently and
answers 5 out of the
6 questions
correctly.
Traces
Works independently and
comes up with 2 out of 3
points
OR
With help from the teacher, is
able to come up with all three
points.
Traces
Works independently and comes up with all
three of the following:
- water (or sample) is not pure
- only the solid (sediment) removed
- some small particles still remain
There is no level 4 here.
Works independently and comes up with only one of the
following: filtration and distillation. There is no level 2 here.
OR
With help from the teacher is able to come up with both filtration
and distillation.
Works independently and
comes up with an answer that
is not relevant but links to the
situation.
OR
With help from the teacher is
able to come up with only one
of the following: filtration or
distillation.
Traces
The student formulates explanations
or solutions that are accurate, useful
and complete: Do you think that the
filtrate is now pure water? Explain
why or why not. Student Book, page
14.
Works independently and
answers 3 or 4 out of 6
questions correctly
OR
With help from the teacher is
able to correctly answer all 6
questions.
Works independently and
answers 1 question correctly.
OR
With help from the teacher is
able to correctly answer 1-2
questions.
Traces
COMPETENCY 2
Makes the most of his/her knowledge of science and technology
Cr.3. Relevant explanations or solutions.
Page 23
Works independently and
answers 2 of the questions
correctly.
OR
With help from the teacher is
able to correctly answer 3-5
questions.
Competency
Average
5
Criteria Score
Competencies and Evaluation
Criteria
Observable
Evaluation:
MIXTURES AND SEPARATION TECHNIQUES
2
1
Carefully chooses
vocabulary that may
surpass expectations.
All vocabulary
used is
appropriate.
Most vocabulary
used is appropriate.
Some vocabulary used
is appropriate.
Nothing written and the
vocabulary used is
inappropriate
Working in a group
Participation is
essential to the
functioning of the
group. Student
ensures that all
members contribute.
Contributes
positively to the
working of the
group.
Participation is
considered
functional and
adequate.
Participation in the
group is limited and
forced.
Refuses to communicate or
work in a group.
OTHER
The student uses
appropriate vocabulary.
Page 24
Competency
Average
3
Criteria
Score
4
Teacher notes Traces
5
Teacher notes
Competencies and
Evaluation Criteria
Observable
Evaluation: