Substances and Mixtures
Substances and Mixtures
Substances and Mixtures
3 MIXTURES
Many things around you are mixtures. Some are solid
like brass, or liquid like seawater, or gas like air. Mixtures contain more
than one component. These components may vary in size. The variation in
size may tell whether a mixture is homogeneous or heterogeneous.
Activity 1
Sea water! See water and salt!
Objective
In this activity, you should be able to collect distilled water and salt
from seawater.
Materials Needed
Procedure
1. Prepare a distillation
setup as shown in Delivery tube
Handle
TAKE properly the
CARE! glassware and
flammable
materials.
Figure 1. Simple distillation setup
Note: Make sure the source of heat is not removed while the
distillation is in progress.
Q1. What is the taste of the distillate? Is the taste the same as seawater?
4. Set the rest of the distillate aside for later use. Label it properly.
Figure 2.
Evaporation using a water bath
7. Apply heat to the seawater until all the liquid has evaporated. Let it
cool. Using a hand lens, examine what is left in the evaporating
dish.
Activity 2
Looks may be deceiving
Part A
Objectives
Materials Needed
6. Stop heating when the liquid sample reaches half of its original
volume.
7. Present your data for distilled water in a graph. Place the temperature
reading along the y-axis and the time along the x-axis. Label the
graphs appropriately.
Q1. Refer to the graph and your data for distilled water, what do you notice
about its temperature during boiling?
Q2. How would you define a substance based on what you have observed?
Q3. Refer to the graph and your data for seawater, what do you notice about its
temperature during boiling?
Q4. How would you define a mixture based on what you have observed?
Table 1. Temperature readings of the liquid samples during boiling at 30-sec interval
Appearance/Odor
Temperature (oC)
at start of boiling
30
sec
60
sec
90
sec
120
sec
150
Temperature
sec
(oC)
after 180
sec
210
sec
240
sec
270
sec
300
sec
Materials Needed
Procedure
b) Fold the cut-out into 4 equal parts. Place the folded cut-out on
top of the cover (inner part) of the ice cream can. See Figure 4b.
Figure 5.
Improvised melting dish
TAKE Handle
CARE! properly
flammable
materials.
3. Using the tip of a ballpen cap, place about a scoop of benzoic acid
in X1 and benzoic acid-salt mixture in X4 marks of the improvised
melting dish. Do not put anything in the X2 and X3 marks.
Scoop of
sample
5. Start the timer immediately after applying heat under the center of
the improvised melting dish. Also, make sure that each sample
receives the same amount of
heat. Observe each sample as TAKE Do not inhale
they melt. CARE! the fumes/
vapor.
Appearance
Q2. How would you define a substance based on what you have observed?
Q3. What did you observe while benzoic acid-salt mixture is melting?
Q4. How would you define a mixture based on what you have observed?
In the next activity, you will apply what you have learned from this
module in classifying unknown samples. This time, you have to figure out
which setup fits best with the sample you are given. You have to work out a
procedure to identify if the sample is a substance or a mixture. Try to design
the procedure first by recalling what you have done in the previous
activities. Let these activities serve as a guide which you can check side by
side with your design. Take note of safety measures and wait for your
teacher to give you the “go signal” before proceeding.
Activity 3
My Unknown Sample: Substance or Mixture?
Objective
Materials Needed
unknown sample
Procedure
2. Perform the activity that you designed after your teacher has
checked your procedure.
Q1. What is your basis in identifying the unknown sample you have?
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In the next module, you will learn more about substances. Collect as
many product labels as you can, you will refer to them as you identify and
classify the substances present in the product.