Methods of physical separation

• Groups the learners and give them different mixtures to separate [e.g. dry substances; mixtures with water; magnetic and non-magnetic substances; etc.].
• Let each group report back on the method that they used to separate.

• Let the groups brain storm to make a list of the different methods they / their mothers use to separate substances when cooking.
• Allow the learners to report back.
• Inform the learners that they will watch a PowerPoint presentation of different ways to separate substances.
• Remind them to be attentive, because there are many facts and new terminology words in the slide show and presentation that will follow after their discussion.
• Show Video Link 2: Slide Show: Ways of separating mixtures. [There are 57 slides.  Only select the slides that are applicable for your learners].
• Present an overview of the different physical methods of separation by using Presentation 2: Methods of physical separation.

• Groups brain storm and report back.
• Complete Worksheet B: Separating mixtures.
• Teacher to use Worksheet B: Memorandum to mark the learners’ work.

• Give each group a container with iron filings, paper clips, needles, rubbers, pencils or any other objects].
• Distribute one magnet to every group.
• Instruct them to write down their hypothesis before determining which items are attracted to the magnet. They must report back.
• Select one of the following video clips about separation:

Video Clip 3:  Separation: Iron & Sand Mixture. [1:30]

Video Clip 4:  Separating a mixture [sand, salt and iron]. [2:28]

Video Clip 5:  Elements of Chemistry: Separating Mixtures. [6:25]

• The learners first write down their hypothesis before they test and jot down which objects are attracted to the magnet.
• They report on their findings.
• They watch video clip 3/ 4/ 5.
• Complete Worksheet C: Separation process.
• Teacher to use Worksheet C: Memorandum to mark the learners’ work.