Science

Quarter 1 Module 1:
Matter
Science – Grade 6
Alternative Delivery Mode
Quarter 1– Module 1– Matter
First Edition, 2020

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Published by the Department of Education

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Undersecretary: Diosdado M. San Antonio
Assistant Secretary:

Development Team of the Module

Authors: Diane Camille S. Hervera

Editors: Dr. Anicia J. Villaruel, Roy O. Natividad, Dr. Roselyn Q. Golfo, Aires J. Rey
and Maria Christen P. Acyatan
Reviewers: Dr. Anicia J. Villaruel, Roy O. Natividad and Dr. Roselyn Q. Golfo,
Illustrators: Dexter M. Macalelong and Michael A. Habig
Layout Artist: Sayre M. Dialola
Management Team: Dr. Wilfredo E. Cabral, Job S. Zape Jr., Eugenio S. Adrao, Fe M.
Ong-Ongowan, Dr. Hermogenes M. Panganiban, Dr. Babylyn M.
Pambid, Josephine T. Natividad, Dr. Roselyn Q. Golfo, Dr. Anicia J.
Villaruel, Sayre M. Dialola and Roy O. Natividad.

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 6

Science
Quarter 1 – Module 1:
Matter
Introductory Message
For the facilitator:

Welcome to the Science 6 Alternative Delivery Mode (ADM) Module on Matter!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping the
learners meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their needs
and circumstances.

In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module. You
also need to keep track of the learners' progress while allowing them to manage their
own learning. Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.

For the learner:

Welcome to the Science 6 Alternative Delivery Mode (ADM) Module on Matter!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
 This will give you an idea of the skills or competencies
What I Need to Know you are expected to learn in the module.

This part includes an activity that aims to check what

What I Know you already know about the lesson to take. If you get all
the answers correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link the current
What’s In lesson with the previous one.

In this portion, the new lesson will be introduced to you

What’s New in various ways; a story, a song, a poem, a problem
opener, an activity or a situation.
This section provides a brief discussion of the lesson.
What is It This aims to help you discover and understand new
concepts and skills.
This comprises activities for independent practice to
What’s More solidify your understanding and skills of the topic. You
may check the answers to the exercises using the
Answer Key at the end of the module.
This includes questions or blank sentence/paragraph to
What I Have Learned be filled in to process what you learned from the lesson.

This section provides an activity which will help you

What I Can Do transfer your new knowledge or skill into real life
situations or concerns.
This is a task which aims to evaluate your level of
Assessment
mastery in achieving the learning competency.
In this portion, another activity will be given to you to
Additional Activities enrich your knowledge or skill of the lesson learned.

This contains answers to all activities in the module.

Answer Key

This is a list of all sources used in developing this

References:
module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it!
 TABLE OF CONTENTS

Introductory message ································································ ii

Table of Contents ····································································· iv

What I Need to Know ······························································· 1

Lesson 1: What I Know ······························································ 2

Mixtures and Their Characteristics ··············································· 3

What’s In ············································································ 3

What’s New ····································································· 4

What is It ············································································ 4

What’s More········································································ 7

What I Have Learned ···························································· 10

What I Can Do ····································································· 10

Assessment ········································································ 11

Additional Activities······························································· 12

Answer Key ········································································ 13

Lesson 2: What I Know ······························································ 16

How Do We Separate Mixtures? ·················································· 17

What’s In ············································································ 17

What’s New ····································································· 18

What is It ············································································ 18

What’s More········································································ 20

What I Have Learned ···························································· 22

What I Can Do ····································································· 23

Additional Activities······························································· 24
 TABLE OF CONTENTS

Assessment ··········································································25

Additional Activities ································································27

Answer Key ··········································································25

Lesson 3: What I Know·······························································28

Characteristics of Vertebrates and Invertebrates ······························29

What’s In ·············································································29

What’s New ······································································30

What is It ·············································································30

What’s More ········································································32

What I Have Learned ·····························································34

What I Can Do······································································35

Assessment ·········································································35

Additional Activities ·······························································36

Answer Key ·········································································37

References ··········································································38
 What I Need to Know

This module was designed and written with you in mind. It is here to help
you master the Mixtures. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module is divided into three lessons, namely:

• Lesson 1-Mixtures and Their Characteristics

• Lesson 2-How Do We Separate Mixtures?
• Lesson 3-Benefits of Separating Mixtures

After going through this module, you are expected to:

1. describe the homogeneous and heterogeneous mixtures;

2. describe solutions as homogeneous mixture;
3. infer that colloid and suspension are heterogeneous mixtures;
4. identify the techniques in separating mixtures such as decantation,
evaporation, filtering, sieving, and using magnet; and
5. tell the benefits of separating mixture from products in community
 What I Know

Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. Mixed nuts, halo-halo and buko salad are examples of what kind of mixture?
A. gas C. homogeneous
B. heterogeneous D. liquid

2. What do you call the combination of two or more substances?

A. compound C. mixture
B. cream D. water

3. Which of the following is an example of heterogeneous mixture?

A. corn oil C. water and sand
B. water and salt D. water and sugar

4. Which of the following is the best description of colloids?

A. clear, flawless substance C. dark, black substance
B. clear, pure substance D. sticky, creamy substance

5. What part of the solution is being dissolved?

A. base C. solute
B. gas D. solvent

6. In a sugar solution, which is the solvent?

A. pepper C. sugar
B. salt D. water
 What I Know

7. What part of the solution is being dissolved?

A. base C. solute
B. gas D. solvent

8. How do the solute particles in a suspension behave after mixing with solvent?
A. all particles appeared clearly
B. settle at the bottom
C. dissolve in solvent
D. A and B

9. A suspension is a heterogeneous cloudy mixture in which solute-like

particles settle out of a solvent- like phase sometime after their introduction. Do
you agree?
A. Not at all, classifying suspension is based on the phase of the
dispersed substance and what phase it is dispersed.
B. Maybe, the substance in the dispersed phase must be larger than the
size of a molecule.
C. No, the substances remain dispersed and do not settle to the bottom.
D. Yes, the particles are big enough to eventually settle.

10. What do you call to the substances that can be dissolved in water?
A. dissolution C. soluble
B. insoluble D. solution
 Lesson
Mixtures and Their
1 Characteristics
Many things we use are mixtures. We make mixtures. We “break
down” mixtures to get components that we need. We also modify them as
needed. Mixtures are made up of two or more substances that are not
chemically combined with each other. Mixtures are prepared in different
ways. Proof of this is the varying degrees of sweetness of sugar
solutions. Evaporated milk tastes different from condensed milk.
Cosmetics come in different colors. There are different flavors of ice cream. Different
alcoholic drinks have different biting tastes. There are all sorts of soaps, shampoos,
lotions and toothpastes available in the market. These products are prepared in many
different ways.

There are many kinds of mixtures. Some are naturally occuring mixtures while
others are human-mixed. Some mixtures are even edible. Can you give examples of
these mixtures?

What’s In

How do you define a mixture? A mixture is two or more materials combined in

any proportion and held together by physical forces instead of chemical forces. There
are an infinite number of mixtures around you. Air is a mixture. It is made up of different
gases that vary in amount at different times of the day. When you prepare coffee
powder, sugar and hot water. The amount of each component that you put into the
mixture varies according to how you want your coffee to taste.

Many products that you buy are mixtures. Rubbing alcohol, for instance, is a
mixture of isopropyl alcohol and water. The ratio most often used in preparing rubbing
alcohol is 30% water. This means that for every 100 milliliters (mL) of rubbing alcohol,
70 mL is isopropyl alcohol and 30 mL is water. This is the ratio found to be most
effective against bacteria.

There are two major types of mixtures:

1. Homogeneous or uniform mixtures
2. Heterogeneous or non-uniform mixtures
 What’s New

A fertilizer is used by farmers to help plants and crops grow better. Some farmers
use natural fertilizer, which is called a compost, it is a mixture of food waste, animal
manure and other biodegradable materials. Other farmers use chemical fertilizers,
which is a mixture of different chemicals, most notably, a chemical named ammonium
nitrate.

What is It

Types of Mixtures

Type Characteristics Examples

Homogeneous • It
has a uniform composition. • mixture of sugar in
• The particles of the mixture are not water
visible by the naked eye. • mixture of salt in
• The particles cannot be separated water
by filtration. • air
• The mixtures are stable (the • sweet tea
particles do not settle down). • orange juice
• The path of a beam of light is not
visible in the mixture.

Heterogeneous • It
has a non-uniform composition. • mixture of salt and
• The particles are visible by the sand
naked eye. • mixture of oil and
• The particles can be separated by water
filtration. • fruit salad
• The mixtures are unstable (the • milk and cereals
particles settle down). • pizza
• The path of a beam of light is
visible in the mixture.
 In homogeneous or uniform mixtures, the added component is called the
solute, and the main ingredient is called the solvent. A solution is made up of only
one phase. The solid particles in a solution do not settle to the bottom and are not
retained on a filter. When a beam of light is focused onto a solution, the path of the light
is not visible.
Some substances dissolve more easily than others. Substances are soluble in
water, that is, they can dissolve in water. Coffee, milk powder, chocolate granules,
sugar, salt, orange juice, alcohol and detergent are all soluble in water. However, there
are substances that cannot be dissolved in water. Oil and other similar substances are
insoluble in water. When a liquid is not soluble in another liquid, we say that these two
liquids are immiscible. Hence, oil and water are immiscible. On the other hand, alcohol
and water are miscible because alcohol can be dissolved in water.
This property of solutes is called solubility. It is measured in the amount of
solute that can dissolve in a fixed amount of solvent. Air is an example of gaseous
solution. Metal alloys are examples of solutions in the solid phase. Ammonia water is
a liquid solution made up of ammonia gas dissolved in water. Ammonia gas is the solute
and water is the solvent.

Types of Solutions

Type of Solution Mixture Solute

Liquid Soft drink Carbon dioxide (gas)

Solid Bronze Tin (solid)

Gas Air Oxygen (gas)

Liquid Ammonia water Ammonia (gas)

Solid Amalgam Silver (solid)

In heterogeneous or non-uniform mixtures, mixtures can be natural or man-

made. Much of the food we eat are heterogeneous mixtures. Fried rice, chopsuey,
pinakbet and fruit salad are some examples. We mix ingredients that go well together.
Suspensions and colloids are the two forms of heterogeneous mixtures.
In suspensions, the dispersed ingredient’s particles are not really dissolved in
the liquid. It later settles at the bottom of the container. It needs to be stirred to keep the
concentration of the suspension consistent. Its particles are larger than those of a
solution and a colloid. It appears cloudy and its particles are retained on filter paper.
The suspended particles are called the dispersed particles while the continuous phase
is the suspension medium. The dispersed particles in a suspension are larger than
those in solutions and in colloids.
The particles in a suspension are larger than 100 nanometers. Because of the large
particle size, the phases of a suspension separate upon standing. Hence, the solid
particles of the milk of magnesia settled to the bottom after some time. Some examples
of suspension are dirty canal water, muddy water, gravel and sand, salt and sugar, sand
and pebbles, palay and rice grains.
In Colloids, the dispersed particles do not settle, because it is light enough to
stay dispersed in the dispersal medium. Its particles range in size from 1 to 100
nanometers. A colloid also exhibits such properties as Tyndall effect, Brownian
movement and adsorption. The examples are milk, paint and toothpaste.

paint milk
This movement of colloidal particles is called Brownian movement.
A colloid also has the ability to physically hold other substances on its surface. This
ability is called adsorption. A colloid exhibits the Tyndall effect, which is the ability to
scatter light so that a beam of light becomes visible.

Dispersed Dispersing
Name Example
Material Medium
Fog, clouds,
Liquid Gas Liquid aerosol
Insecticide spray
Solid Gas Solid aerosol Smoke, dusty air
Meringue, whipped
Gas Liquid Liquid foam
cream, froth
Gas Solid Solid foam Styrofoam, rubber
Paint, glue, muddy
Solid Liquid Liquid sol
water
Certain alloys such as
Solid Solid Solid sol steel, pearls,
gemstones
Liquid Solid Gel Gelatin,
Liquid Liquid Liquid emulsion Mayonnaise, milk
Liquid Solid Solid emulsion Cheese
 Comparison of the Properties of Solution, Colloid, and Suspension

Property Solution Colloid Suspension

Particle size Less than 1 nm 1 to 100 nm More than 100 nm

Appearance Clear Cloudy Cloudy

Separates or
Separation Does not separate Does not separate
settles
Particles do not
Passes through Passes through
Filterability pass through filter
the filter paper the filter paper
paper
Effect of beam of Light can pass Light cannot pass
Scatters light
light through through
Example Salt solution Mayonnaise Muddy water

What’s More

Activity 1: Check Me!

Directions: Read the characteristics of mixtures given in the second column.

Identify if it is homogeneous or heterogeneous mixture. Place a check
mark under the column of your answer.

Heterogeneous Homogeneous
Characteristics
Mixture Mixture
1. Components can be separated by
physical means.
2. The additive component is so finely
dispersed in the main ingredient such
that it can’t be seen.
3. Particles are uniformly distributed.
4. The substances are identified in
different phases.
5. Particles are non-uniformly
distributed.
Activity 2: Pick Me!

Directions: Read the following mixtures inside the box. Identify these into solution,
suspension or colloid. Write your answer in the proper column.

oil and water sugar and water

sand and water mayonnaise flour and water

salt and water paint toothpaste

milk body creams

Suspension Colloid Solution

Activity 3: Mixing Time!

Directions: Read the name of the things inside the box. Choose two materials and
combine to make heterogeneous and homogeneous mixtures.

leaves buttons

vinegar pasta spaghetti sauce

salt soil food coloring

water sugar

Homogeneous Heterogeneous

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.
 What I Have Learned

1. Homogeneous or uniform mixtures are mixtures where the additive component is

so finely dispersed in the main ingredient such that it can’t be seen.
2. Heterogeneous or non-uniform mixtures are mixtures where you could easily see
the components or ingredients.
3. Suspensions and colloids are the two forms of heterogeneous mixtures.
4. Suspensions, the dispersed ingredient’s particles are not really dissolved in the
liquid. It later settles at the bottom of the container.
5. Colloids, the dispersed particles do not settle, because it is light enough to stay
dispersed in the dispersal medium.

What I Can Do

Directions: Complete the Venn diagram by comparing the characteristics of

homogeneous and heterogeneous. At the center, write what they have
in common.

Homogeneous Heterogeneous
 Assessment

Directions: Choose the letter of the correct answer. Write your answer on the
separate sheet of paper.

1. Which statement is true about heterogeneous mixtures?

A. Heterogeneous mixtures exemplify uniform distribution of components
all throughout.
B. Heterogeneous mixtures are mixtures with ingredients that remain
visible after being mixed.
C. There is only one phase of matter observed in heterogeneous
mixtures.
D. The heterogeneous mixtures are also known as solution.

2. Which colloid has both protective and decorative function?

A. blood C. gulaman
B. creams D. paint

3. Homogeneous mixture has the same properties. It means that the substances
mixed thoroughly and after stirring, it appeared as one substance. You can no
longer distinguish one component from the other. What is the other term for
homogenous mixture?
A. dissolution C. solution
B. solute D. solvent

4. Which statement is true that the temperature affects the solubility of the
solute?
A. An increase in temperature means decrease in solubility.
B. An increase in temperature means increase in solubility.
C. The hotter the solvent, the slower the solute dissolves.
D. The colder the solvent, the faster the solute dissolves.
 Assessment

5. Some substances do not dissolve completely in solvents. The particles that do

not dissolve settle down at the bottom of the container. Is this a suspension
mixture? Why?
A. Yes, because particles in suspension does not dissolve completely.
B. No, because particles dissolve completely.
C. Maybe because I am not sure.
D. It can be, but let me try.

Activity 1: Check and Cross!

Directions: Put a check before the number if the statement is true and cross if
it is not.

_____1. When the components are easily seen in the mixture, it is

heterogeneous.
_____2. Heterogeneous mixtures are non-uniform mixtures which show the
individual property of the ingredients.
_____3. Oil mixed with water is an example of heterogeneous mixtures.
_____4. Sugar crystals when dissolved in water makes a solution. The
resulting product is a heterogeneous mixture.
_____5. Homogeneous or uniform mixtures are mixtures where the additive
component is so finely dispersed in the main ingredient such that it
can’t be seen.
Activity 2: Time to Write!

Write five examples for each kind of mixture (Homogeneous and

Heterogeneous) that you see in everyday life. Answer this question: Do you think
mixtures are important in our daily life? Why?
 What’s More
Activity 3: Mixing Time!
What’s More
Activity 2: Pick
What’s More
Activity 1: Check Me!
What I Know
1. B
2. C
3. C
4. D
5. C
6. D
7. C
8. B
9. D
10. C
Additional Activities Additional Activities
Activity 1
Activity 2
1. /
(Answers may vary) 2. /
3. /
4. X
5. /
What I Can Do Assessment
1. B
(Answers may vary) 2. D
3. C
4. B
5. A
 What I Know

Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. It is used to separate an insoluble substance from a liquid mixture. The liquid

passes through holes in the filter paper but the solid particles are left behind.
What technique in separating a mixture is it?
A. decantation C. filtration
B. evaporation D. using magnet

2. To separate solid from a solution by heating, what technique in separating a

mixture is it?
A. decantation C. filtration
B. evaporation D. using magnet

3. Which mixture can be separated through decantation?

A. soy sauce and salt C. water and oil
B. soy sauce and vinegar D. water and pebbles

4. To separate rocks into different sized particles for road building and other
construction projects, which technique is applicable?
A. condensation C. sieving
B. evaporation D. using magnet

5. This involves separations of the components that form distinct layers like the
mixture of water and oil. What technique in separating a mixture is it?
A. condensation C. evaporation
B. decantation D. sieving
 What I Know

6. Which statement is TRUE about sieving?

A. It relies on gravity to pull precipitate, out of solution, so there is
always some loss of product.
B. The process of separating mixtures by removing a liquid layer that is
free of a precipitate.
C. It allows liquid to settle at the bottom of the mixture.
D. It is the process of separating particles by size.

7. Which statement is correct about separating mixture through a filter?

A. The liquid passes through holes in the filter paper but the solid particles
are left behind.
B. Insoluble substances from a liquid can be separated by using a filter.
C. The liquid which has passed through the filter is called the filtrate.
D. All of the above

8. This is a process of separating mixture which magnetically susceptible material

Is attracted from a mixture using a magnetic force. What kind of separating
mixture is this?
A. evaporating C. sifting
B. magnetism D. sieving

9. Which statement is correct about separating mixture through a filter?

A. The liquid passes through holes in the filter paper but the solid particles
are left behind.
B. Insoluble substances from a liquid can be separated by using a filter.
C. The liquid which has passed through the filter is called the filtrate.
D. All of the above
 What I Know

10. Which of these is NOT one of the benefits in separating mixtures through
evaporation?
A. This involves heating the solution until the solvent evaporates leaving
behind the solid residue.
B. When we process salt, we have first to evaporate or let the water be
evaporated.
C. It is the process by which solid materials are removed from fluid
mixture.
D. It is great for separating a mixture of a soluble solid and a solvent.
Lesson
How Do We Separate
2 Mixtures?
Humans deal with very few pure substances. Many of the chemicals we work
with are actually mixtures.We know that most substances occuring in nature are
mixtures. To obtain pure substances, it is necessary to separate the components of
a mixture. Pure substances have great importance in chemical industries. Pure
substances are used in laboratories to study the chemical nature of substances and
to produce a chemical compound laboratory.

Since mixtures form part of our everyday life, the separation of these
mixtures into their component part is important. Examples are purification of
between drinking water and making of filter coffee.

What’s In

One substance alone cannot be a mixture. A mixture is made up of two or

more different substances. A mixture can contain solids, liquids and/or gases. The
components of mixtures retain their physical properties, they are not chemically
joined; they are just mixed. That means we do not need to use chemical reactions
to separate them. It is thus possible to separate these components using
mechanical means. But which method of separation should you use for a particular
mixture? The individual substances in a mixture can be separated using different
methods, depending on the type of mixture. `

Mixtures can be separated by:

1. picking up each solid;
2. sifting the mixture through the use of a cheesecloth;
3. magnetism or using a magnet to separate iron filings or magnetic
materials;
4. decantation wherein the sediment is allowed to settle at the bottom of the
container and then the liquid is carefully poured at;
5. filtration wherein solutions or gases pass through a filter;
6. and evaporation is a process of separating mixture by heating.
 What’s New

Chemists have created a new technique which will enable industries to

separate complex chemical mixtures. Researchers have created organic
molecular crystals that would separate important aromatic molecules.
The process relies heavily on distillation techniques which separate these
kinds of mixture into more simple molecules used as starting point for plastics,
drugs and other new materials. This ability to separate complex molecules using
less energy will benefit chemical and petrochemical industries and next
generation chemicals in the future.

What is It

The method of separating the substance that make up mixture depends on

the physical properties of the substances. Mixture made up of large particles like
rice and tiny stone may be handpicked.
A mixture of solute and solvent may be allowed to stand to let the
undissolved substance to settle at the bottom of the container. Then the liquid may
poured slowly to leave the solid particles. This is known as decantation.

oil and water

Another way of separating mixtures is by evaporation. Applying heat will

cause the liquid in a mixture to evaporate leaving the other component/substance
behind.
 What is It

Another method of separating a mixture of a

solid and a liquid is filtration. Filtration is the
process of separating an insoluble solid from the
liquid substance by allowing the liquid to pass
through a porous material. The porous material is
usually a filter paper. The method of separation
applies only to suspensions because solute and
colloidal particles are too small to be retained on
the filter paper. In this process, the filter paper
allows the liquid to pass through it and retains the
solid particles. The solid is called the residue,
while the liquid is called the filtrate.
In a mixture of grains of sand, and water, the grains of sand cannot
pass through the cheesecloth. Water separates from the grains of sand when it
passes through the cheesecloth. This method of separating mixtures is called
filtration. In filtration, solutions or gases pass through the filter but particles which
cannot fit through the filter are trapped by it. An example of this is to filter a
mixture of pepper and water. In the laboratory, filtration is carried out using filter
paper but we also use filtration at home like when we use tea strainers, face mask
and food strainer. In common language, when we use the sieve (salaan), we are
sieving. An example of this is when we separate coconut milk from the
grated coconut meat.

Magnet maybe used to separate mixtures when one of its components is

magnetic like iron filings and small nails. Mechanical separation involves the use of
tools such as magnets, forceps and sieves to separate solids that are mixed
together. The magnetic material is attracted by the magnet, leaving the
non-magnetic material behind substances that are not soluble and mixed with
solutes maybe separated by sieving or filtration.
 What’s More

Activity 1: Match Me!

Directions: Match the statements to the techniques and pictures by drawing a line.

Techniques in
Separating Statements Picture
Mixtures

1. It is used to separate particulates

from a liquid by allowing the solids
a. Decantation a.
to settle to the bottom of the
mixture.

2. A method in which two or more

components of different sizes
b. Evaporation are separated from a mixture on b.
the basis of the difference in their
sizes.

3. It is done by passing a
suspension through a filter paper
c. Filtration c.
that retains the solid components
of the mixture.

4. It is applying heat to cause the

liquid in a mixture to evaporate d.
d. Sieving
leaving the other component/
substance behind.

5. It is the separation that involves

the use of tools such as magnets,
e. Using Magnet e.
forceps and sieves to separate
solids mixed together.
 What’s More

Activity 2: Fill me up!

Directions: Read the statements below and complete the crossword puzzle.

Across
1. It is a method used to separate particulates from a liquid by allowing the solids
to settle to the bottom of the mixture.
3. A tool to separate iron fillings and paper clips.
4. A method in which two or more components of different sizes are separated
from a mixture on the basis of the difference in their sizes.
6. This is what you apply during the separation of mixtures using evaporation.

Down
2. It is a method that will cause the liquid in a mixture to evaporate leaving the other
component/substance behind.
5. A tool to separate the pebbles and water.
 What’s More

Activity 2: You Complete Me!

Directions: Complete the following statements. Choose from the keywords below.

1. Mixtures are _____________ _____________that are not___________ to each

other.

2. We separate the mixtures to ________________ them.

3-5. The different methods used to separate are using magnets, decantation,
______________, ______________ and ______________.

Keywords: evaporation, filtration, sieving, two or more, purify,

chemically bonded, substances

What I Have Learned

1. Mixtures can be separated using such methods as decantation, evaporation,

filtration, sieving and using magnet.
2. Decantation is done to separate particulates from a liquid by allowing the solids
to settle to the bottom of the mixture and pouring off the particle-free part of the
liquid.
3. Evaporation is applying heat to cause the liquid in a mixture to evaporate leaving
the other component/substance behind.
4. Filtration is done by passing a suspension through a filter paper that retains the
solid components of the mixture.
5. Sieving is a method in which two or more components of different sizes are
separated from a mixture on the basis of the difference in their sizes.
6. Mechanical separation involves the use of tools such as magnets, forceps and
sieves to separate solids that are mixed together.
 What I Can Do

Complete the diagram below.

Assessment

Directions: Choose the letter of the best answer. Write the chosen letter on a

separate sheet of paper.

1. Which of these is NOT a technique in separating a mixture?

A. decantation C. filtration
B. evaporation D. soluble

2. What is the best technique in separating mixture of metals from other junk?
A. aided by magnets C. filtration
B. evaporation D. sieving
3. What is the best technique in separating mixture of oil and water?
A. aided by magnets C. evaporation
B. decantation D. filtration

4. Which mixtures cannot be separated through filtration?

A. vinegar and mongo seeds
B. soy sauce and vinegar
C. water and sliced fruits
D. water and pencils

5. What is the process by which water changes from a liquid to gas or vapor?
A. decantation C. filtration
B. evaporation D. sieving

Activity 1: Identify Me!

Directions: Read the following mixtures. State which method of separation can be
used for each of the following mixtures. Write your answer before each
number.

_______ 1. iron nails and plastic paper clips

_______ 2. sand and gravel
_______ 3. pebbles and water
_______ 4. sand and water
_______ 5. rice grains and rice hulls

Activity 2: Time to Write!

Write a short paragraph about the importance of separating mixtures in our

everyday life.
What’s More
Activity 1: Match Me!
What I Know
1. C 6. D
2. B 7. D
3. C 8. B
4. C 9. D
5. B 10. C
 What’s More
Activity 3: You Complete Me!
3-5. evaporation, filtration, siev
1. two or more, substances, chemically
bonded
2. purify
ing
What’s More
Activity 2: Mixing Time!
Additional Activities Additional Activities Assessment
Activity 1 1. D
Activity 2 2. A
(Answers may vary) 1. using magnet 3. B
2. sieving 4. B
3. filtration 5. B
4. decantation
5. sieving
What I Can do
(Answers may vary)
 What I Know

Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. Which is useful for taking out leaves from boiled tea?

A. fans C. pumps
B. magnets D. strainers

2. For aquariums that contain pebbles, which technique is BEST in separating

the pebbles from the water?
A. decantation C. filtration
B. evaporation D. mixing

3. Which technique is BEST to separate wine from sediments that can produce
an undesirable taste?
A. decantation C. picking
B. evaporation D. using magnet

4. How will you get clean water from salt solution?

A. decant then evaporate C. evaporate then decant
B. evaporate then condense D. evaporate then filter

5. Which is useful in removing oil spilled on sea?

A. fans C. strainers
B. magnets D. suction pumps
 What I Know

6. To separate salt from salt solution, which technique is useful?

A. aided by magnets C. evaporation
B. decantation D. sieving

7. Which statement is TRUE?

A. If one component of the mixture has magnetic properties, you could
use a filter paper to separate the mixture.
B. If one component of the mixture has magnetic properties, you could
use a magnet to separate the mixture.
C. Magnetic separation is the separation of liquid from liquid substances.
D. Magnetic separation is not always important.

8. Oil and water are immiscible, and so they form heterogeneous mixture. It
seems easy to separate them by pouring or scooping out the top layer of oil.
This is called ___________.
A. aided by magnets C. panning
B. decantation D. separation using gravity\

9. Which is NOT true about using magnet in separating mixtures?

A. It is a process used to separate materials from those that are less or
nonmagnetic.
B. This is the process of separating magnetic minerals from less magnetic
minerals.
C. This is usually achieved by a low intensity magnet.
D. This allows lighter liquid to rise to the top.
 What I Know

10. Which statement is correct?

A. In rural areas, water is treated and processed to meet the growing
demand for clean water in homes.
B. In rural areas, some natural springs have water so clean that is filtered
through thick layers.
C. Filtration is not too important for the urban areas.
D. In urban areas, people enjoy spring water.
Lesson
How Do We Separate
3 Mixtures?
Scientists use knowledge about separating mixtures to solve real world
problems. Humans and other animals need clean water to survive. Sometimes,
water can get polluted from litter, oil spills, soil erosion, etc. When water is
polluted, scientist often look for ways to clean the water.

It is important to be able to separate mixtures to obtain a desired

component from the mixture and to be able to better understand how each
component contributes to the properties, chemical and physical of the resulting
mixture.

What’s In

Seawater is a mixture of salt and water. Exposing it under the sun would
make the water evaporate leaving the salt behind. Solar evaporation is only one
way to separate mixture. Seawater is an example of a homogeneous mixture. It is
a mixture of water and salt. In some coastal areas, they harvest salt from
seawater, and just by leaving them under the sun, rock salt will be left in the trays.

There are different ways of separating mixtures, we have decantation,

filtration, sieving, evaporation and using magnets.

These are some benefits of separating mixtures in the community:

1. To have a drinking water

2. To segregate of non-biodegradable to biodegradable wastes
3. To separate mixtures in mining gold copper and other minerals
4. To clean oil spills
5. To separate sand from rocks in construction
 What is It

The art of filtration was known to early humans, who obtained clear water
from a muddy river by scooping a hole in the sand on a river bank to a depth below
the river water level. Clear water filtered by the sand would trickle into the hole. The
same process on a larger scale and with refinements is commonly used to purify
water for cities.

What’s New

The Benefits of Separating Mixtures in the Community

In sea water, to have a drinking water you may

use either of the following process, filtration and
evaporation. Different water companies have
Have a drinking water
separate modern way of water treatment to make
it potable.

By means of separating mixtures, people can

Segregation of
biodegradable from non-biodegradable.
non-biodegradable to
Recyclable materials can be source of income
biodegradable wastes
from others.

Separating mixtures in By filtration, miners can separate those minerals

mining gold copper and from rocks.
other minerals

Oil and water can be separated given the

Cleaning oil spills
knowledge of their properties.

By means of sieving, rocks on sand can be

Separating sand from
separated which is essential in building
rocks in construction
infrastructure and houses.

Evaporation in the community, the way we live or also called as "lifestyle" will
be easier. This process of evaporation is usually done in food making or in
processing ingredients/spices like salt. And it is also a part of our water cycle.
This evaporation process helps the water cycle to create clouds that will turn to rain
eventually.
 Decantation is beneficial in many areas of the community, for example
separating oil and water, requires decantation. Wine makers also use decanting
to separate the fermented drink from the sediments that settle at the bottom after
fermentation. Here are some instances wherein decantation is the process of
separating mixture: Separating dirt from water. Muddy water can be cleared up by
decanting. Separating cream from milk. Cream is separated from milk by
decantation.
Separating oil from water: Decanting the mixture allows the oil to be poured
off the water. Mint Tea: Pouring boiling water over mint leaves and sugar in a
glass. Water is decanted from cooked potatoes, carrots and peas. Clearing dams
and Tanks: Muddy water is left to settle to the bottom before clear water is drawn
from the upper levels. Decanted water will be clearer but not necessarily any
cleaner as bacteria will remain.
While filtration is an important separation technique in a laboratory, it's also
common in everyday life. Brewing coffee involves passing hot water through the
ground coffee and a filter. The liquid coffee is the filtrate. Steeping tea is much the
same, whether you use a tea bag (paper filter) or tea ball (usually a metal filter).
The kidneys are an example of a biological filter. Blood is filtered by the
glomerulus. Many aquariums use filters that contain fibers that capture particulates.
Belt filters recover precious metals during mining. Water in an aquifer is relatively
pure because it has been filtered through sand and permeable rock in the ground.

What’s More

Activity 1: Deep Thinking!

Directions: Draw a rectangle on the left side and circle on the right side, at the
Center, draw an arrow pointing the circle. Make a diagram like this for
each technique in separating mixtures (decantation, evaporation,
filtration, sieving and using magnet).

Guide Questions:
1. What are the process/es in using the techniques in separating mixtures
(decantation, evaporation, filtration, sieving and using magnet)?

2. What are the importance/benefits of the techniques in separating mixtures

(decantation, evaporation, filtration, sieving and using magnet) in the
community?
 What’s More

Activity 2 Arts Time!

Directions: Draw activities in the community that use the techniques in separating
mixtures (decantation, evaporation, filtration, sieving and using
magnet). One for each technique.

Techniques in
Separating Illustration of Activities
Mixtures

a. Decantation 1.

b. Evaporation 2.

c. Filtration 3.

d. Sieving 4.

e. Using Magnet 5.

Activity 3: You Complete Me!

Directions: Think of the benefits of separating mixtures and write your answer.

Benefits of Separating Mixtures

School 1.

Kitchen 2.

Laboratory 3.

Restaurants 4.

Community 5.
 What I Have Learned

1. There are different ways of separating mixtures, we have decantation, filtration,

sieving, evaporation and using magnets. There are some benefits of separating
mixtures in the community.
2. Have a drinking water. In sea water, to have a drinking water you may use there
of the following process, filtration and evaporation. Different water companies
have separate modern way of water treatment to make it potable.
3. Segregation of non-biodegradable to biodegradable wastes. By means of
separating mixtures, people can distinguish biodegradable from
non-biodegradable. Recyclable materials can be source of income from others.
4. Separating mixtures in mining gold copper and other minerals. By filtration,
miners can separate those minerals from rocks.
5. Cleaning oil spills. Oil and water can be separated given the knowledge of their
properties.
6. Separating sand from rocks in construction. By means of sieving, rocks on sand
can be separated which is essential in building infrastructure and houses.

What I Can Do

Directions: Create a poster that will show the importance/benefits of using the
techniques in separating mixtures (decantation, evaporation, filtration,
sieving and using magnet) in the community. Tell something about your
poster in the class.
 Assessment

Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. Do you think separation of mixtures is important?

A. Yes, in order to obtain the specific substances that people need.
B. Yes, to make our lives happy and peaceful.
C. No, it will just make our lives comfortless.
D. No, it will not help the people.

2. Which of these is NOT an example of mixtures that can be decanted?

A. Water and vinegar: This will allow the vinegar to sink and the water will
be poured off.
B. Dirt and water: The soil will sink and will allow the clear water to be
poured off.
C. Cream separated from milk: Cream rises and is easily skimmed off.
D. Oil and water: This mixture allows the oil to be poured off the water.

3. Which statement is TRUE about the importance of filtration?

A. Gravity is a strong and readily available force that is useful for separating
some mixtures.
B. It is the process by which solid materials are removed from fluid mixture.
C. It is the process by which magnet can be used to separate mixtures.
D. It is separating solid from solution by heating.

4. Which of these is NOT one of the benefits in separating mixtures through

evaporation?
A. This involves heating the solution until the solvent evaporates leaving
behind the solid residue.
B. When we process salt, we have first to evaporate or let the water be
evaporated.
C. It is the process by which solid materials are removed from fluid mixture.
D. It is great for separating a mixture of a soluble solid and a solvent.
 Assessment

5. How can separating mixture be beneficial in waste management?

A. It reduces environmental pollution.
B. It keeps the environment dirty.
C. It can cause more problems.
D. This practice is hard.

Activity 1: Check and Cross!

Directions: Read the following statements. Put a check before each number if the
statement is one of the ways in separating mixtures that would benefit the
community and cross if it is not.

_______ 1. Filtrating water

_______ 2. Segregating non-biodegradable to biodegradable wastes
_______ 3. Separating mixtures in mining gold copper and other minerals
_______ 4. Fixing sink
_______ 5. Separating sand from rocks in construction

Activity 2: Time to Write!

Write a short paragraph about the benefits of separating mixtures from products in
our community.
 Additional Activities Additional Activities Assessment
Activity 2 Activity 1 1. A
(students answers may vary) 1. / 2. A
2. / 3. B
3. / 4. C
4. X 5. A
5. /
What I Can Do What’s More
Activity 1: Activity 3:
(students answers may vary) (students answers may vary)
What’s More What’s More What I Know
Activity 2: Activity 1: 1. D 6. C
(students answers may vary) 2. C 7. B
(students answers may vary)
3. A 8. B
4. B 9. D
5. D 10. B
References:

BEAM 3 Unit 2: Separating and Preparing Mixtures - Teacher’s Guide.

Retrieved from https://lrmds.deped.gov.ph

EASE: Module 5 Colloids-Learning Module. Retrieved from https://

lrmds.deped.gov.ph

Uniform Mixture-Learning Material. Retrieved from https://lrmds.deped.gov.ph

Preparation of Separation of Mixtures-Learning Material. Retrieved from

https://lrmds.deped.gov.ph

Separating and Preparing Mixtures-Teacher’s Guide. Retrieved from https://

lrmds.deped.gov.ph
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex
Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph