ICPT REVIEWER

Nature of Learner
 The learner is an embodied spirit.
 He is the union of the sentient body and rational soul.
 His body experiences sensations and feels pleasure and pain.
 His soul is the principle of spiritual acts, the source of intellectual abstractionself-
reflectionon, and free rational volition.
Body and soul exist in mutual dependence. (Kelly, 1965)
Cognitive Faculties
1.Five Senses
Are part of the learner’s sentient body for effective and efficient learning, it is important that
his/her senses function normally.
2. Instincts
The word Instinct comes from Latin word instinct us, which means impulse.
3. Imagination.
It is the ability to form a mental image of something that is not perceived through the senses.
4. Memory
This is the cognitive faculty of retaining and recalling past experiences.
5. Intellect.
Through his/ her intellect, the learner can engage in cognitive processes such as forming ideas
or
concepts, reasoning out and making judgments.
Appetitive Faculties
1. Feelings and emotions.
Emotion is the on/off switch of learning. Positive feelings and emotions make the teaching-
learning
process an exciting and joyful, fruitful affair.

2. Negative feelings and emotions make the same Will.

The learner’s will serves as guiding force and main integrating force in his/her character. By
his/her
will, the learner wills what his/her intellect presents as good and desirable.

Five Distinguishing Elements of a Learner

1. ABILITY- the students native ability dictates the prospects of success in any purposeful
activity.
2. APTITUDE- refers to the students innate talent or gift.
3. INTEREST- learners vary in activities that are undertaken due to a strong appeal or
attraction.
4. FAMILY & HOME BACKGROUND- students who came from different socioeconomic
background manifest a wide range of behavior due to differences in upbringing practices.
5. ATTITUDES AND VALUES-
- A positive attitude will enhance the maximum and optimum use of the learner’s cognitive
and
affective faculties for learning.
-A negative attitude towards learning robs them of many opportunities for learning.

Professional Attributes
A professional teacher possess the following attributes:
1. Control of the knowledge base of teaching and learning and use this knowledge to guide
the science and art of his/her teaching practice.
2. Repertoire of best teaching practice and can use these to instruct children in classroom
and to work with adults in school setting.
3. Disposition and skills to approach all aspects of his work in a reflective, collegial, and
problem
solving-manner.
4. View of learning to teach us a lifelong process and dispositions and skills for working
towards improving his/her own teaching as well as improving schools.

Personal Attributes
A professional teacher possess the following personal attributes:
1.Passion in teaching is a compelling force that emerges from one’s inborn love for children.
Passionate teachers exude spontaneity in ministering to the needs of the students especially
those experiencing learning difficulties.
2. Humor stands for anything funny, which elicits a smile, laughter or amusing reaction. An
essential
quality of teachers serves a number of purposes.
3. Values and Attitudes Teachers are model of values. Values connote strands, code of ethics
and strong beliefs.
a. Open-mindedness is basic in promoting respect and trust between teachers and students.
b. Fairness and impartiality eliminate discrimination. Teachers must be unbiased and the
objective in judging their student’s work and performance.
c. Professionalism is highly treasured in the teaching profession. Teachers are adjudged
professional if they are knowledgeable, skilled, and value-lade.
4. Patience in teaching refers to a teacher’s uncomplaining nature, self-control and
persistence. The teacher’s capacity to adjust his methodologies could allay the tension and
save time and effort for appropriate remediation.
5. Enthusiasm is synonymous to eagerness and excitement. Enthusiastic teachers are full of
energy and dynamism. With enthusiastic teachers, students look forward to any activity they
can participate in with them.
Commitment is a “solemn promise” to perform the duties and responsibilities mandated by
the laws and code of ethics of the profession.

The Learning Environment

to the diverse physical locations, contexts, and cultures in which
students learn. Since students may learn in a wide variety of settings, such as outside-of-school
locations and outdoor environments, the term is often used as a more accurate or preferred
alternative to the classroom
THE PRINCIPLES OF LEARNING
The public-school program is based on principles of learning that teachers and administrators
should use as the basis of the experiences they plan for their students. These principles
include the following:
1. Learning is a process of actively constructing knowledge.
Therefore, teachers and administrators have a responsibility to
• create environments and plan experiences that foster inquiry, questioning, predicting,
exploring, collecting, educational play, and communicating
• engage learners in experiences that encourage their personal construction of knowledge, for
example, hands-on, minds-on science and math; drama; creative movement
2. Students construct knowledge and make it meaningful in terms of their prior knowledge
and experiences.
Therefore, teachers and administrators have a responsibility to
• find out what students already know and can do
• create learning environments and plan experiences that build on learners’ prior knowledge
3. Learning is enhanced when it takes place in a social and collaborative environment.
Therefore, teachers and administrators have a responsibility to
• ensure that talk, group work, and collaborative ventures are central to class activities
• see that learners have frequent opportunities to learn from and with others
4. Students need to continue to view learning as an integrated whole. Therefore, teachers
and administrators have a responsibility to
• plan opportunities to help students make connections across the curriculum and with the
world outside and structure activities that require students to reflect onthose connections
 • invite students to apply strategies from across the curriculum to solve problems in real
situations

5. Learners must see themselves as capable and successful. Therefore, teachers and
administrators have a responsibility to
• provide activities, resources, and challenges that are
developmentally appropriate to the learner
• communicate high expectations for achievement to all students
• encourage risk-taking in learning
• ensure that all students experience genuine success on a regular basis
• provide learning opportunities that develop self-esteem
6. Learners have different ways of knowing and representing knowledge. Therefore,
teachers and administrators have a responsibility to
• recognize each learner’s preferred ways of constructing meaning and provide
opportunities for exploring alternative ways
• plan a wide variety of open-ended experiences and assessment strategies
• recognize, acknowledge, and build on students’ diverse ways of knowing and
representing their knowledge
7. Reflection is an integral part of learning. Therefore, teachers and administrators have a
responsibility to
• challenge their beliefs and practices based on continuous reflection
• reflect on their own learning processes and experiences
• encourage students to reflect on their learning processes and experiences

8. The process of learning is emotional as well as intellectual.

 Learning is affected by the total state of the individual.
 People are feeling beings as well as thinking beings and when their feelings and
thoughts are in harmony learning is maximized.
9. The process of problem-solving and learning are highly unique and individual.
 Each person has its own unique styles of learning and solving problems.
 Some personal styles of learning and problem-solving are highly effective styles other
styles are not as
effective and still others may be ineffective.

OBJECTIVE-RELATED PRINCIPLES OF TEACHING

Teaching is a complex, multifaceted activity, often requiring us as instructors to juggle multiple
tasks and goals simultaneously and flexibly. The following small but powerful set of principles
can make teaching both more effective and more efficient, by helping us create the conditions
that support student learning and minimize the need for revising materials, content, and
policies. While implementing these principles requires a commitment in time and effort, it
often saves time and energy later on.

1. BEGIN WITH THE END MIND In the context of teaching, this means that we must begin
our lesson with clearly defined lesson objective.

2. SHARE LRSSONG OBJECT WITH STUDENT Like a seminar that begins with a statement
purpose, our lesson ought to begin with a statement and clarification of our lesson
objective.

3. LESSON OBJECT MUST BE IN THE TWO OR THREE DOMAIN- KNOWLEDGE CONNITIVE,

SKILL PSYCHOMOTOR, AND VALUE AFFECTIVE. OUR LESSON MAYBE DOMINANLTY
CONGNITIVE PSYHOMOTOR EFFECTIVEIVE.

• Dominantly cognitive - meant primarily for knowledge acquisition and

• Dominantly psychomotor - intended for the acquisition and honoring of skills
• Affective domain - mainly focused on attitude and value formation.

4. WORK ON SIGNIFICANT AND RELEVANT LSSON OBJECTS With our lesson objective
becoming our students. objective too, our students will be self-propelled as we teach.

5. LESSON OBJECT MUST BE ALIGNED WITH THE AIMS OF EDUATION AS EMBODIED IN

THE PHILIPPINES CONSTITUTION AND ON THE VISSION, MISSION STATEMENT OF THE
EDUCAIONAL INSTITUTION OF WICH YOU ARE A PART.

6. Aim at the development of critical and creative thinking. This is said more than done.
We need not go into laborious research to be convinced that the development of critical
and creative thinking is wanting in classroom.

7. For accountability of learning, the lesson object must be SMATR. When our lesson
objective is SMART, it is quite easy to find out at the end of our lesson if we attained our
objective or not.

TAXONOMY OF OBJECTIVES

With educational taxonomy, learning is classified into three domains namely:

(1) cognitive, (2) affective, (3) psychomotor or behavioral.
The Three Domains of Learning The committee identified three domains of educational
activities or learning (Bloom, et al. 1956):

COGNITIVE: mental skills (knowledge)

AFFECTIVE: growth in feelings or emotional areas (attitude or self)

PSYCHOMOTOR: manual or physical skills (skills)

Instructional
designers, trainers, and educators often refer to these three categories as KSA
(Knowledge [cognitive], Skills [psychomotor], and Attitudes [affective]). This taxonomy
of learning behaviors may be thought of as “the goals of the learning process.”
 The divisions outlined are not absolutes and there are other systems or hierarchies that
have been devised, such as the Structure of Observed Learning Outcome (SOLO).

However, Bloom's taxonomy is easily understood and is probably the most widely
applied one in use today.

The cognitive Domain involves knowledge and the development of intellectual skills
(Bloom, 1956). This includes the recall or recognition of specific facts, procedural
patterns, and concepts that serve in the development of intellectual abilities and skills.
 Knowledge
 Comprehension
 Application
 Analysis
 Synthesis
 Evaluation

Cognitive Processes and Levels of Knowledge Matrix Bloom's Revised Taxonomy not
only improved the usability of it by using action words

 Factual - The basic elements students must know to be acquainted with a discipline
 or solve problems.
 Conceptual – The interrelationships among the basic elements within a larger
 structure that enables them to function together.
 Procedural - How to do something, methods of inquiry, and criteria for using skills,
algorithms, techniques, and methods.

In Krathwohl and Anderson's revised version, the authors combine the cognitive
processes with the above three levels of knowledge to form a matrix. In addition, they
added another level of knowledge - metacognition:

o Metacognitive – Knowledge of cognition in general, as well as awareness and

knowledge of one’s own cognition.

Facts - Specific and unique data or instances.

Concepts - A class of items, words, or ideas that are known by a common name,

Processes - A flow of events or activities that describe how things work rather
than how to do things. There are normally two types

Procedures - A series of step-by-step actions and decisions that result in the

achievement of a task. There are two types of actions: linear and branched. Principles -
Guidelines, rules, and parameters that govern.

SCIENCE REVIEW
 Critical and creative problem solver-Learners have develop skills that enable them to
analyze and
find solutions to any perplexing questions of problems. They have other ways of solving
problems

Responsible steward of nature-Learners demonstrate concern in keeping the

environment safe for
themselves and for everybody. They become citizens who take responsibility of their
action in
protecting and preserving the environment.

Innovative and inventive thinker-Science as a discipline will enable learners to create

and
innovate something simple for humanity. They will become scientists and inventors of
the future.

Informed decision maker- As the science learners are growing up, they should be able
to develop
the ability to make informed decisions. Most especially if they become independent
learners.

Effective communicator- Science literacy also develops the ability of the learners to
convey correct
messages to others, whether written or oral. There is a need for science learners to
share their
findings.

1. Multidisciplinary-Interdisciplinary Approach- Interrelationships and interaction of

different disciplines
like science and mathematics, science and social studies, science, and history and many
more.
2. Society (STS) Approach- One way to appreciate science is to link it with
technology and how it influences people and their ways of life.

3. Problem/Issue Based Learning- Making use of the identified problem or issues

surrounding the environment will more be meaning in learning science.
4. Inquiry-based approach- the basic principle of inquiry-based approach the learner’s
take ownership of a problem or a need and the desire to solve it.

5. Constructivism- Constructivist teaching is based on the belief that learning occurs as

learners are actively involved in the process of meaning and knowledge construction.
Learners are the makers of meaning and knowledge.
6. Social Cognition Learning Model- Learning can be directed to observing others while
interacting and
experiencing.
7. Learning Style Theory- The VARK model identifies Visual, Auditory, Reading/ Riting
and Kinesthetic learners who respond to different kinds of learning. There are also many
other types of learning style.

To achieve this goal, there are intervening skills that need to be addressed.
 Understanding and Applying Scientific Knowledge
 Performing Scientific Inquiry Skills
 Developing and Demonstrating Scientific Attitudes and Values.

Further Elaboration of the Framework

A. The components of Scientific and Technological Literacy

 Understanding and Applying Scientific Knowledge To understand better scientific
knowledge, it is best to understand first what science is. Science consists of two things: a
body of knowledge and the process by which that knowledge is produced. More often,
science is defined only as a body of knowledge.

Developing and Demonstrating Scientific Attitude and Values

 What is scientific attitude? It can be defined as way of viewing things, a curiosity to
know how and why things happen with an open mind on govern facts. It is a way of
thinking, feeling, acting and disposition towards science.

Here are some of scientific attitudes.

1. Curiosity. - A scientist shows interest and pays particular attention to objects or
events.
2. Honesty. - A scientist gives a truthful report of observations.
3. Open-Mindedness. - A scientist listens to and respects the ideas of others.
4. Creativity –A scientist makes something new or to generate or recognize ideas,
alternatives, or possibilities that may be
useful in solving problems, communicating with others,
5. Patience and Determination-A scientist overcomes difficult situations without
complaining. This is shown by the repeated
attempts in conducting experiments in order to verify the results.
6. Humility- A scientist admits failure and recognizes that there are better ideas.
7 Skepticism- A scientist does not jump to conclusions.
8. Rational- A scientist uses reason or logical thinking before giving answers.
9. Objectivity- A scientist is willing to suspend judgment until he is sure of his results.
10. Innovative- A scientist tries new approaches to arrive at solutions

CONTENTS OF ELEMENTARY SCIENCE IN A SPIRAL PROGRESSION

Science in a spiral curriculum design is one in which” key concepts are presented
repeatedly throughout the
curriculum but with deepening layers of complexity.” The learner tries to spiral upwards
learning as the new knowledge is
introduced as well as the new process skills are developed. This will increase the
breadth and the depth of knowledge
achieved.
The content of Science in the K to 12 Curriculum is made up of the four major fields of
disciplines.
A. Chemistry ( Matter: Diversity of Materials, properties and Structures, Changes and
Interactions)
B. Biology (Living Things and Their Environment)
C. Physics ( Force, Motion and Energy); and
D. Earth and Space ( Surroundings and Land, Water and Air, Weather, Climate and Solar
System)

THE TEACHING OF SCIENCE IN THE ELEMENTARY GRADES

Teaching of science is one of the most interesting tasks of an elementary teacher. With
the science content that you know, how will you teach these to children in the
elementary level? Science learning should be fun and challenging. There are strategies
and methods that are appropriate for the subject matter you will teach.

Teaching of Science in the Elementary Grades

A. The Science Process Skills

There are two important elements that are needed in learning science. The content or
body of knowledge (facts,
concepts, theories) and the processes of science which are the ways of thinking and
doing that scientist used to arrive at the
body of knowledge.

Science Processes and Higher Order Thinking Skills

Basic Science Process Skills

1. Observing- Using the five senses. Using words to describe what is seen, felt, heard,
smelled, and (if
appropriate) tasted.
2. Sorting and classifying- Make up categories and group things by breaking them down.
3. Communicating- Using words or graphic symbols to describe an action, object or
event. This process is dependent on what was observe, or classified. It can be done in
either oral or written form.

4. Measuring- Using both non-standard or standard measures and estimates to describe

the dimensions of an object or event. The one being measured and the measuring
device, either non-standard or non-
standard.

5. Predicting-Stating the outcomes of a future event based on a pattern of evidence.

First an observation
shall be made, before one can predict.
6. Inferring-Making an educated guess about an object or event based on previously
gathered data or
information.

Integrated Science Process

1. Formulating hypothesis-stating the expected outcome of an experiment. It is an
intelligent guess of what
will happened in an experiment.
2. Controlling variables- being able to identify variables that can affect an experimental
outcomes, keeping
most constant while manipulating only the independent variables.
3. Defining operationally- making a definition that is specifically applicable to the
activity or how it shall be
done. It is the description of what will happen or how it will affect the operation.
4. Experimenting- Having learned the basic science skills, how to formulate hypothesis
and control
variables, the experimental/ manipulated variable will be tested.
5. Interpreting data- A data is an information derived from the results of the
experiment. Most often it is in
terms of quantities or numbers. To give meaning to the data, a correct interpretation
shall be made.
Accurate recording data is very important before an interpretation is made.
6. Formulating Models- With the use of the different processes of science, a model can
be made. Models
are either mental or physical model of processes or events.

Inquiry- Based Science

There are many strategies in the use of inquiry-based science. Below are some
examples. Inquiry
based science involves learners to do science when given the opportunities to explore
possible solutions,
make explanations for the phenomenon under study, elaborate explanation on the
concepts and processes
and make assessment of how these are understood based on available evidences.

Here are some strategies that are influenced by inquiry-based science.

The 5Es Model of Science Teaching

Engage
Here the task is introduced. The goal is to spark their interest and involvement.

Explore
Learners should take part in activities that allow them to work with materials that give
them a 'hands
on' experience of the phenomena being observed Questioning, sharing and
communication with other learners should be encouraged during this stage. The teacher
facilitates the process.
Explain
The focus at this stage is on analysis. The learner is encouraged to put observations,
questions,
hypotheses and experiences from the previous stages into language. Communication
between learners and learner groups can spur the process.

Elaboration
Using the understanding gained in the previous stages, now learners should be
encouraged build
and expand upon it. Inferences, deductions, and hypotheses can be applied to similar or
real-world situations. Varied examples and applications of concepts learnt strengthen
mental models and provide further insight and understanding.
 Evaluate
Evaluation should be ongoing and should occur at all stages, in order to determine that
learning objectives have been met and misconceptions avoided. Any number of rubrics,
checklists, interviews, or other evaluation tools can be used.
instruction is both structured and yet open to investigation.
 Q-M-S Strategy
 Q- Question of problem
 M- Means or how the plan will be carried out
 S- Solution
3E-P- Exciting Examples of Everyday Phenomena
4As in Science Teaching
 ASK question
 Conduct ACTIVITY
 ANALYZE the Data
 APPLY the science concepts in similar/ related situations
Use of Discrepant Event (POEE)
 Prediction
 Observe
 Explore
 Explain

LESSON 1: Solid, Liquid and Gas

 Matter is everything that takes up space and has mass. Mass is the amount of matter in
an object. Volume is the amount of space something occupies.
All objects on earth can be classified in one of three physical forms or states such as solid,
liquid and gas. States of Matter: Solid, Liquid and Gas are the three distinct physical forms
that matter can take in most environments.
 Solid is a state of matter that has a definite shape, as well as mass and volume, and do
not conform to the shape of the container in which they are placed. Solids also have a
high density, meaning that the particles are tightly packed together.
 Liquid is a state of matter by which the particles are more loosely packed than in a solid
and are able to flow around each other, giving the liquid an indefinite shape. Therefore,
the liquid will conform to the shape of its container.
 Gas is a state of matter that has no definite shape or volume. It can freely change its
shape and size. It spreads out to fill its container. Gases flow like liquids. They are very
light and often cannot be seen. A very common gaseous material is air, which is a
mixture of gases.

LESSON 2: Grouping Materials Based on Properties

Properties of Matter
 Buoyancy is the ability of objects to float in water or air. Some materials that can float
or sink exhibit the property of buoyancy and density. Whether or not an object has
buoyancy depends mostly on two factors :the amount of water an object displaces and
the density of an object. A pebble is dense and displaces very
 little after, therefore it sinks. However, a basketball is not very dense and displaces
more water, therefore it floats. Density – is a measure of the amount of matter in a
given volume. To get the density of an object, the mass of the object is divided by its
volume. In equation;
D = m/v (Density = mass/volume).The units are g/cm3 and kg/m3
If the density of an object is less than the density of the liquid, the object will float. An
object will sink if its
density is greater than that of the liquid.
 Porosity is a property of material that allows it to absorb water and other liquids. A
material that is porous like dishwashing sponge is an example of an absorbent material.
Other porous materials include cotton balls, pillows and gauze blanket. Non-absorbent
or non- porous materials are those that do not absorb water like plastic bags, canisters,
cans and ceramic mugs. They are useful for storing food items. Umbrellas and raincoats
are also non-absorbent.
Decomposition is a property of materials to break down into simpler or smaller forms of
matter. As dead plants and animals are broken down, the remains are recycled back into
the soil. These remains contain important nutrients that help feed new growth. Factors
affecting decomposition: presence of organism or decomposers that cause decay,
temperature, moisture, exposure to elements and salt content of the material.
 Biodegradables are materials or objects capable of being broken down or decomposed
to smaller products by the action of living things (such as animals or microorganisms).
After being broken down they are easily absorbed into the soil to become nutrients or
elements. Examples of biodegradable items are
food waste, animal and human excrement, manure, sewage, slaughterhouse waste,
most paper products, eggshells, grass, flower and others.
 Non-biodegradable waste are materials or objects not capable of being broken down or
decomposed to smaller products by the action of living things (such as animals or
microorganisms). Examples of non-biodegradable items are plastic cups, Styrofoam
cups, plates, plastic bottles and others.

Cause and effects of decaying materials on health

Decaying materials such as garbage or decaying animals and plants have a high amount
of bacteria in them because it is the bacteria which is causing the decay of the materials.
These high amounts of bacteria can have a very serious health affect. Usually decaying
materials have a very bad odor, which tells our brain to stay away from them.

LESSON 4: Mixtures and Their Characteristics

A mixture is a substance in which two or more substances are mixed but not chemically
joined together, meaning that a chemical reaction has not taken place. Mixtures can be
easily separated and the substances in the mixture keep their original properties.
The three basic characteristics of a mixture:
1. The components of a mixture can be easily separated by physical methods.
2. The components each keep their original properties
3. The composition of the mixture is variable

Types of Mixtures
1. Homogeneous mixtures or well-mixed mixtures, are those appear in single-phased
and all the substances are evenly distributed throughout the mixture .
Examples are salt water, air, blood
2. Heterogeneous mixture or unevenly-mixed mixture are those where the particles of
one or more components can still be differentiated from the rest of the mixture by the
unaided eye or the substances are not evenly distributed
Examples are chocolate chip cookies, pizza, rocks

LESSON 1: Changes that Materials Undergo

Changes in Matter Due to Changes in Temperature

Matter can exist in one of three main states: solid, liquid, or gas. The change in state can
be brought by the effect of
heat or a change in temperature. The changes could be explained using g the particle
model.

Solid is composed of tightly packed particles. A solid will retain its shape; the particles
are not free to move around.
Liquid is made of more loosely packed particles. It will take the shape of its container.
Particles can move about within a liquid, but they are packed densely enough that
volume is maintained.
Gas is composed of particles packed so loosely that it has neither a defined shape nor a
defined volume. A gas can be compressed.

Changes in Matter
There are four states of matter in the universe: plasma, gas, liquid and solid. But, matter
on Earth exists mostly in three distinct phases: gas, liquid and solid. A phase is a
distinctive form of a substance, and matter can
change among the phases. It may take extreme temperature, pressure or energy, but all
matter can be changed.

Solid to a Liquid and Back to a Solid

Melting is the change of state from solid to liquid.

Freezing is the change of state from liquid to solid, and also known as the reverse of the
melting process

Solid to a Gas and Back to a Solid

Sublimation is the change of solid to a gas

Deposition is the change of gas to a solid.

Liquid to a Gas and Back to a Liquid

Boiling/ Vaporization is the rapid change of state from liquid to gas.

Condensation is the change of state from gas to a liquid

LESSON 2: Changes that Materials Undergo: Useful and Harmful

All substances have distinct physical and chemical properties, and may undergo physical
or chemical
 changes. There are two types of change in matter: physical change and chemical change.
Differences between Physical and Chemical Change

Physical Change
 When a substance undergoes a physical change, its composition remains the same
despite its molecules being rearranged
 Physical changes they do not change the nature of the substance
 Physical change is a temporary change.
 Physical change affects only physical properties i.e. shape, size, etc.

Chemical Change
 When a substance undergoes a chemical change, its molecular composition is changed
entirely. Thus, chemical
 changes involve the formation of new substances.
 A chemical change is a permanent change.
 Chemical change both physical and chemical properties of the substance including its
composition An unexpected
 color change or release of odor also often indicates
LESSON 3: Changes that Materials Undergo due to Oxygen and Application of Heat

A. Presence of Oxygen
 Chemical Change is a change in matter that results in the formation of one or more new
substances. The new material has a different composition when compared with the
original material. Example is the burning of material, burning can transform the paper
into ashes and water entirely different from the original material.
 Oxygen is a part of the air that surrounds us. It has effects on different materials. The
presence of oxygen in the air can cause chemical change on materials.
 Rusting of iron is another chemical change brought about by the action of oxygen from
the air on the iron metal.
Some materials can also change even under the condition of lack of oxygen.
B. Application of Heat

Heat, as a form of energy, plays an important role in chemical changes or reactions. Some
reactions need heat to start. For example, when cooking food, the firewood requires a match
to get fire to start. Other chemical reactions utilize heat or produce it depending on the
materials or chemicals involved. There are other proofs that a chemical change has taken
place. These include (a) production of heat and light; (b) production of gas; and (c) change in
color.

LESSON 4: Methods for Separating Mixtures

Many mixtures can be separated into the basic substances that they are made of. There are a
number of different ways of doing this, but all of these methods rely on the fact that the
individual substances that make up a mixture have different properties.
Beginning in the late 1840s, thousands of prospectors rushed to California to search for gold.
One of the approaches taken to isolate the gold from the soil was called “panning.” Dirt would
be placed in the pan and covered with water.

Methods of Mixture Separation

1. Mechanical Separation or Manual Separation
(often by hand) is done to mixtures which components differ in size, color and shape.
Physically separate parts of a mixture using your fingers.

2. Magnetic Separation is a process that uses magnet to separate the magnetic

component from a nonmagnetic one
3. Filtration is a process that can separate suspended particles from the liquid. A screen
lets the liquid particles through, but, traps the solid particles. A filter can also be used to
separate solid particles of different sizes.
4. Decantation is the process of separating mixture of liquids that differ in density. The less
dense liquid usually stays on top. The denser liquid such as water settles at the bottom.
Decanting means carefully pouring off the liquid and leaving the undissolved solid.

5. Evaporation is a process used to separate a solute that has been dissolved in water. A
small amount of mixture of salt and water can be heated, and when water evaporates,
salt remains on the evaporating dish.

6. Freezing or cooling is a process of separating mixture used for mixtures composed of

two liquid components of different freezing points.

7. Distillation is a widely used method for separating mixtures based on differences in the
conditions required to change the phase of components of the mixture.

8. Sublimation is a separation technique used to to separate components of solid mixture.

A few substances change directly, from a solid to vapour on heating without going
through the liquid state..

9. Chromatography is the process of separating different components of a mixture using

an absorbent material. The most common form of chromatography is paper
chromatography.