preface - sapgrp.comaquariums or small transparent glass containers, mosses, stones, aquarium...

iii

Preface

Materials in the

Environment

UNIT1

In this unit, Grade 6 students will classify the

materials they can observe in their environment as

pure substances or mixtures. By doing scientific

investigations, they will describe the appearance

of mixtures as uniform or non-uniform and classify

them as homogeneous or heterogeneous mixtures.

The students will also investigate ways of

separating the components of a mixture based on

its properties. They will infer that the properties of

each component stay the same even when that

component is combined in a mixture.

PUS 6 TM_Chapter 1_PR-Rev4_trish_01132017.indd 1

1/19/2017 9:07:57 AM

124 UNIT 2 • Living Things and Their Environment

1 Spore-bearing and Cone-bearing PlantsTextbook Page Numbers: 119–127Time Allotment: 3 sessions

Learning Goals

At the end of the lesson, the students should be able to:1 describe the parts of spore-bearing plants and cone-bearing plants;2 compare the parts of spore-bearing plants and cone-bearing plants;

and 3 describe the life cycle of ferns and mosses.

Teaching Notes

Key Concepts

1 Cone-bearing plants or conifers have seeds enclosed in cones. 2 Pines, cycads, and Ginkgo are examples of cone-bearing plants.3 Female cones contain egg cells while male cones contain sperm

cells in the pollen.4 Spore-bearing plants reproduce through spores, which are produced

by sporangium. 5 Mosses, ferns, liverworts, hornworts, club mosses, and horsetails

are spore-bearing plants.

Vocabulary

cone, rhizoid, sporangium, spore, sporophyte

Materials

worksheet 5.1, computer with Internet connection, LCD projector, small aquariums or small transparent glass containers, mosses, stones, aquarium decorations fertile fern fronds, magnifying glass, white paper, fertile soil, plastic pots, sealable plastic bag, water

Unit Opener gives an overview of the topics discussed in the unit. It also establishes connections among the concepts presented in the unit.

Learning Goals states the competencies students must acquire at the end of the lesson.

Teaching Notes presents a summary of science concepts to be discussed in the lesson.

Vocabulary lists important keywords that students encounter in the lesson.

Materials lists the things to be used in the discussions and activities in the lesson.

Power-Up Science Series Teacher’s Manual is designed for science teachers. This series is based on the science curriculum framework in Singapore and is designed to help students understand basic science concepts and develop skills, values, and attitudes through inquiry-based learning.

This Teacher’s Manual will help science teachers guide their students in learning science with the help of the following features:

PUS 6 TM_Prelims_BR-Rev5-5_Joseph_03232017.indd 3 3/23/2017 1:19:09 PM

Review Copy

iv

170 UNIT 3 • Force, Motion, and Energy

Materials

worksheet 7.1; one hundred peso bill; tennis ball; lead ball; rubber band;

sheets of paper; stone; book; feather; photos of Aristotle, Galileo, and

Newton; photos of the solar system, Earth’s atmosphere, tides, and

black holes; computer with Internet connection

1 “Galileo’s Experiment”, www.pbs.org/wgbh/nova/physics/galileo-

experiments.html2 “Galileo on the Moon”, www.youtube.com/watch?v=gtdiHDxh3LU

3 “Your Weight on Other Worlds”, www.exploratorium.edu/ronh/

weight/

Learning InstructionsEngagement1 Discuss with the students the unit and chapter overview on pages

163 and 164 of the textbook.2 Distribute copies of worksheet 7.1 to the students. Have the students

fill in the What I Know column in the worksheet by answering the

following guide questions:(a) What is gravitational force?(b) How does gravitational force affect objects?3 Ask the students if they think they could catch a hundred-peso bill

using their thumb, index finger, and middle finger, before the bill falls

to the floor.4 Ask a student to try the challenge.5 Let the student extend his / her arm out perpendicular to the body.

6 Let the student put his / her thumb, index finger, and middle finger

in a pinching position.7 Let the student open the closed fingers about an inch apart.8 Place a new hundred-peso bill in between the student’s open fingers,

holding it lengthwise using your thumb and index finger.9 Tell the student that you will let go of the bill and when you do, he or

she may only use the thumb, index finger, and middle finger of the

extended arm to catch the bill. Also, he or she must not move the

arm from the extended position. If the student catches it, he or she

gets to keep the money.

CHAPTER 1 • Mixtures and Their Characteristics 5

Exploration

10 Let the students answer the question in Explore! on page 3 of the

textbook.

11 Call on some students to share their answers in class. Discuss their

answers.

12 Organize the students into four groups. Have each group perform

the Science at Work activity on page 9 of the textbook. Tell the

students not to fill out the third column of the table in the activity and

not to answer the questions yet.

13 Give the students time to completely mix the materials. Have each

group identify the number of phases in each mixture prepared. Check

if their understanding of phases is correct based on their answers.

Explanation

14 Write the word matter on the board. Explain that matter is anything

that takes up space and has mass. Compare the definition to the

definitions the students wrote in worksheet 1.1a.

15 Tell the students that matter can be classified into two. Ask the

students to identify these two classes of matter. Discuss their

answers.

16 Affirm that matter can be classified as a pure substance or mixture.

17 Have the students bring out a piece of bond paper. Tell them to fold

the bond paper lengthwise to make a two-column table. Tell them to

write the words Pure Substance on the left column and Mixture on

the right column.

18 Organize the students into pairs. Have each pair research on pure

substances and mixtures. Refer them to pages 4–8 of the textbook.

Give the students time to research and fill out their table.

19 Tell the pairs that as you discuss pure substances and mixtures with

them, they can add more information in their table.

20 Provide each pair blue and yellow circle cutouts. Tell them to illustrate

a pure substance using the cutouts.

Note: The students should group the cutouts based on their color to

illustrate two pure substances. Also, they should combine the blue

and yellow circles in fixed proportions to illustrate a pure substance

with fixed composition.

Discuss their illustrations. Then tell them to put aside the cutouts.

21 Explain that a pure substance is uniform throughout, which means it

has only one phase. Have students give examples of pure substances

in solid, liquid, and gaseous phases. Discuss their examples.


1/19/2017 9:07:58 AM

CHAPTER 9 • Earthquakes and Volcanic Eruptions 229

(b) Do you think you needed additional materials to build a more successful seismograph? If yes, what are those?(c) If you were to adapt your seismograph to actually record a real earthquake, what modifications would you need to make?

(d) If you had to do it all over again, how would your design change? Why?

(e) Which group do you think made a design that worked well? Why did it work well?

45 Organize the students into pairs. Have the students share their reflections to their partners. Have some pairs share their answers in class.

46 Explain that seismographs are used to measure ground movement. Explain that the measurements help in warning people.47 Have the students discuss the earthquake safety guide on pages 218–219 of the textbook.48 Ask the students: How do we prevent damage and casualties before, during, and after earthquakes? Let them explain their answers.

49 Perform the drop, cover, and hold drill with the students. Elaboration50 Discuss the information presented in Science Bank on page 214

and 217 of the textbook.51 Let the students review the concepts summarized in Looking Over on page 221 of the textbook.

Evaluation52 Test the students’ understanding of the lesson. Have them answer

Enhance Your Skills on pages 222–224 of the textbook. Discuss their answers.

53 Ask the students to answer the question in Everyday Science on page 224 of the textbook.54 Organize the students into pairs. Have each pair discuss their answers to the question in Everyday Science. 55 Have some pairs share their answers in class. Discuss their answers.

56 Ask the students to fill in the What I Learned column in worksheet 9.1.

Engagement describes the teacher’s role in capturing the students’ interest. This includes questions and activities designed to assess students’ prior knowledge and to awaken curiosity.

Exploration helps the teacher facilitate the investigation by providing materials, guiding students’ focus, and asking questions to ensure understanding of the lesson.

Explanation provides opportunities for the teacher to directly introduce a concept, process, or skill, and for the students to demonstrate their understanding of the said concept, process, or skills.

Elaboration allows the teacher to challenge and extend students’ conceptual understanding and skills. It provides learning opportunities for students to apply their knowledge.

Evaluation enables the teacher to diagnose students’ progress toward achieving the learning goals.

Weblink lists the Internet links to be used to enhance the presentation of the lesson.


Review Copy

v

CHAPTER 2 • Separating Mixtures 39

Suggested Activities

1 Invite a chemist to speak on the importance of using different

techniques in separating mixtures. Facilitate an open forum after the

lecture.

2 Organize the students into pairs. Have the students watch a video

in this link: “Crude Oil Fractions and Their Uses,” https://www.

youtube.com/watch?v=JZdvsQzOKuk. Have the students answer

the following guide questions as they watch the video.

(a) What are hydrocarbons?

(b) What method is used to separate the components of crude oil?

(c) What are the components or fractions of crude oil? What are the

uses of each fraction?

Discuss their answers.

40 UNIT 1 • Materials in the Environment

Quiz

True or False Test: Write True on the line before the number if the statement is correct. Otherwise, write False._____ 1 The components of a mixture are separated based on the type of mixture and the number of phases._____ 2 Simple distillation separates two liquids or a mixture of solid and liquid.

_____ 3 Fractional distillation separates liquids with very close boiling points._____ 4 Distillation separates the components of a colloid._____ 5 Decantation separates the components of a suspension through the use of a filter paper._____ 6 Magnetic separation separates the components of a suspension through the use of a magnet._____ 7 Centrifugation separates the components of a suspension or colloid by using centrifugal force._____ 8 Sublimation separates two solids with different sublimation points.

_____ 9 The filtrate is the solid left on the filter paper after filtration._____ 10 Magnets attract materials containing iron, gold, and silver.Answer1 True2 True3 True4 False5 False6 True7 True8 True9 False10 False


1/19/2017 9:10:34 AM


Worksheet 1.1a

Name: _____________________________ Year & Section: ____________

Topic: _____________________________ Date: _____________________

K-W-L Chart

Directions: Write in the first two columns what you think you already know

(K) and what you want to know (W) about the topic. After completing the

lesson write in the third column what you learned (L).

What I Know What I Want to Know

What I Learned


1/19/2017 9:07:59 AM


Answer Key

A Textbook

Explore!page 3Vinegar is a mixture. It is composed of acetic acid and water.

page 12Paints have to be sticky and viscous so they would resist gravity and be prevented from sliding down a canvas or wall.

Science at Workpage 91 If the components have one phase, the mixture is homogenous but if the components have two or more phases, the mixture is heterogenous.2 Yes3 Other properties that can be used to classify mixtures are miscibility, particle size, and light scattering.

pages 18–191 Answers may vary.

Sample answer: Yes2 If the components have one phase, the mixture is homogenous but if the components have two or more phases, the mixture is heterogeneous.3 If light is scattered or spreads out when passing through a mixture, then the mixture is a colloid.

Enhance Your Skills, page 10A 1 B

2 A3 A4 A5 C

B 1 hetero2 homo3 homo

PUS 6 TM_Chapter 1_BR-Rev5-2_trish_03012017.indd 203/1/2017 1:39:54 PM


Test Item Bank

Multiple Choice Questions: Circle the letter that corresponds to the correct answer.

1 Which of the following refers to matter that has a definite or fixed composition?A solutionB pure substanceC heterogeneous mixtureD homogeneous mixture

2 What is a solution?A a heterogeneous mixture of

two immiscible componentsB a substance with a fixed or

definite compositionC a homogeneous mixture of

solute and solventD a substance that cannot be

broken down by physical means

3 What is electrolysis?A process of breaking down

substances using electricityB process of breaking down

substances using sound energy

C process of forming new substances using heat

D process of forming new substances using light energy

4 Which of the following is a pure substance?A hairB mercuryC fruit saladD orange juice

5 Which of the following will form a homogeneous mixture?A water and iceB water and oilC water and gravyD water and ethyl alcohol

6 Water undergoes electrolysis. Which of the following pairs of elements are the products of the electrolysis of water?A oxygen and nitrogenB hydrogen and oxygenC hydrogen and nitrogenD oxygen and carbon dioxide

7 You shine light into a container of an unknown substance. You observe that the substance scattered light in different directions. Which of the following is a possible identity of the unknown substance?A milkB brineC waterD ethyl alcohol

8 In what way are water and argon gas similar?A They are both

heterogeneous mixtures.B They are both pure

substances.C They are both solutions.D They both exhibit Tyndall

effect.

PUS 6 TM_Chapter 1_PR-Rev4_trish_01132017.indd 23 1/17/2017 2:34:17 PM

Suggested Activities consists of tasks other than those present in the textbook. This feature aims to promote deeper understanding and independent learning.

Test Item Bank enables the teachers to further evaluate the students’ understanding of concepts discussed in the lesson.

Quiz consists of multiple choice and structured questions that enables the teacher to evaluate the students’ understanding of concepts discussed in the lesson.

Answer Key provides answers to questions presented in the following textbook and teacher’s manual sections: Science at Work, Enhance Your Skills, Everyday Science, Chapter Test, and Quiz.

Worksheet provides exercises to enrich the students understanding and mastery of the concepts discussed in the lesson.


Review Copy

vi

Lesson 1 Spore-bearing and Cone-bearing Plants ........................126

Lesson 2 Vegetative Propagation of Plants ...................................133

Answer Key ......................................................................................141

Test Item Bank .................................................................................145

Lesson 1 The Physical Condition of the Ecosystem ......................148

Lesson 2 Interactions in Ecosystems .............................................154

Answer Key ......................................................................................164

Test Item Bank .................................................................................169

Unit 3 Force, Motion, and Energy

Lesson 1 Gravitational Force .........................................................173

Lesson 2 Frictional Force ...............................................................181

Answer Key ......................................................................................189

Test Item Bank .................................................................................193

Lesson 1 Energy and Its Forms .....................................................193

Lesson 2 Transformations of Energy .............................................203

Lesson 3 Simple Machines ............................................................212

Answer Key ......................................................................................219

Test Item Bank .................................................................................224

Chapter 5 Plants and Their Reproduction

Chapter 6 The Ecosystem

Chapter 7 Gravitational and Frictional Forces

Chapter 8 Energy, Work, and Machines

Unit 1 Materials in the Environment

Lesson 1 Homogeneous and Heterogeneous Mixtures .....................3

Lesson 2 Types of Mixtures .............................................................13

Answer Key ........................................................................................20

Test Item Bank ...................................................................................23

Lesson 1 Common Laboratory Apparatus .......................................26

Lesson 2 Ways of Separating Mixtures ...........................................33

Answer Key ........................................................................................41

Test Item Bank ...................................................................................45

Unit 2 Living Things and Their Environment

Lesson 1 The Musculoskeletal System ............................................50

Lesson 2 The Integumentary System ..............................................60

Lesson 3 The Digestive System ......................................................66

Lesson 4 The Respiratory System ...................................................74

Lesson 5 The Circulatory System ....................................................81

Lesson 6 The Nervous System ........................................................89

Answer Key ........................................................................................99

Test Item Bank .................................................................................109

Lesson 1 Vertebrates and Invertebrates ........................................112

Answer Key ......................................................................................121

Test Item Bank .................................................................................123

Chapter 1 Mixtures and Their Characteristics

Chapter 2 Separating Mixtures

Chapter 3 Human Body Systems

Chapter 4 Animals and Their Classification

Table of Contents


Review Copy

vii

Lesson 1 Spore-bearing and Cone-bearing Plants ........................126

Lesson 2 Vegetative Propagation of Plants ...................................133

Answer Key ......................................................................................141

Test Item Bank .................................................................................145

Lesson 1 The Physical Condition of the Ecosystem ......................148

Lesson 2 Interactions in Ecosystems .............................................154

Answer Key ......................................................................................164

Test Item Bank .................................................................................169

Unit 3 Force, Motion, and Energy

Lesson 1 Gravitational Force .........................................................173

Lesson 2 Frictional Force ...............................................................181

Answer Key ......................................................................................189

Test Item Bank .................................................................................193

Lesson 1 Energy and Its Forms .....................................................193

Lesson 2 Transformations of Energy .............................................203

Lesson 3 Simple Machines ............................................................212

Answer Key ......................................................................................219

Test Item Bank .................................................................................224

Chapter 5 Plants and Their Reproduction

Chapter 6 The Ecosystem

Chapter 7 Gravitational and Frictional Forces

Chapter 8 Energy, Work, and Machines

Unit 1 Materials in the Environment

Lesson 1 Homogeneous and Heterogeneous Mixtures .....................3

Lesson 2 Types of Mixtures .............................................................13

Answer Key ........................................................................................20

Test Item Bank ...................................................................................23

Lesson 1 Common Laboratory Apparatus .......................................26

Lesson 2 Ways of Separating Mixtures ...........................................33

Answer Key ........................................................................................41

Test Item Bank ...................................................................................45

Unit 2 Living Things and Their Environment

Lesson 1 The Musculoskeletal System ............................................50

Lesson 2 The Integumentary System ..............................................60

Lesson 3 The Digestive System ......................................................66

Lesson 4 The Respiratory System ...................................................74

Lesson 5 The Circulatory System ....................................................81

Lesson 6 The Nervous System ........................................................89

Answer Key ........................................................................................99

Test Item Bank .................................................................................109

Lesson 1 Vertebrates and Invertebrates ........................................112

Answer Key ......................................................................................121

Test Item Bank .................................................................................123

Chapter 1 Mixtures and Their Characteristics

Chapter 2 Separating Mixtures

Chapter 3 Human Body Systems

Chapter 4 Animals and Their Classification


Review Copy

viii

Unit 4 Earth and Space

Lesson 1 Earthquakes and Plate Boundaries ................................227

Lesson 2 Volcanic Eruptions ..........................................................237

Answer Key ......................................................................................246

Test Item Bank .................................................................................252

Lesson 1 Weather ..........................................................................254

Lesson 2 Seasons in the Philippines .............................................264

Answer Key ......................................................................................271

Test Item Bank .................................................................................275

Lesson 1 Earth’s Rotation ..............................................................278

Lesson 2 Earth’s Revolution ..........................................................288

Answer Key ......................................................................................296

Test Item Bank .................................................................................300

Lesson 1 The Solar System and the Eight Planets ........................302

Answer Key ......................................................................................311

Test Item Bank .................................................................................314

Chapter 9 Earthquakes and Volcanic Eruptions

Chapter 10 Philippine Weather and Seasons

Chapter 11 Motions of Earth

Chapter 12 The Solar System


Review Copy

Materials in the Environment

UNIT1

In this unit, Grade 6 students will classify the materials they can observe in their environment as pure substances or mixtures. By doing scientific investigations, they will describe the appearance of mixtures as uniform or non-uniform and classify them as homogeneous or heterogeneous mixtures.

The students will also investigate ways of separating the components of a mixture based on its properties. They will infer that the properties of each component stay the same even when that component is combined in a mixture.

PUS 6 TM_Chapter 1_BR-Rev5-5_Joseph_03232017.indd 1 3/23/2017 2:05:25 PM

Review Copy

Overview

This chapter introduces the differences between mixtures and pure substances. The first lesson focuses on differentiating homogeneous from heterogeneous mixtures based on their appearance and number of phases. The second lesson discusses the different types of mixtures, such as solutions, suspensions, and colloids. In this chapter, students will learn by participating in group discussions, hands-on activities, and games.

Lessons

1 Homogeneous and Heterogeneous Mixtures2 Types of Mixtures

Learning Goals

1 Differentiate mixtures from pure substances.2 Demonstrate that some materials when mixed form

homogeneous or heterogeneous mixtures. 3 Distinguish homogeneous mixtures from heterogeneous

mixtures.4 Compare the properties of different types of mixtures.5 Explain the uses of different mixtures.6 Prepare useful mixtures.7 Explain how mixtures are utilized in technology.8 Evaluate the importance of colloids in daily life.9 Describe the impact of colloids on biology and the

environment.

CHAPTER 1 Mixtures and Their Characteristics



Review Copy


1

Learning Goals

At the end of the lesson, the students should be able to:1 differentiate mixtures from pure substances;2 demonstrate that some materials form homogeneous or hetero-

geneous mixtures when mixed together; and3 distinguish homogeneous mixtures from heterogeneous mixtures.

Teaching Notes

Key Concepts

1 Matter is anything that occupies space and has mass.2 A pure substance has a definite or fixed composition. It cannot be

broken down into its components by physical means. Also, it is uniform throughout, which means it has only one phase.

3 A pure substance with only one component cannot be broken further whether by physical or chemical means.

4 A pure substance with two or more components can only be broken down by chemical means.

5 Electrolysis is a process of breaking down substances by the use of electricity.

6 A mixture is formed by combining two or more pure substances. It can have many phases. It does not have a definite or fixed composition. A mixture can be broken down by physical means.

7 A mixture can be homogeneous or heterogeneous.8 A homogeneous mixture is one that has only one phase. The

components of a homogeneous mixture are combined completely and spread evenly throughout.

9 A heterogeneous mixture is one that has more than one phase. The components of a heterogeneous mixture are not completely or thoroughly combined.

Homogeneous and Heterogeneous MixturesTextbook Page Numbers: 1–11Time Allotment: 3 sessions


Review Copy


Vocabulary

anode, cathode, electrolysis, heterogeneous, homogeneous, matter, mixture, pure substance

Materials

worksheets 1.1a and 1.1b, red fruit-filled gelatin, plain red gelatin, blue and yellow circle paper cutouts, plastic cups, water, teaspoons, vinegar, flour, black pepper, pictures of the following: diamond; aluminum; gold; and silver; pencils, sharpeners, thin cardboards, scissors, 9-volt batteries, salt, electrical wires, small glasses, and pictures of the following mixtures: fruit salad; orange juice; soil; oil and water; coffee; and coin

Learning Instructions

Engagement

1 Discuss with the students the unit overview and chapter overview on pages 1 and 2 of the textbook.

2 Distribute copies of worksheet 1.1a to the students. Have the students fill in the What I Know column in the worksheet by answering the following questions:(a) What is matter?(b) What are the classifications of matter?(c) What is a mixture?

3 Have some students share in class their answers from the worksheet. Discuss their answers.

4 Show the students a transparent, red, fruit-filled gelatin and a plain red gelatin.

5 Ask them how the gelatins are similar and how they are different. Discuss their answers.

6 Tell the students that the plain gelatin has one phase, while the fruit-filled gelatin has several phases.

7 Have the students fill in the What I Want to Know column in worksheet 1.1a.

8 Explain the lesson objectives in Learning Goals on page 3 of the textbook.


Review Copy


Exploration

9 Let the students answer the question in Explore! on page 3 of the textbook.

10 Call on some students to share their answers in class. Discuss their answers.

11 Organize the students into four groups. Have the groups do the Science at Work activity on page 9 of the textbook. Give the groups time to complete the activity.

12 Tell the groups not to fill out the third column of the table in the activity and not to answer the questions yet.

13 Give the groups time to completely mix the materials. Have each group identify the number of phases in each mixture prepared. Check if their understanding of phases is correct based on their answers.

Explanation

14 Write the word matter on the board. Explain that matter is anything that takes up space and has mass. Compare the definition to the definitions the students wrote in worksheet 1.1a.

15 Explain that matter can be classified into two. Ask the students to name these two classes of matter. Discuss their answers.

16 Affirm that matter can be classified as a pure substance or mixture.17 Have the students bring out a piece of bond paper. Tell them to fold

the bond paper lengthwise to make a two-column table. Tell them to write the words Pure Substance on the left column and Mixture on the right column.

18 Organize the students into pairs. Have each pair research about pure substances and mixtures. Refer them to pages 4–8 of the textbook. Give the students time to research and fill out their table.

19 Tell the pairs that as you discuss pure substances and mixtures with them, they can add more information in their table.

20 Provide each pair with blue and yellow circle cutouts. Tell them to illustrate a pure substance using the cutouts.Note: The students should group the cutouts based on their color to illustrate two pure substances. Also, they should combine the blue and yellow circles in fixed proportions to illustrate a pure substance with fixed composition. Discuss their illustrations. Then tell them to put aside the cutouts.

21 Explain that a pure substance is uniform throughout, which means it has only one phase. Have students give examples of pure substances in solid, liquid, and gaseous phases. Discuss their examples.


Review Copy


22 Explain that there are pure substances that have only one component. Show them pictures of the following: aluminum, diamond, gold, and silver.

23 Ask the students to identify the pure substances. Explain that these pure substances have only one component. Ask the students to cite other examples of pure substances with only one component. Discuss their examples.

24 Explain that there are pure substances that have two components. Further explain that water is an example of a pure substance that has two components—hydrogen and oxygen. Write the words hydrogen and oxygen on the board. Ask the students: What are the uses of these gases? Discuss their answers.

25 Explain that even though water has two components, it has only one phase, and it has a definite or fixed composition.

26 Using your own cutouts, illustrate that water has a fixed composition. Tape two blue circles to one yellow circle. Show the taped circles and tell the students that it is a water model.

27 Make two more water models, and tape the models on the board. Ask the students how pure substances can be broken down? Let them answer the question based on their research.

28 Organize the students into four groups. Tell them that they will be splitting water into its components through a process called electrolysis.

29 Have each group do the activity that follows.

Electrolysis of Water

Materials:two pencils, sharpener, thin cardboard, scissors, puncher, 9-volt battery, salt, electrical wire, small glass, water

Procedure:(a) Fill the glass with warm water.(b) Dissolve about a teaspoon of salt into the warm water and let

the solution sit for a while.Note: Salt helps conduct the electricity better in the water.

(c) Carefully remove the eraser and metal part on the ends of the two pencils.

(d) Sharpen each pencil at both ends.(e) Cut the cardboard so that it fits over the small glass.(f) Punch two holes, about an inch apart, in the center of the

cardboard.


Review Copy


(g) Push the two pencils into the cardboard and set them in the glass.

(h) Using one piece of the electrical wire, connect the positive side of the battery to the black graphite of one pencil (see figure).

Battery

9 volt

+ -

(i) Using another piece of the electrical wire, connect the negative side of the battery to the black graphite of the second pencil.

(j) Observe what happens to the water.

30 Ask the groups to answer the following guide questions.(a) What happened when you connected the graphite of the two

pencils to the battery?(b) What are the probable identities of the gases produced in the

experiment?31 Have each group discuss and compare their answers with the

answers of the other groups.32 Call on some students and ask them to share their answers in class.

Discuss their answers.33 Discuss the results of the activity.

Note: When the students connect the wires to the battery, bubbles appear around the submerged tips of the pencil. The bubbles indicate production of the gases hydrogen and oxygen, the components of water. Hydrogen and oxygen have been split apart by electricity. The pencil attached to the negative terminal of the battery collects hydrogen gas, while the one connected to the positive terminal collects oxygen gas.

34 Have the students bring out their cutouts again. Tell them to illustrate a mixture using the cutouts.Note: The students should combine the cutouts, without taping them, to illustrate a mixture.

35 Ask the students: What makes a mixture different from a pure substance. Let them explain their answers.


Review Copy


36 Explain that unlike a pure substance, a mixture does not have a definite or fixed composition.

37 Discuss the concept of karat to emphasize that mixtures do not have a definite composition. Refer the students to the Science Bank on page 7 of the textbook.

38 Discuss the formula that is used to calculate the percentage of gold. Refer the students to page 6 of the textbook.

39 Show the students a glass of water and a teaspoon of salt. Ask them to identify whether water and salt are pure substances or mixtures. Discuss their answers.

40 Place a teaspoon of salt into the water. Tell the students that you just have prepared saline water, which is a mixture of water and salt. Ask them: How can we break down saline water into its components, water and salt? Discuss their answers.

41 Demonstrate breaking down of saline water by boiling a small amount of saline water in an evaporating dish.

42 Explain that there are two types of mixtures. 43 Organize the students into five groups. Provide each group with

photos of different mixtures and ask them to classify the mixtures —coffee, coin, fruit salad, oil and water, orange juice, soil—into two groups.

44 Have each group present their classification of the mixtures and explain their basis in classifying the mixtures. Discuss their explanations.

45 Differentiate the two types of mixtures, homogeneous and heterogeneous, based on the pictures.

46 Have the students fill in the last column of the table in Science at Work on page 9 of the textbook. Have them answer the questions at the end of the activity.

47 Have some students share their answers in class. Discuss their answers.

48 Tell the students to complete their table (see instruction 17) and present it in class. Discuss their tables.

Elaboration

49 Organize the students into groups of three. Distribute copies of worksheet 1.1b to the students.

50 Ask the groups to identify ten mixtures and pure substances that can be found in the classroom.


Review Copy


51 Have them classify the items in the list as mixture or pure substance, homogeneous or heterogeneous. Give the students time to complete the activity.

52 Have each group share their list of items with the class and explain why certain items have been classified as mixture or pure substance, homogeneous or heterogeneous.

53 Discuss the information in Science Bank on pages 4, 7, and 8 of the textbook.

54 Let the students review the concepts summarized in Looking Over on page 10 of the textbook.

Evaluation

55 Test the students’ understanding of the lesson. Have them do the Enhance Your Skills exercise on pages 10 –11 of the textbook. Discuss their answers.

56 Ask the students to answer the question in Everyday Science on page 11 of the textbook.

57 Organize the students into pairs and have them discuss with their partners their answers to Everyday Science.

58 Have some pairs share their answers in class. Discuss their answers.59 Ask the students to fill in the What I Learned column in worksheet

1.1a.


1 As homework, have the students list ten mixtures found in their homes and classify the mixtures as heterogeneous or homogeneous. Ask them to explain their basis for the classification of each mixture. Have some students share their outputs in class. Discuss their outputs.

2 Give each student three square cutouts. In each cutout, have them write one vocabulary word related to the concepts discussed (e.g. electrolysis, heterogeneous, homogeneous, mixture, etc.). After everyone has filled out their cards, have each student discuss each vocabulary word with a classmate and have that classmate sign on the card. The student finishes the activity when he or she can explain each of the signed vocabulary words.Note: The same person cannot sign on a student’s cards twice.


Review Copy


Quiz

Name: __________________________________ Date: ______________Grade & Section: ________________________ Score: _____________

Directions: Classify the following mixtures as homogeneous or heterogeneous. Check the column that corresponds to the correct classification.

Mixture Homogeneous Heterogeneous

1 oil and water

2 clay and sand

3 glue and water

4 salt and water

5 pepper and salt

6 carrots and peas

7 alcohol and water

8 vinegar and water

9 mango and strawberry

10 cocoa powder and milk


Review Copy


Worksheet 1.1a

Name: ____________________________ Grade & Section: ____________Topic: ____________________________ Date: _____________________

K-W-L Chart

Directions: Write in the first two columns what you think you already know (K) and what you want to know (W) about the topic. After completing the lesson, write in the third column what you learned (L).


What I Learned


Review Copy


Worksheet 1.1b


Matter Scavenger Hunt

Directions: Fill in the columns of the table below with the correct information.

What Is It? Mixture or Pure Substance

Homogeneous or Heterogeneous

Example:One-peso coin

mixture homogeneous


Review Copy


Types of MixturesTextbook Page Numbers: 12–24Time Allotment: 3 sessions

2

Learning Goals

At the end of the lesson, the students should be able to:1 compare the properties of different types of mixtures;2 explain the uses of different mixtures;3 prepare useful mixtures;4 explain how mixtures are utilized in technology;5 evaluate the importance of colloids in daily life; and6 describe the impact of colloids on biology and the environment.

Teaching Notes

Key Concepts

1 A solution is a homogeneous mixture consisting of solute and solvent. 2 A solute is a substance dissolved in a mixture, while a solvent is a

substance that dissolves the solute.3 A solution can be in different phases—solid, liquid, or gas.4 Liquid and gaseous solutions may be colorless or colored, but they

are transparent. They let light pass through.5 A colloid is a heterogeneous mixture. Its components are immiscible.

Colloids often appear murky or opaque.6 Tyndall effect is the scattering of light when it passes through a

colloid.7 A suspension is a heterogeneous mixture containing a solid

substance dispersed in a liquid or gaseous substance. Unlike a colloid, the suspended substance eventually settles.

Vocabulary

colloid, solute, solution, solvent, suspension, Tyndall effect


Review Copy


Materials

worksheet 1.2, gelatin powder, sugar, hot water, pineapple chunks, bowl, detergent powder, honey, green dishwashing liquid, cooking oil, alcohol, cornstarch, stirrer/spoons, transparent glasses or jars, red and blue food colors, water, flashlight, and 40% isopropyl alcohol

Learning Instructions

Engagement

1 Organize the students into pairs. Distribute copies of worksheet 1.2 to each pair. Have each pair fill in the What I Know column in the worksheet by answering the following questions:(a) What are the differences between solutions, suspensions, and

colloids?(b) What is Tyndall effect?

2 Have some pairs share their answers in class. Discuss their answers.3 Show the following materials to the students: gelatin powder, sugar,

hot water, and pineapple chunks.4 Ask the students: How do you prepare a homogeneous mixture

using some of these materials? Let them explain their answers.5 Ask a student to mix the sugar and warm water in the bowl. Explain

that the sugar and water mixture is an example of a homogeneous mixture.

6 Ask the students: How do you prepare a heterogeneous mixture using the given materials? Let them explain their answers.

7 Ask a student to mix the pineapple chunks with the sugar and water mixture. Explain that the resulting mixture is an example of a heterogeneous mixture.

8 Add the gelatin powder to the bowl, and set the mixture aside.9 Have the students fill in the What I Want to Know column in the

worksheet.10 Explain the lesson objectives in Learning Goals on page 12 of the

textbook.

Exploration

11 Have the students answer the question in Explore! on page 12 of the textbook.


Review Copy


12 Call on some students and let them share their answers in class. Discuss their answers.

13 Organize the students into four groups. Have the groups do the Science at Work activity on pages 18 –19 of the textbook. Give the groups time to complete the activity.

14 Have the groups fill in the third and fourth columns of the table in the activity. Tell the groups not to fill in the second and last columns of the table and not to answer the guide questions yet.

15 Call on some groups and let them explain their output in class. Discuss their outputs.

Explanation

16 Write the words solution, solute, solvent, and miscible on the board. Call on some students and ask them to explain the meaning of each word. Discuss their explanations.

17 Ask the students the following questions: Which is the solute in the sugar-water solution? Which is the solvent? Let them explain their answers.

18 Show the students a bottle of 40 percent isopropyl alcohol. Explain that the bottle contains 40 mL of isopropyl alcohol for every 60 mL of water.

19 Ask the students the following questions: Which is the solute in the alcohol solution? Which is the solvent? Discuss their answers.

20 Explain that the solute is generally present in less amount than the solvent.

21 Refer the students to page 14 of the textbook. Discuss the different types of solutions.

22 Organize the students into four groups. Tell the groups to list five examples of each type of solution. Have each group present their list in class. Discuss their lists.

23 Show the students a glass of water. Ask them: What are examples of materials that do not mix with water, but settle at the bottom of the glass? Let them explain their answers.

24 Ask the students: What are examples of materials that do not mix with water, but float on the surface of the water? Let them explain their answers.

25 Write the word suspension on the board. Explain that a suspension is a heterogeneous mixture.

26 Show the students the gelatin that was prepared at the start of the session. Ask them: What type of a mixture is gelatin? Let them explain their answers.


Review Copy


27 Explain that gelatin is a colloid. The particles of a colloid do not dissolve, but remain dispersed in the mixture.

28 Shine the flashlight onto the gelatin. Ask the students to share their observations. Discuss their observations.

29 Explain that colloids exhibit Tyndall effect, a phenomenon that involves scattering of light.

30 Have the students fill in the second and last columns of the table in the Science at Work activity on page 18 of the textbook and answer the guide questions at the end of the activity. Tell them to discuss their answers with a partner.

Elaboration

31 Organize the students into three groups. Have each group make a concept map using the following terms: mixture, homogeneous, heterogeneous, solution, suspension, and colloid. Then tell them to add other related terms to complete their concept map.

32 Have each group present their concept map in class. Discuss their concept maps.

33 Discuss the information in Science Bank on page 15 of the textbook.34 Let the students review the concepts summarized in Looking Over

on page 19 of the textbook.35 Ask the students to write a paragraph summarizing the concept map

in Linking Together on page 21 of the textbook. 36 As homework, ask the students to read the article in Making

Connections on page 24 of the textbook. Discuss the article with the students.

Evaluation

37 Test the students’ understanding of the lesson. Have them do the Enhance Your Skills exercise on page 20 of the textbook. Discuss their outputs.

38 Organize the students into pairs. Have each pair answer the question in Everyday Science on page 20 of the textbook.

39 Have some pairs share in class their answers to the question in Everyday Science. Discuss their answers.

40 Test the students understanding of the lessons in the chapter. Have them answer Chapter Test on pages 22–23 of the textbook. Discuss their answers.

41 Have the students fill in the What I Learned column in worksheet 1.2.


Review Copy



1 As homework, have the students draw a table with three columns. Tell them to label the columns with the terms solutions, suspensions, and colloids respectively. Tell them to list down ten examples of these types of mixtures. Have them share their list in class. Discuss their list.

2 Organize the students into pairs. Have the pairs bring cookbooks or magazines. They can also download recipes from the internet. Tell them to find a recipe that involves preparation of a solution, a suspension, or a colloid. Then have them share and discuss their findings in class. Discuss their findings.


Review Copy


Quiz


Directions: Match the description in column A to the term in column B. Write on the line before the number the letter that corresponds to the correct term.

Column A Column B

1 2 3 4 5 6

7

8

9

10

It is an example of a colloid.It is an example of a solution.It is an example of a suspension.It is the scattering of light in a mixture.It is the substance dissolved in solution.It is a type of mixture with miscible components.It is the substance that dissolves another substance in solution.It is the minimum number of phases in a suspension.It is a type of mixture that has evenly-dispersed particles.It is a type of mixture that consists of large particles that are not dissolved.

A solvent

B suspension

C one

D salt water

E solution

F mud water

G colloid

H milk

I solute

J two

K pure substance

L Tyndall effect


Review Copy


Worksheet 1.2

Name: ____________________________ Grade & Section: ____________Topic: ____________________________ Date: _____________________

K-W-L Chart

Directions: Write in the first two columns what you think you already know (K) and what you want to know (W) about the topic. After completing the lesson, write in the third column what you learned (L).


What I Learned


Review Copy


Answer Key

A Textbook

Explore!page 3Vinegar is a mixture. It is composed of acetic acid and water.

page 12Paints have to be sticky and viscous so they would resist gravity and be prevented from sliding down a canvas or wall.

Science at Workpage 91 If the components have one phase, the mixture is homogenous but if the

components have two or more phases, the mixture is heterogenous.2 Yes3 Other properties that can be used to classify mixtures are miscibility,

particle size, and light scattering.

pages 18–191 Answers may vary.

Sample answer: Yes2 If the components have one phase, the mixture is homogenous

but if the components have two or more phases, the mixture is heterogeneous.

3 If light is scattered or spreads out when passing through a mixture, then the mixture is a colloid.

Enhance Your Skills, page 10A 1 B

2 A3 A4 A5 C

B 1 hetero2 homo3 homo


Review Copy


4 homo5 homo

page 20A 1 B

2 D3 B4 B5 C

B 1 70 % alcohol2 soap3 ink, glue4 salt and water, 70 % alcohol and water5 glue and water; soap and water; ink and water

Everyday Sciencepage 11Yes, there are mixtures in our body. There are also mixtures in outer space.

page 20Glue is used to stick things together. A glue would not be effective if it becomes a nonsticky solution.

Chapter Testpages 22–23

A 1 D2 D3 B4 D5 A6 B7 B8 B9 A10 C


Review Copy


B

B Teacher’s Manual

Quiz

Lesson 1

Mixture Homogeneous Heterogeneous

1 oil and water

2 clay and sand

3 glue and water

4 salt and water

5 pepper and salt

6 carrots and peas

7 alcohol and water

8 vinegar and water

9 mango and strawberry

10 cocoa powder and milk

Lesson 2

1 H2 D3 F4 L5 I6 E7 A8 J9 G10 B

Substance Number of Phases

Tyndall Effect

Type of Matter (pure substance

or mixture)

oil 1 no mixture

shampoo 1 yes mixture

mudwater 2 yes mixture


Review Copy


Test Item Bank

Circle the letter that corresponds to the correct answer.

1 Which of the following refers to matter that has a definite or fixed composition?A solutionB pure substanceC homogeneous mixtureD heterogeneous mixture

2 What is a solution?A a heterogeneous mixture of

two immiscible componentsB a substance with a fixed or

definite compositionC a homogeneous mixture of

solute and solventD a substance that cannot be

broken down by physical means

3 What is electrolysis?A process of breaking down

substances using electricityB process of breaking down

substances using sound energy

C process of forming new substances using heat

D process of forming new substances using light energy

4 Which of the following is a pure substance?A hairB mercuryC fruit saladD orange juice

5 Which of the following will form a homogeneous mixture?A water and iceB water and oilC water and gravyD water and ethyl alcohol

6 Water undergoes electrolysis. Which of the following pairs of elements are the products of the electrolysis of water?A oxygen and nitrogenB hydrogen and oxygenC hydrogen and nitrogenD oxygen and carbon dioxide

7 You shine light into a container of an unknown substance. You observe that the substance scattered light in different direc-tions. Which of the following is a possible identity of the unknown substance?A milkB brineC waterD ethyl alcohol

8 In what way are water and argon gas similar?A They are both

heterogeneous mixtures.B They are both pure

substances.C They are both solutions.D They both exhibit Tyndall

effect.


Review Copy


9 Dry ice is made up of carbon and oxygen atoms. Why is dry ice considered a pure substance?A It has a fixed composition

and only one phase.B It has a fixed composition

and two phases.C It can be broken down by

physical means.D It does not have a definite

or fixed composition.

10 How do you separate a pile of iron and sulfur particles?A Boil the mixture to evaporate

sulfur.B Place the mixture in a cold

environment to remove iron.C Use electricity to remove

iron particles from the pile. D Use a magnet to attract and

remove the iron particles from the pile.


Review Copy

preface - sapgrp.comaquariums or small transparent glass containers, mosses, stones, aquarium...

Documents