GM 2018

Contents Unit 1: Arrangements of Particles: Solids, Liquids and Gases ........................................................................... 6

Lesson 1 ......................................................................................................................................................... 6

Solids .............................................................................................................................................................. 6

Liquids ............................................................................................................................................................ 6

Gas ................................................................................................................................................................. 6

Activity 1 .................................................................................................................................................... 7

Questions ................................................................................................................................................... 7

Unit 2- Mixture: Mixtures of Materials ............................................................................................................. 7

Lesson 2 ......................................................................................................................................................... 7

Mixtures ......................................................................................................................................................... 7

Examples of Mixtures .................................................................................................................................... 7

Separating Mixtures ...................................................................................................................................... 8

Activity 2 .................................................................................................................................................... 9

Investigate methods to separate a mixture .............................................................................................. 9

NATURAL SCIENCES AND TECHNOLOGY TERM 2 2017

1 Unit 3 – Solutions as Special Mixtures: Solutions ............................................................................................ 10

Lesson 3 ....................................................................................................................................................... 10

Solutions ...................................................................................................................................................... 10

Dissolving a solid.......................................................................................................................................... 10

Activity 3 Mixing substances ................................................................................................................... 10

Unit 4- Solutions as Special Mixtures: Soluble Substances ............................................................................. 11

Lesson 4 ....................................................................................................................................................... 11

Dissolving a solid: Solutes and Solvent ........................................................................................................ 11

The making of Sea Salt ................................................................................................................................. 11

Discussion: ................................................................................................................................................... 12

Activity 4 .................................................................................................................................................. 12

Methods of separating salt from water................................................................................................... 12

Unit 5 – Solutions as Special Mixtures: Saturated Solutions ........................................................................... 12

Lesson 5 ....................................................................................................................................................... 12

Saturated Solutions ..................................................................................................................................... 12

A natural example of a saturated solution: ................................................................................................. 12

Unit 6- Solutions as Special Mixtures: Insoluble Substances .......................................................................... 13

Lesson 6 ....................................................................................................................................................... 13

Insoluble Substances ................................................................................................................................... 13

Insoluble Substances as Water Pollution .................................................................................................... 13

Unit 7- Dissolving: Rates of Dissolving ............................................................................................................. 14

Lesson 7 ....................................................................................................................................................... 14

Rates of Dissolving ....................................................................................................................................... 14

There are three factors that affect the rate of dissolving: .......................................................................... 14

Activity 7 .................................................................................................................................................. 15

Investigate the rate of dissolving and grain size ..................................................................................... 15

Unit 8- Mixtures and Water Resources: Water Pollution ................................................................................ 15

..................................................................................................................................................................... 15

Lesson 8 ....................................................................................................................................................... 15

Water: A precious resource in South Africa ................................................................................................ 15

Water Pollution ........................................................................................................................................... 16

Insoluble Substances ................................................................................................................................... 16

Oil Pollution ................................................................................................................................................. 16

Preventing Water Pollution ......................................................................................................................... 16

Soluble Substances ...................................................................................................................................... 17

2

Impact of Fertilisers on Rivers ..................................................................................................................... 17

Preventing Water Pollution: ........................................................................................................................ 17

Living Germs ................................................................................................................................................ 17

Cycle of Infection: ........................................................................................................................................ 18

Activity 8 .................................................................................................................................................. 18

Activity 9 .................................................................................................................................................. 19

Unit 9 – Mixtures and Water Resources: Importance of Wetlands ................................................................ 19

What is a Wetland? ..................................................................................................................................... 19

How Wetlands control floods ...................................................................................................................... 19

How Wetlands clean polluted water ........................................................................................................... 19

Edith Stephens Wetland Park – Cape Flats.................................................................................................. 19

Activity 9 .................................................................................................................................................. 20

Unit 10 – Process to Purify Water: Clean Water ............................................................................................. 20

Lesson 10 ..................................................................................................................................................... 20

Animals and water ....................................................................................................................................... 20

Plants and Water ......................................................................................................................................... 21

The Importance of clean water ................................................................................................................... 21

How a water treatment facility works ......................................................................................................... 21

Activity 10 .................................................................................................................................................... 22

Activity 12 ................................................................................................................................................ 22

Unit 13 – Skills Focus: How to Follow Steps of a Scientific Investigation ........................................................ 23

3

Natural Science: The Scientific Method

Use this format to follow the scientific method for your experiments Question to investigate What will my experiment answer? __________________________________

_____________________________________________________________

Hypothesis What do I think the results of this experiment will be? ___________________

_____________________________________________________________

Materials What do I need to conduct this experiment? __________________________

_____________________________________________________________

Method How will I conduct this experiment?

Step 1 ________________________________________________________

Step 2 ________________________________________________________

Step 3 ________________________________________________________

Step 4 ________________________________________________________

Step 5 ________________________________________________________

Results and conclusions What are the results of my experiment?

_____________________________________________________________

____________________________________________________________

Was my hypothesis correct? [ ] Yes [ ] No

Discussion How can the results of my experiment be used? _______________________

What other questions does my investigation raise? _____________________

4

Technology: The design process

Use this format to follow the design process for your technology projects

Investigate What must my product do? _________________________________________________

_______________________________________________________________________

Design and plan Specifications: What are the specifications? (E.g. instructions, design brief)

Constraints: What are the constraints? (E.g. materials, time, tools)

Materials: What materials am I going to use? ___________________________________

Equipment: What tools do I have? What tools will I need? _________________________

Final drawing (What will my product look like?)

How am I going to make my product?

Step 1________________________________________________________________

Step 2________________________________________________________________

Step 3________________________________________________________________

Evaluate Does my product work properly? [ ] Yes [ ] No

Does my product look like my drawing? [ ] Yes [ ] No

How can I make my product better? __________________________________________

5

Natural Sciences & Technology Grade 6 Term 2

Strand 2 Natural Sciences: Matter and Materials

Technology: Processing

Introduction Solids, liquids and gases are the three main states of matter. Materials and substances

are made of matter. Matter is made of particles. The way the particles are arranged makes

the matter a solid, a liquid or a gas. It is also possible to mix different types of particles

together in their different states.

Matter and Material Processing

Solutions as special

mixtures

Mixtures Solids, liquids and gases

Dissolving Mixtures and water

resources

Process to purify water

Arrangement of particles

Mixtures of materials

Solutions Rates of Dissolving

Water pollution

Clean water

Soluble substances

Insoluble Substances

Importance of wetlands

6 Unit 1: Arrangements of Particles: Solids, Liquids and Gases

Lesson 1 Scientists use the word matter to talk about what everything around you is made of. Even

you as a person is made of matter. All materials and substances are made of matter.

Matter is made of very small particles.

How small is the particle?

- Hold a piece of paper in your hand.

- Hold it level with your eyes.

- Notice that the paper is very thin

- Paper is made of millions and millions of particles

- A piece of paper is 10 000 particles thick.

A particle is the smallest part of a substance

Particles move. Particles move all the time. Sometimes they move slowly, sometimes they

move fast. The speed and distance they move in determines if the material or substance is

a solid, a liquid or a gas. The particles in solids, liquids and gases are all arranged

differently.

Solids When matter is solid it has a fixed shape. The particles of solids are packed closely

together. There is very little space between the particles. The particles vibrate or move in

one place.

A five rand coin is a solid object. It is made of metal. Can you push your finger through a

coin? No, because the particles are packed so closely together you cannot push them

apart.

Liquids Matter in the liquid state is able to flow. The substance will take on the shape of the

container it is in. The particles are packed close together, but they have

no fixed shape. There are small spaces between the particles. The

particles can move around each other.

Gas When matter is in the gas state it fills the available space around it. The particles in gas

are far apart from each other and move fast. There is a lot of space between the particles.

7 The particles move in all directions. Air is a gas that fills the room, a balloon or even a

whole atmosphere.

Summary Matter is made of particles which are moving all the time. There are spaces between the

particles of matter. Particles move faster when we add heat to them. In solids, the particles

of matter are held close together and move slowly. In liquids, the particles are further apart

and can move faster. In gases, the particles are far apart and move very fast and freely.

Activity 1

Questions

Identify the type of matter represented by: 1. Standing close together.

2. Spread out holding hands.

3. Running around each other.

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Unit 2- Mixture: Mixtures of Materials

Lesson 2

Mixtures When two or more different substances (or materials) are combined the result is a mixture.

The substances or materials can be in the solid, liquid or gas state. Sometimes the

different substances or materials are still visible after mixing. Sometimes they are not

visible.

Examples of Mixtures If you mix two solids together, you can usually see the different solids after mixing. For

example, if you mix sugar and tea leaves you will see the sugar and the tea leaves. Other

mixtures can be a combination of a solid and a liquid. In some examples the solid

becomes invisible. For example, sand is visible in water but salt is invisible in water. Two

or more liquids can also be combined to form a mixture. Sometimes liquids are visible after

8 mixing, such as water and oil. Sometimes liquids become invisible, such as water in a juice

concentrated mixture.

Separating Mixtures In some of the mixtures the materials are clearly visible. In

other mixtures, some of the materials disappear. There are

many different ways to separate mixtures so that the

materials are visible again. It is easier to separate

substances we can see. We can physically separate these

substances by sieving, filtering, hand sorting, settling or

decanting.

Method 1: Sorting by hand Hand sorting is physically picking out one material and separating it from the other

material. This is best use for mixtures with large solids such as coins, beans, peanuts or

sweets. This involves:

Pouring the mixture onto newspaper or a piece of plastic

Using your fingers or a pair of tweezers

Picking out one of the materials from the others

Method 2: Using a sieve This method refers to pouring mixtures through a sieve to separate the smaller solids from

the larger ones. This involves:

Pouring the mixture through a sieve into a bowl

Shaking the sieve so that the small materials fall through

The larger material will remain in the sieve.

Method 3: Settling and decanting Settling refers to letting the mixture sit and waiting for it to separate on its own. This is

easy to see with oil and water, and sand and water. This involves:

Stirring the mixture

Leaving the mixture in its container

Allowing the mixture to stand until the two materials separate

Carefully pouring off the top material from the other material

9 Method 4: Filtering Some mixtures are separated by pouring them through paper or other materials. You can

do this with sand and water. This involves:

Placing a funnel in a bottle

Placing filter paper in the funnel

Pouring the mixture through the funnel

Allowing the liquid material to flow through the filter

The solid material will remain in the filter or on the filter paper.

Summary A mixture consists of at least two different substances/materials mixed together.

In some mixtures, the different substances are still visible after mixing. The substances in

such mixtures can be separated by physical means such as sieving, filtering, hand sorting,

settling and decanting.

Activity 2

Investigate methods to separate a mixture Aim Determine which method of separating visible substances from mixtures are the best

Hypothesis Write the hypothesis for this activity.

State what you think the best method to separate each of the following mixtures is:

A. Beans and peanuts

B. Sand and salt

C. Sugar and tea leaves

D. Sand and water

E. Oil and water

Results a. Beans and peanuts are best separated by hands

b. Sand and salt are best separated using a sieve

c. Sugar and tea leaves are best separated using a sieve

10 d. Sand and water are best separated using a funnel and filtering paper

e. Oil and water are best separated by using settling and decanting

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Unit 3 – Solutions as Special Mixtures: Solutions

Lesson 3

Solutions A solution is a special mixture of a liquid and a solid. Solutions are uniform in appearance.

This means that the solid cannot be seen in the solution.

Dissolving a solid Dissolving is the process of mixing a solid and a liquid so that the

solid is no longer visible. If the solid dissolves in the liquid it is said

to be soluble. If it does not dissolve it is insoluble.

Difference between melting and dissolving:

Dissolving uses mixing to combine a solid and a liquid. Melting

uses heat to convert one solid into a liquid.

Summary Solutions are special mixtures. Some solutions can be made by mixing a solid and a liquid

together such as sugar and water or salt and water. Solutions are uniform in appearance

and the different substances cannot be seen after mixing.

Activity 3 Mixing substances 1. Test what happens when the following materials are mixed in water:

a. Mealie meal

b. Flour

c. Stamp

d. Custard Powder

e. Curry Powder

11 2. Write down the following questions:

a. 2.1 Question to investigate

b. 2.2 Hypothesis

c. 2.3 Materials

d. 2.4 Method

e. 2.5 Results

3. Copy and complete the table in your book, with your conclusion

Substances Appearance in Water Soluble or insoluble in water

Mealie Meal

Flour

Stamp

Custard Powder

Curry Powder

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Unit 4- Solutions as Special Mixtures: Soluble Substances

Lesson 4

Dissolving a solid: Solutes and Solvent

Solids that can dissolve are called solutes. The liquid in which a solute dissolves is called

the solvent. Water is a unique solvent as so many substances can dissolve in it.

The making of Sea Salt Over millions of years, salt from the land has washed into the sea. The salt has dissolved

in the sea. Seawater tastes salty because of the dissolved salt. The seawater is the

solvent. The salt is the solute. The solution is the mixture of the salt and water.

12 Discussion: How can the water and salt be separated?

Activity 4

Methods of separating salt from water 1. Explain why the sorting by hand method would not work to separate salt and water.

2. Explain why sieving the water and salt through a sieve would not work to separate salt

and water.

3. Explain why settling and decanting would not work to separate salt and water.

4. Explain why filtering would not work to separate salt and water.

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Unit 5 – Solutions as Special Mixtures: Saturated Solutions

Lesson 5

Saturated Solutions

When substances dissolve, solute particles become dispersed in the spaces between the

solvent particles. When the spaces are full, there is nowhere else for the solute to go. The

solute particles that are left out can be seen in the solvent.

Imagine your classroom is a container of a solution. The chairs are the solvent and you

and your fellow learners are the solutes. Once all the chairs (solvent) are taken by learners

it becomes saturated.

Saturated – when a solution has no more space for any more particles of the solute.

A natural example of a saturated solution: The Dead Sea is a lake that is on the border of Israel and Jordan. Over thousands of years

water has flowed into the lake. Salts are dissolved in the water. The water evaporates and

leaves the salt behind. The Dead Sea has become more and more salty. The water in the

Dead Sea is saturated. No more salt can dissolve in the water.

====================================-*===============================

13 Unit 6- Solutions as Special Mixtures: Insoluble Substances

Lesson 6

Insoluble Substances Water is known as a universal solvent. This means that many different substances can

dissolve in water. This makes water very useful. There are also many substances that do

not dissolve in water. These substances are insoluble. Oil is insoluble in water. Oil and

water do not mix and oil will float on water.

Insoluble Substances as Water Pollution Oil and sand are only two of many substances that are insoluble in water. Waste such as

plastic bags, tins and bottles are all insoluble. They pollute our rivers and seas.

Summary Soluble solids (solutes) can dissolve in water (solvent).Some solids will not dissolve in

water (insoluble solids). The substances in solutions cannot be separated by sieving,

filtering, hand sorting, settling and decanting. Some solutes can be separated by

evaporating the solvent. When substances dissolve, solute particles become dispersed in

the spaces between the solvent particles. There is a difference between melting and

dissolving. Melting involves heat and dissolving is the spreading of particles.

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14 Unit 7- Dissolving: Rates of Dissolving

Lesson 7

Rates of Dissolving Solutes dissolve in water but there are factors that can make the process faster or slower.

The speed at which a solute dissolves is called the rate of dissolving.

There are three factors that affect the rate of dissolving:

Temperature of mixtures - The first one is the temperature of the water. Substances will dissolve faster in warmer

water than in colder water. In warm water there are more spaces between the particles of

water. This means there is more space for solute particles.

Stirring versus shaking the mixture Stirring and shaking are both ways of mixing a solute with a solvent. Stirring is

better at mixing the solute with the solvent than shaking the solution.

Grain size of the solute The third factor is the size of the solute. A large grain of solute will take longer to dissolve

than a small grain. This is because a grain is made up of particles of the solute. It takes

time for the particles in a grain to break apart. The larger the grain, the slower the rate of

dissolving will be.

Summary Factors such as temperature of the mixture, stirring or shaking the mixture and grain size

of the solute can affect the rate of dissolving.

15 Activity 7

Investigate the rate of dissolving and grain size Aim To investigate the rate at which a large grained solute dissolves compared to a small

grained solute.

Question to Investigate Does the size of the grain of salt affect the rate of dissolving?

Hypothesis Write a hypothesis for this experiment.

Materials o Two beakers

o 125 ml of water in each beaker

o A teaspoon

o Fine Salt

o Coarse Salt

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Unit 8- Mixtures and Water Resources: Water Pollution

Lesson 8

Water: A precious resource in South Africa

South Africa is a very dry country compared to the rest of the world. The average rainfall

for South Africa is 450 mm per year. The world average is 860 mm per year. Rain is

unequally distributed in South Africa. If you live towards the western parts of South Africa

you only receive rain a few times per year. The eastern parts receive rain regularly.

16 Water Pollution All water eventually runs into a river somewhere. If it is

polluted water it will carry the pollution to the river. When

pollution mixes with water it can dissolve and form a

solution of solutes and solvents. The solution can be

poisonous to organisms in the water. Some pollution is

insoluble but still mixes with the water.

South Africa’s water is a precious resource that is under

threat. There are several threats to our water. Some

include:

Insoluble substances

Soluble substances

Living germs

Insoluble Substances Insoluble substances cannot dissolve in water. Not all

insoluble substances are harmless. Things like oil, plastic,

tyres, tins, glass and sewage waste are bad for the water and

people using the water.

Oil Pollution Oil can also pollute large amounts of water. Oil spreads as a thin layer on top of water.

The oil kills wildlife and plants that depend on the river. Oils make the water undrinkable

and it is impossible to remove all of the oil once it is in the water.

Preventing Water Pollution Never throw waste into a river or on the ground.

Never pour oil down a drain sink.

Most insoluble items can be removed from a river by

hand.

Organised river clean-ups can remove many insoluble

pollutants from our rivers.

17 Soluble Substances Soluble substances dissolve in water. This means it is very difficult to know if they are in

water or not. They are virtually impossible to remove and cause pollution, which then

makes the water undrinkable.

Examples of soluble pollution are:

Fertilisers and insecticides used by farmers

Chemicals used by factories

Soap powder used for washing clothes

Soap used by people to wash themselves

Impact of Fertilisers on Rivers The effect of these pollutants is to poison the water so that nothing can live in it. It can also

cause another problem called eutrophication. Eutrophication is when small plants called

algae feed of the fertilisers, soaps and even some chemicals. The algae grow very fast

and turn the rivers and lakes green. The water cannot be used for drinking. Some algae

secrete poisons that make the water poisonous. When the algae die they sink to the

bottom of the river or lake. They decompose and that process uses up all the oxygen in

the river.

Preventing Water Pollution: Use as little soap and detergents as possible.

Use as little fertiliser as possible in your garden.

Avoid using pesticides and herbicides in the garden.

Living Germs Germs are living creatures that cannot be seen with the naked

eye. Even clean looking water can have germs. Germs cause

diseases and cause people to become ill. The most common

illness carried by water is diarrhoea. Diarrhoea causes a

person to lose lots of water. They cannot eat food and become

very weak. The most common cause of death among young

people is diarrhoea. The diarrhoea germ is common in areas

where there are no proper toilets. The sewage from people is

washed into rivers. People drink the water and become ill. This

forms a cycle of infection.

18 To avoid contracting diseases that are transported in water, do the following:

Do not play in or drink polluted water

Wash your hands with soap before eating

Report broken toilets

Cycle of Infection:

Summary Water can be polluted by insoluble substances such as oil and plastic, soluble substances

such as soaps and fertilisers and germs.

Activity 8 1. List three types of insoluble substances polluting rivers. 2. Add three more of your own examples of such substances (think of waste that lies next

to roads) 3. What can you do at home to prevent water pollution and use water more wisely?

People have no access to toilets. sewage is

washed into the rivers and lakes

People drink the water or use the water for

cooking. Children play in the water

People become ill with diorrhoea. People can

die from the illness.

19 Activity 9

Discuss the following 1. Give examples of what can be done to stop the spread of diarrhoea germs.

2. Explain how the cycle of infection can be broken.

3. Explain the term water pollution.

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Unit 9 – Mixtures and Water Resources: Importance of Wetlands

What is a Wetland? A wetland is shallow body of water with plants such as reeds. Other names for wetlands

are marshes, swamps, seepage areas and food-plains. The

water in a wetland can be salty or fresh water.

Wetlands are the habitat for many unique animals and plants.

A large wetland can cover an area of several square

kilometres. A small wetland could be a puddle in a park or a

garden. More than half (50%) of all the large wetlands in

South Africa have been destroyed.

How Wetlands control floods When a river floods, a wetland provides a place for water to spread out and slow down.

Wetlands are filled with plants that slow down the flow of water.

How Wetlands clean polluted water The slow flowing water allows insoluble substances to settle. Sand and silt sink to the

bottom of the wetland. The water becomes clear. Plants absorb nutrients from the water.

Many of the nutrients are soluble substances that pollute the water. Plants can also absorb

the soluble nutrients that cause eutrophication. Even germs that cause diarrhoea are

eaten by microscopic organisms. Water may become drinkable after flowing through a

wetland.

Case Study

Edith Stephens Wetland Park – Cape Flats In the middle of an area of Cape Town called Philippi there is a seasonal wetland. It is called the Edith Stephens Wetland Park. Ms Stephens was a botanist. She cared

20 about the wetlands on the Cape Flats. She bought a piece of land so that it could be preserved as a wetland. She was not a wealthy woman, but she cared a lot about the environment. The wetland is the home of a plant that has existed for 200 million years. The plant is a small fern called Isoetes (pronounces: i-so-eat-tease). Today many people in Philippi benefit from the wetland and use it as a place to relax and watch birds. We need to think about the future and act more like Edith Stephens.

Activity 9 1. Read about the Edith Stephens wetland on the Internet

2. Explain why wetlands are important

3. List 4 of the plants and animals that make the Edith Stephens Wetland Park their

habitat

4. What is the quality of the water in the Park?

5. Write a report on the importance of wetlands. Use the answers to the above questions

as a body for your report.

Summary Wetlands are important ecosystems. They filter dirty water and are a habitat for many

species of plants and animals. Wetlands are being destroyed by housing, agriculture and

industries.

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Unit 10 – Process to Purify Water: Clean Water

Lesson 10 Living things such as plants and animals rely on water. Life cannot exist without it.

Animals and water Blood is made up of about 55% water. This helps to carry nutrients around the body of

animals. All animals would eventually dehydrate without water. Not only does water keep

an animal cool but water is also needed to digest food and remove waste. People depend

on water for the same reason. Without clean water, people would also not be able to grow

food, keep clean or be healthy.

21 Plants and Water Plants need the nutrients that are dissolved in water. Some animals that live in wetlands

deposit their waste in the water. The waste contains nutrients that the plants can use. The

plants absorb the nutrients through their roots and are used to make food for the plants.

The Importance of clean water Water management is everyone’s responsibility but the municipality officials of towns and

cities have the responsibility of looking after the water treatment facilities. The municipality

must purify water to keep people healthy.

How a water treatment facility works Water treatment plants are places where water from dams, rivers and aquifers are

cleaned. To clean the water the following steps are taken:

• Water is pumped to the water treatment plant.

• Water is filtered through a sieve.

• Water is then filtered through a very fine material called a membrane.

• A chemical called chlorine is added to kill any germs.

• Other chemicals are added to remove any bad tastes or smells.

• The water is pumped to factories and houses.

There are four ways to purify water: Boiling, Filtering, Settling and Chemical treatment.

Boiling Water Boiled water is heated to kill any germs in the water. This method uses a lot of electricity or

firewood and does not remove soluble or insoluble pollution.

Filtering Water Pouring water through a funnel and filter paper removes most of the insoluble pollution

such as sand. But germs can pass through the filter paper. So can soluble pollution such

as salts and chemicals.

Settling Water Water that is allowed to settle will appear to be clean but not all the insoluble pollutants will

settle. Germs and soluble pollutants are not removed.

Chemical Treatment Chemicals or iodine can be added to water to kill germs but these chemicals are

expensive and can make the water taste awful.

22 Activity 10 Draw up a table that compares the advantages and disadvantages of each method of

water purification listed above

Advantages Disadvantages

1. 1.

Activity 11 Filter and Purify Water Imagine you are stranded in a desert. You come across a small pool of water. You are

desperately thirsty but you have to clean the water before you can drink it. Describe how

you would purify the water

Write your answer in the form of a paragraph (6-10 lines).

Activity 12 Science language activity

Use the words in the box to complete the sentences

solids liquids gases particles big small regular

1. Matter is made up of tiny ________ that are moving.

2. In __________, the particles are packed close together in a ______ pattern and cannot

move freely. They have _______ spaces between them.

3. In ________, the particles have __________ spaces between them but can move

around each other.

4. In ________, the particles have _________ spaces between them and can move in all

directions.

5. Copy and complete the following table

Solid Liquid Gas

Write two facts about the

arrangement of particles

How do particles move

Draw the particle arrangement

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23 Unit 13 – Skills Focus: How to Follow Steps of a Scientific Investigation

Key words:

Prediction – when you say what you think will happen

Data- processed information presented in a structured way

Conclusion – something you decide based on the results of your investigation

Evaluate – to look at what you have done and to think of how to do it better next time.

Steps: 1. Observe and ask certain questions about what you have observed(how, what, when,

where and why)

2. Make a prediction, a statement about your guess of the results of your investigation.

3. Plan your investigation (materials, equipment and methods)

4. Conduct your investigation

5. Record your findings

6. Interpret data

7. Draw a conclusion

8. Evaluate your investigation

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