UNIT 21 Infectious diseases

Introduction
The human being is challenged by many infectious diseases. In the previous unit, you
learnt about common parasites which transmit diseases, their life cycles and ways of
preventing them. In this unit, you will learn about common infectious diseases, their
causes, signs and symptoms and how they can be prevented. You need to have a
thorough understanding of infectious diseases in order to teach the unit effectively.
Success criteria
By the end of this unit, you must be able to:
• describe common infectious diseases which
• affect human beings
Common infectious diseases
In Activity 1, you will discuss common infectious diseases.
SVJ »X9
Activity 1 Discussing common infectious diseases
In groups:
1 Visit the local community to identify common infectious diseases.
2 Discuss the causes of the common infectious diseases.
There are many common infectious diseases which affect human beings in our
communities. These diseases include tuberculosis, diarrhoea, typhoid, measles,
common colds, malaria, cholera, ringworm, scabies and meningitis. These diseases
are caused by bacteria, viruses, fungi and itchmite.
Modes of transmission
In Activity 2, you will classify common infectious diseases according to their modes
of transmission.
Activity 2 Discussing modes of transmission
In groups:
1 Identify modes of transmission of common infectious diseases.
2 Classify the common infectious diseases according to their modes of transmission.
The common infectious diseases are transmitted in many different ways. Some of
these are:
• Direct contact: these are transmitted through body contact. Ringworm and syphilis
are both spread by body contact.
• Airborne and droplet infections: these are spread through air. Colds, flu and
measles are spread in this way.
• Ingestion in water or food: these are spread through contaminated food or water,
for example, cholera and dysentery.
• Entry through the skin: these are spread by vectors which carry parasites and inject
them through the skin when feeding on human blood. Malaria and bilharzias are
spread in this way.

This classification can be summarised in the table below.

Mode of transmission Common infectious diseases ^x*"

Direct contact Ringworm, scabies, athletes foot, sy^Mlis, gonorrhea,

trichomoniasis, hgjpessimplex, AIDS
Airborne and droplet infection Measles, TB, colcleffluenza, diphtheria, pneumonia,
chickenjjpxfwhooping cough, mumps
Ingestion in water or food ^^- -"Hepatitis, poliomyelitis, cholera, typhoid, dysentery,
roundworm, tapeworm

Entry throjigrfme skin Malaria, bilharzias, river blindness, elephantiasis,

trypanosomiasis (sleeping sickness)

Signs and symptoms, prevention and treatment of common infectious diseases

In Activity 3, you will discuss the signs and symptoms, prevention and treatment of
common infectious diseases.
Activity 3 Discussing signs and symptoms, prevention and treatment of
common infectious diseases
In groups:
1 Identify signs and symptoms of common infectious diseases in your community.
2 Discuss ways of preventing and treating common infectious diseases.
Common infectious diseases can be recognized by different signs and symptoms.
Knowing these signs and symptoms can assist in preventing and treating common
infectious diseases. The table below shows the signs, symptoms,, prevention and
treatment of some of the common infectious diseases.
Common infectious diseases
Signs and symptoms
Prevention and treatment
Ringworm
itching on the infected part
loss of hair
and
• good personal hygiene
• keep the infected area clean dry
Scabies
itching on the skin sores on the skin
• good personal hygiene
• avoid sharing clothes and clothing
Tuberculosis
chronic cough loss of weight fatigue
BCG vaccination isolation
covering the mouth and nose when sneezing treatment with antibiotics over a period
of time

Cholera

• severe diarrhoea
• dehydration
• use of antibiotics to treat the disease
• rehydration by saline drip or oral rehydration
• use of clean water
• personal hygiene
Malaria
• high fever an
• general ill health
• aches and pain
• anaemia
• enlargement of liver and spleen.

• draining breeding places of mosquitoes

• use treated mosquito nets
• killing mosquitoes
• use of malarial drugs
Bilharzia

lack of energy
blood in urine
pain in lower abdomen
skin itching
kidney and liver damage
eradicate water snails avoid bathing or standing in still water careful disposal of
human wastes use of drugs to treat the diseases

-
Exercise
1 Identify three micro-organisms that cause infectious diseases in human beings.
2 What are the signs and symptoms of the following infectious diseases:
a. typhoid?
b. measles?'
c. meningitis?
3 How can the spread of bilharzia be controlled in your community?
Unit assessment
1 How are each of the following infectious diseases transmitted:
a. syphilis?
b. pneumonia?
-i
c. trypanosomiasis?
2 a. Identify two common infectious diseases that are transmitted by more than one
mode
of transmission. b. What is the causative agent of each of the diseases identified in
(a)?
3 Describe the prevention and treatment of water borne diseases.

Unit summary
• Infectious diseases are diseases which can be spread through contaminated air,
water, food, entry through skin and direct contact. These are caused by fungi, bacteria,
viruses and protozoa.
• Some common infectious diseases include tuberculosis, diarrhoea, meningitis,
cholera, malaria, mumps and ringworm.
< • Most infectious diseases can be recognised by observing their signs and
symptoms.
.
Glossary
infectious disease: any disease that can be passed from one person to another
References
Mackean, DG (1995). GCSE biology. London: John Murray (Publishers) Limited.
Malawi Institute of Education (2003). Science and health teachers' guide for standard
7. Domasi: Malawi Institute of Education
Medi, IK and Meridith, HM (undated). The senior certificate biology. Blanture:
Dzuka Publishing Co.
Merki, MB (1989). Teen health. Woodland Hills: Me Graw Hill.
Teacher Development Unit (undated). Student teachers' handbook. Lilongwe: Teacher
Development Unit.

UNIT 22 Sexually transmitted infections, HIV and AIDS Introduction

You may have heard about sexually transmitted infections (STIs). You may even have
seen a person suffering from an STL These STIs are causing great concern among the
human population especially because they cause complications which later result in
the death of many children and mothers. In this unit, you will learn about causes,
transmission and relationship between STIs, HIV and AIDS. Knowledge of this unit
will help you avoid risky behaviours and also enable you to teach the topic
effectively.
Success Criteria
By the end of thus unit, you must be able to:
• describe some common sexually transmitted infections including HIV and AIDS
• describe modes of transmission of STIs and HIV
• explain ways of preventing STIs, HIV and AIDS

• describe the relationship between STIs, HIV and AIDS

Sexually Transmitted Infections (STIs)
In Activity 1, you will discuss some of the sexuallytransmitted infections.
Activity 1 Discussing common sexually transmitted infections
In groups:
1 Mention some common STIs you know.
2 Discuss the causes of the STIs you have mentioned.
3 Discuss the signs and symptoms of STIs.
4 Present your answers to the whole class in plenary.
In your discussions, you may have come up with the following STIs, their causes,
signs and symptoms:
STI Cause Signs and symptoms
AIDS HIV (virus) • loss of weight • persistent
diarrhoea • prolonged
coughing • shingles

Gonorrhea (chinzonono) bacterium • swollen lymph • burning

during urination • abnormal
menstrual cycles in females •
barrenness
Syphilis (chindoko)
bacterium
•
• reddish sores in genital area
• body rash
• blindness
• mental disorder
Trichomoniasis
protozoa

yellowish discharge with strong odour itching in females

Candidiasis (mauka)

fungus

• itching in the genitals

• white discharge
• inflamation in the vagina or penis
Chancroid (mabomu)
bacterium
swelling around the genitals
Genitals warts
virus
warts in genital area
Genital herpes
'
virus

• itchy blisters in genital area

• burning during urination
• discharge
Chlamydiasis

bacterium

burning during urination genital reddening and discomfort

'
Transmission of STIs and HIV
In Activity 2 ,you will discuss the modes of transmission of STIs and HIV.
Activity 2 Discussing modes of transmission of STIs and HIV
In groups:
1 Discuss how STIs and HIV are transmitted.
2 Present your points to the whole class in plenary.

From your discussions you may have come up with the following modes of
transmission of STIs and HIV:
• unprotected sexual intercourse
• wet kissing
0
• mother-to-child
• toilet seats
• blood transfusion
• blood-to-blood contact
Exercise
List ways in which HIV is not transmitted.

Prevention of STIs, HIV and AIDS

Activity 3 Discussing ways of preventing STIs, HIV and AIDS
In groups:
1 Discuss ways of preventing STIs, HIV and AIDS.
2 Develop campaign messages for preventing STIs, HIV and AIDS.
3 Sensitise the local community on ways of preventing STIs, HIV and AIDS using
the
campaign messages.
The following are some of the ways of preventing STIs, HIV and AIDS:
• abstinence
• being faithful to your spouse
• use of condoms
The other ways of avoiding STIs are:
• Practising good personal hygiene habits including not sharing personal items with
other people.
• Not wearing synthetic underwear which restrict air flow, thus keeping the genital
area damp and more susceptible to infection.
• Females should wipe from front to back after visiting the toilet to avoid
transferring germs from the rectum to the vagina.
Relationship between STIs, HIV and AIDS
Activity 4 Discussing relationship between STIs, HIV and AIDS
In your groups:
1 Discuss the relationship between STIs, HIV and AIDS, Put your responses on
chart paper.
2 Report your findings to class for discussion.
STIs are related to HIV and AIDS in the following ways:
• STIs and HIV are both mainly transmitted through unprotected sexual intercourse.
• If one has STIs the chances of contracting HIV infection are high due to presence
of sores in the genitals which may act as entry points for HIV.
• If one has STIs and HIV infection, the progression to full blown AIDS is faster
than in a person without STIs.
Unit assessment
1 Name any four STIs.
2 How can an unborn baby contract STIs or HIV and AIDS.
3 Describe three ways of preventing the spread of STIs including HIV/AIDS.
4 Explain the dangers of frequently contracting STIs.
Unit summary
• There are many people in our communities who are suffering from STIs.
• STIs, HIV and AIDS are mainly transmitted through sexual intercourse.
• They are causing the death of the most productive age group of the population.
• These diseases need to be prevented through abstinence, being faithful to one
uninfected partner or by using a condom.
Glossary
genitals: private parts
warts: small growths in the genital area or any other parts of the body

References
UNFPA/MIE (1998). A Sourcebook for population education in Malawi. Domasi:
MIE.
MIE/UNFPA (1998). A students handbook for population education in Malawi.
Domasi: MIE.
Miller, D (1990). Living with HIV and AIDS. London: Macmillan.
National AIDS Secretariat (Undated). Basic facts about STDs, HIV and AIDS.
Lilongwe: Ministry of Health.

UNIT 23 Properties of matter Introduction

Matter includes all living and non-living things. It is the material which makes up
both visible and invisible substances. It is anything that has mass and occupies space.
Matter exits in three physical states, namely, solid, liquid and gas.
In this unit, you will learn about the properties of the three states of matter. You will
also learn about how the knowledge of the properties of matter can be applied in
everyday life. A thorough understanding of the properties of matter will /therefore,
enable you to teach the topic effectively.
Success criteria
By the end of this unit, you must be able to describe the properties of matter.
Properties of matter
In Activity 1, you will learn about the properties of solids, liquids and gases.
Activity 1 Properties of solids, liquids and gases
In groups:
1 Brainstorm the properties of solids, liquids and gases.
2 Discuss the properties of solids, liquids and gases.
3 Design and carry out investigations to find out the properties of solids, liquids and
gases.
4 Report your work in a plenary.
Meaning of properties of matter
Properties of matter refer to the distinguishing characteristics of the states of matter
used in their identification or description.
Properties of solids
From your discussions and investigations you may have found out that different solids
have different physical properties. Some solids are shiny, heavy, hard, soft,
transparent, opaque, while others can easily be broken or twisted. However, the
common properties of solids can be observed in the following:
a. Shape
b. Volume
c. Density
All solids have fixed shape.
All solids have fixed volume.
Solids have the highest density of all the three states of matter.
d. Compressibility, Generally, solids cannot be compressed
e. Thermal expansion: all solids show a very small thermal expansion when their
temperature is raised.
Properties of liquids
The following are the properties of liquids:
a. Shape: Liquids do not have definite shape. They take yp the shape of the container
in which they are placed.
b. Volume: Liquids have definite volume. This means that the volume does not
change.
c. Density: Liquids have a higher density than gases.
d. Compressibility: Generally liquids show a small compressibility.
e. Thermal expansion: Liquids show a moderate thermal expansion when heated.
Properties of gases
Gases have the following properties:
a. Shape: All gases do not have definite shape.
b. Volume: All gases do not have definite volume.
c. Density: Gases have the lowest density of the three states of matter.
d. Compressibility: Gases have large compressibility.
e. Thermal expansion: Gases show high thermal expansion when heated.

Changes of states of matter

In Activity 2 that follows, you will carry out an investigation to show the changes of
the states of matter.
Activity 2 Discussing changes of the states of matter
In groups:
1 Design and carry out an investigation to show how the state of a substance can be
changed.
2 Brainstorm the terms that are used to describe the changes of states of matter
observed.
3 Discuss how the knowledge of the changes of state of matter can be applied in
everyday life.
The state of a substance can be changed by either heating or cooling it. When liquid
water is heated it boils or evaporates to form gaseous water called steam or water
vapour. When steam or water vapour is cooled it condenses to form liquid water.
Cooling liquid water makes it freeze or solidify forming ice. On the other hand,
heating ice makes it melt to form liquid water. The diagram in Figure 23.1 below
summarises the changes of states of matter when a substance is heated or cooled.

Evaporation
-Condensation
-

Figure 23.1 Changes of the states of matter

The following are the changes of state which occur when a substance is heated.
a. Melting: A change from solid to liquid.
b. Evaporation: A change from liquid to gas.
Note: Some substances change directly from solids to gas and from gas to solids. This
direct change from solids to gas is called sublimation while the direct change from gas
to solid is called deposition. Examples include solid iodine and naphthalene.
Changes that occur during cooling are:
a. Condensation: A change from gas to liquid.
b. Freezing: A change from liquid to solid.

The solid state of matter

The diagram in Figure 23.2 below shows how the particles of a solid substance are
arranged.
Figure 23.2 The solid state of matter
The particles of a solid substance are in fixed positions forming a regular pattern
called the lattice. This is why solids have definite shape and cannot flow. Solid
particles vibrate without leaving their fixed positions. This is because the particles are
held in position by the forces of attraction called cohesion or intermodular forces.
Due to these attractive forces between solid particles, solids have a definite volume'.
The particles of a solid are located as close together as possible. Therefore, a very
large number of particles is contained in a unit volume resulting in high density.

Since there is very little space between particles of a solid, increased pressure cannot
push them any closer together. This has very little effect on solid volume and hence
solids have very small compressibility.
Solids have very small thermal expansion. An increase in temperature causes the
particles to vibrate more vigorously thereby making each particle occupy a slightly
larger volume. The result is a slight expansion of a solid. The strong cohesion force
prevents the expansion from becoming very large. When a solid melts the following
happens:
a. The order of the lattice breaks down because the attractive forces between the
particles are destroyed.
b. The vibrations of the particles become so vigorous as the temperature rises that
they become free to move.
TO. 1-JU 11 -J
c. The solid becomes a liquid.
d. The temperature becomes steady or constant as the solid is melting.
e. The heat supplied is being used to free the particles from the attractive forces in
the lattice.
The heat used to change the solid to liquid is called the latent heat affusion. Notice
that the latent heat of fusion is given out when the liquid is freezing.
The liquid state of matter
The diagram in Figure 23.3 that follows shows the arangement of particles in a liquid.

Figure 23.3 The liquid state of matter

Particles in a liquid are not so closely packed together as in solids, but they are still in
contact with each other. The force of attraction is weaker than in solids. That is why
particles are able to move over and around each other. This enables a liquid to flow.
The particles in a liquid are not widely separated. They essentially touch each other,
therefore, a unit volume of a liquid has a large number of particles which results in
high density.
Since the particles in a liquid essentially touch each other, there is very little space
which is empty. Therefore, a pressure increase cannot squeeze the particles much
closer together. This makes liquids to have a small compressibility.
Liquids have small thermal expansion. When the temperature of a liquid is raised, the
liquid particle motion is increased. However, it only causes a slight volume increase
in the liquid.
When the liquid is cooling or evaporating the following happens:
a. When the temperature of a heated liquid reaches its boiling point, the particles
leave the liquid state and become a gas.
b. The temperature remains steady as the liquid boils.
c. The heat supplied to the liquid is being used to free the particles from the cohesive
forces which hold the liquid particles together.
The heat required to make a liquid turn into a gas is called the latent heat of
vaporisation. Notice that, when a gas is condensing into a liquid the same amount of
heat is given out.

The gaseous state of matter

The diagram in Figure 23.4 that follows shows thearrangement of particles in a
gaseous state.

o o o o o o o

o o oo o 0 0
0 ° o °o o
o 0 0 •o o o

.
Figure 23.4 The gas state of matter
In a gas the particles are much further apart than in a liquid. This is because the forces
of attraction between the particles of a gas, are so weak that they are almost non-
existent. This makes the gas particles to move very fast and randomly in all directions.
Therefore, the gas particles completely fill the container the gas is in and assume its
shape. This is why gases have indefinite shape and indefinite volume.
The particles of a gas are widely separated. There are relatively few gas particles in a
given volume, which means little mass per unit volume. Gases have, therefore, low
density.
Because in a gas the particles are widely separated, a gas is mostly empty space.
When pressure is applied, the gas particles are easily pushed closer together,
decreasing the amount of an empty space and the volume of the gas. Gases have,
therefore, large compressibility.
Gases have high thermal expansion. An increase in temperature means an increase in
particle velocity. The increased kinetic energy of the particles enables them to push
the walls of the container in which the gas is placed. The volume of the gas, therefore,
increases.
Application of changes of state of matter
The knowledge of the changes of state of matter can be used in various ways:
1 Drying of clothes: Clothes that have just been washed are usually spread out on a
line in sunshine so as to allow evaporation of liquid water from the clothes.
2 Making ice blocks: Liquid water is placed in a refrigerator or freezer to be cooled
to very low temperatures to form solid water called ice.
3 Preparation of jelly: The prepared liquid is placed in a refrigerator to allow it to
turn into a semi-solid substance called a jelly.
4 Distillation of alcohol: the liquid mixture is heated in a boiling flask of the
distillation apparatus. The liquid alcohol turns into a gas and moves into a delivery
tube through a condenser. As the gaseous alcohol passes through the condenser, it is
cooled and turns back into a liquid which then collects in a receiving tube as a
distillate.

Exercise
1 Describe an activity that you can carry out to show that liquids have indefinite
shape.
2 Describe two properties of each of the following:
a. solids
b. gasses
3 How can you change the state of a substance?
4- Explain why solids are more difficult to compress than gases.
5 Why do solids have a definite volume?
6 State two ways in which the knowledge of the changes of state of matter can be
applied in everyday life.

Unit summary
• Properties of matter are the distinguishing characteristics of the states of matter
used in their identification or description.
• Solids, liquids and gases show differences in the common properties such as shape
and volume, density, compressibility and thermal expansion.

Unit assessment
1 Describe the changes of state of water that occurs when a piece of wet cloth is
hang on a line to dry.
2 You are provided with a syringe. Design an experiment to demonstrate that gases
can be
compressed.

Glossary
matter : anything that has mass and occupies space
properties : distinguishing characteristics of a substance used in its identification or
description

References
Stoker, HS, (1999). Introduction to chemical principles. New Jersey. Prentice Hall.
Pole, S (1989). Co-ordinated science - physics. Oxford: Oxford University Press.
Byron J (1979). Steps in physics. Oxford: Oxford University Press.
Teacher Development Unit (1998). Student teachers' handbook 3. Lilongwe:
Teacher Development Unit.
Chang, R (1986). General chemistry. New York: Random House Inc.

UNIT 24 Mixtures

Introduction
In the previous unit, you carried out investigations to find out properties of the three
states of matter, namely, solids, liquids and gases. You also performed experiments on
expansion and contraction of solids, liquids and gases. These three states of matter
form mixtures of different types if their substances are put together.
In this unit, you will carry out investigations on mixtures. You will specifically make
different types of mixtures and separate the components using a variety of methods.
You will also identify the methods of separating the components of mixtures that are
commonly used in the
community.
.
.,
It is important for you to study the mixtures in order to understand their uses in
everyday life. A thorough study of the mixtures will help you to teach relevant
concepts on mixtures confidently and effectively in primary schools.
Success criteria
By the end of this unit, you must be able to:
• distinguish different types of mixtures
• describe how mixtures are used in everyday life
Meaning and types of mixtures
In Activity 1 that follows, you will discuss the meaning and types of mixtures.
Activity 1 Discussing the meaning and types of mixtures
In groups, do the following:
1 Mix a match head amount of each of the substances in table 24.1 below with 20
cm3 of cold water in a transparent container.
2 Shake or stir the mixture well.
3 Observe closely and record the mixture you have made.
4 Record your observations in the table by ticking (in the appropriate column.

Substances Mixture is Mixture is not Particles are Particles are

mixed with clear clear visible invisible
water
Ash
Chalk powder
Charcoal
powder
Kitchen salt
Maize flour
Sand
Soda
Sugar
Table 24.1 Mixtures

5 Using the data in table 24.1 and your observations answer the following questions:
• What is a mixture?
• In which mixtures did you recognise the components?
• In which mixtures are the components difficult to recognise?
• What are the two main groups of mixtures you have prepared in Activity 1?
• Which sub$tances dissolve in water?
• Which substances do not dissolve in water?
• What do you call a substance that dissolves in another substance?
A mixture can be defined as:
• Two or more substances that are combined, but have not chemically changed.
• A blenooftwo or more substances (materials) that are not chemically combined or
bound together.
A mixture is formed when two or more different substances are put together in
measurable
quantities. 1
You may have observed that in some mixtures the components can easily be
recognised, eg, a mixture of ash and water, maize flour and water, sand and water.
You could easily see the ash, flour or sand particles suspended in the water and some
gradually settled down to the bottom. Such mixtures are called suspensions.
Suspensions are sometimes called heterogeneous mixtures.
You may also have observed that in some mixtures the components cannot be
recognised, eg, salt in water and soda in water. You could no longer see the salt or
soda particles. They disappeared in the water. As a result the whole mixture appeared
as if it were one substance. Such mixtures are called solutions. Solutions are
sometimes called homogeneous mixtures.
When some substances are mixed with water and stirred, they disappear in the water,
eg, sugar in water. What happens is that each large, visible particle of sugar gradually
breaks down into its smallest or finest invisible particles. The resulting mixture
appears clear. The invisible particles are evenly spread put among the water particles
(molecules). This process is called dissolving. Therefore, some substances, such as
sugar, are said to dissolve in water. A substance which dissolves in another substance
is called a solute. Substances that dissolve in water are said to be soluble in water.
Those that do not dissolve in water are said to be insoluble in water, for example, ash,
sand and maize flour. Water is a universal solvent because many types of substances
dissolve in it. There are other solvents such as:
• turpentine which dissolves paint
• alcohol which dissolves naphthalene (moth balls)
Mixtures can be of various forms such as:
Solid + solid, eg, soil and humus
Solid + liquid, eg, sugar in water
Solid + gas, eg, moke and dust in air
Liquid + liquid, eg, crude oil
Liquid + gas, eg, fizzy drinks
Gas + gas, eg, air.
Factors affecting the rate at which solid solute dissolves in water
In Activity 2, you will discuss the factors affecting the rate at which solid solute
dissolves in water.

Activity 2 Looking at the factors affecting the rate at which solid solute
dissolves in water
In groups:
1 Discuss the factors that affect the rate at which a solid solute dissolves in water.
2 Design investigations to find out how each factor affects the rate of dissolving.
3 Carry out the investigations.
4 Report the results of your investigations.
How do the factors affect the rate of dissolving? Fine particles increase the surface
area of the solute providing more surface for contact with the solvent than large
particles. A larger surface area lets more solid solute come in contact with more
solvent. Crushing or grinding increases the surface area of the solute, as shown in the
illustration that follows:

Work out the total surface area of the large cuboid and the four cubes. How do the
surface areas of the large cuboid and the four cubes compare?
The smaller the particles of a solid solute the larger the surface area expose to water,
the faster the dissolving rate. The larger the solid solute particles, the smaller the
surface area exposed to water, and the lower the dissolving rate. '
Stirring breaks the solid soluteinto fine particles increasing surface area for contact
with the solvent. What else does stirring do?
Increasing the temperature of the solvent results in the increase of its volume giving
more room to be occupied by the solute particles. Increasing solvent temperature also
increases the speed at which the solvent interacts with the solute particles. The higher
the temperature of the solvent, the faster the rate of dissolving. The lower the
temperature of the solvent, the slower the rate of dissolving.

Now complete table 24.2 below to summarise the factors that affect the rate of
dissolving.
Factors Conditions for fast rate of Conditions for slow rate
dissolving of dissolving

Size of solute particles

Shaking or stirring
Temperature of
solvent
Table 24.2 Factors affecting the rate of dissolving
Exercise 1
1 What type of mixture is formed when maize flour is put in water?
2 How does a solute differ from a solvent?
3 Why would yo^ prefer to apply crushed kitchen salt in your relish when there is no
table salt during a meal?
4 When preparing tea, why is hot water preferred to cold water?
Methods of separating components of mixtures
In the Activity 3 below, you will discuss the methods of separating components of
mixtures.
Activity 3 Discussing methods of separating components of mixtures
As a class:
1 Brainstorm the methods of separating components of different mixtures.
2 Discuss the methods.
3 In groups, with the aid of labelled diagrams, design experiments to separate the
components of various mixtures using some of the methods you have discussed.
The common methods used to separate the components of mixtures include hand-
picking, winnowing, sieving, floatation, decanting, filtration, evaporation, distillation,
magnetism and chromatography.
Filtration
Discuss answer to the following questions:
• What do we call the material that remains on the filter paper?
• What do we call the liquid that collects in the container under the funnel?
• Describe the property that the filter paper has in the filtration process.
• Where is the knowledge of filtration used in everyday life?
You may have observed that at the end of the filtration process you get the original
components of the mixture separately. Filtration is the process of separating a liquid
and a solid (insoluble material) using a filter.
The substance that remains on the filter is called a residue. The substance that passes
through the filter and collects in the container is called a filtrate.

The filter allows one substance to pass through it and not the other. This is because
the filter has tiny holes or pores through which some substances can pass, but not
others. Substances that cannot pass through the filter have particles that are larger than
the pores in the filter. This property which the filter has is called semi-permeable.
Other examples of semi-permeable materials are blotting paper, toilet tissue and cloth.
Examples of situations in which filtration is used in everyday life include the
following:
• At the water works, where purification of drinking water is done.
• Chidulo processing. Straining tea.
Evaporation
You observed that the salt remained behind on the tin lid when all the water
evaporated.
The solvent evaporates leaving behind the solute. Therefore, evaporation is one way
in which a solute can be separated from a solution.
Evaporation is applied in the salt mining industry. Common salt (sodium chloride) is
obtained from sea water. Sea water is sealed off in small ponds and allowed to
evaporate using sunshine. Salt is left behind. Countries that produce salt include Malta
and Mozambique. In Malawi, small-scale salt production is being done in some
districts such as Chikwawa and Nsanje.
Find out more information about this small-scale salt production in Malawi. Write a
brief group report.
Distillation
Discuss answers to the questions:
• What changes of states are involved in distillation?
• Which components of a solution are recovered through distillation?
• Describe various applications of distillation in everyday life?
Distillation is the process of evaporating a liquid and then condensing the gas
(vapour) back into a liquid.
In the process of distillation, the mixture to be separated is heated. The solvent
evaporates, forming a gas. The gas moves through a tube called condenser. The
condenser cools the gas back to a liquid. The liquid drips into a container. The liquid
that is removed by distillation is called a distillate. The solute remains in the boiling
tube or original container. In distillation both the solvent and solute are recovered
separately.
Everyday applications of distillation include the following:
• In the 'brewing industry, eg, production of kachaso.
• Obtaining fresh water from sea water for drinking and other purposes in some
countries.
• Producing fuels like petrol and paraffin from petroleum.
Magnetism
You may have observed that the magnet attracted only the iron filings or some of the
metals you used, not the sand. Magnetism is the force of attraction produced by a
magnet. Substances that are attracted by magnets are called magnetic substances.
Common metals attracted by magnets are iron and steel. Magnetism is used to
separate magnetic substances from non-magnetic ones in a mixture. Situations in
which magnetism is used as a method of separating components of mixtures include
the following examples:

• In scrap metal industry: Strong magnets are used to separate magnetic metals from
nonmagnetic metals. Useful metals are, therefore, re-used (or recycled).
• In hospitals: opticians (eye specialists) use instruments fitted with special magnets
to remove foreign magnetic objects from the eye.
Exercise 2
1 Design an experiment that you would carry out to separate a mixture of fine sand
and table salt.
2 Carry out 'your experiment.
Investigating and observing uses of mixtures and application of methods of
separating mixtures
In Activity 5, you will investigate and observe uses of mixtures and applications of
the methods of separating mixtures in everyday life.
Activity 5 investigating uss of mixtures and how their components can be
separated
In your groups, carry out the following:
1 Move around the community to investigate and observe:
a. different mixtures and how they are used in everyday life
b. various methods of separating mixtures and how they are applied in everyday life
2 Record your observations in tables like 24.3 and 24.4 below.

Mixtures Uses of the mixture

1
2
3 ,
4
5

Table 24.3 Uses of mixtures

Method of separating Application in the
mixtures community

1
2
3
4
5

Table 24.4 Application of methods of separating mixtures 3 Write your findings on

chart paper for reporting and discussion.
You may have observed that mixtures are prepared and used in different ways. For
example,
mixtures are used: as food or drinks

for smearing houses

as medicines
as fertilisers or manure
for making paint and paper
in building activities
as fuels
as antiseptics, disinfectants and insecticides
Some of the mixtures are naturally occurring. Examples include soil, air, breast milk,
crude oil and salty water.
Exercise 3
1 What is filtration?
2 What two processes are involved in distillation?
3 Describe the components of a mixture which can be separated by decanting.
Unit assessment
1 In what way are solutions and suspensions similar?
2 Why is water a good solvent?
3 Explain how the terms in each pair are related:
a. decantation and filtration
b. distillation and evaporation
4 How can a suspension be separated?
5 Explain in four logical steps how you would recover all the components of a
mixture of madeya, iron filings and common salt.
Unit summary
• There are two main types of mixtures, namely, heterogeneous and homogeneous
mixtures.
• Substances that dissolve in other substances form solutions while those that do not
dissolve form suspensions.
• The parts of a solution are solute and solvent.
• The rate at which solid solutes dissolve is affected by the size of the solute
particles, shaking or stirring and the temperature of the solvent.
• The components of different mixtures can be separated by using different methods
depending on the characteristics of the substances in the mixture.
• Different mixtures are used in different ways.
• There are many ways of separating the components of mixtures. These are used in
various situations in everyday life.
Glossary
dissolving : disappearing in the solvent to form a solution
solution : mixture formed when one substance has dissolved in another
suspension : mixture of two or more substances that gradually settle down
molecule : smallest part of a substance that has all the properties of the
substance
solute : substance that is dissolved
solvent : substance in which a solute dissolves
soluble : able to dissolve
Insoluble : not able to dissolve
decanting : process of separating a liquid from a solid by pouring out the
liquid from a
container distillation : process of evaporating a liquid and condensing the
vapour (gas) back into a
liquid
filtration : separation of a suspension by passing it through a filter
magnetism : force of attraction by magnets
chromatography: the method of separating components of a mixture of different
colours

References
Aldridge, B et al. (1995). Science interactions course 1. New York: Glencoe,
McGraw - Hill.
Barnstein, L et al (1998). Concepts and challenges in physical science. New Jersey:
Globe Fearon.
Byers, A et al (1994). The science teachers'handbook: ideas and activities for every
classroom. Oxford: Heinemann
Ministry of Education (undated). Science and health education: module 14 - 16.
Lilongwe: MASTEP.
Mshanga, JI et al (2002). Strides in physical science 1. Blantyre: Longman Malawi.
Stockley, C et al (undated). The Usborne illustrated dictionary of science.
TDU (1998). Student teachers handbook 2, Lilongwe: TDU.