Separating Mixtures: Concept Map
≈ 25 minConcept Map
Organise the vocabulary, quantities and relationships into a connected model.
This extension applies that lens specifically to Separating Mixtures.
Because the parts of a mixture keep their own properties, we can separate them using physical methods — no new substances are made. The method you choose depends on a property that differs between the parts:
| Method | Uses the difference in… | Everyday example |
|---|---|---|
| Filtration | particle size (solid vs liquid) | straining tea leaves |
| Evaporation | boiling point (dissolved solid stays) | getting salt from sea water |
| Distillation | boiling point (collect the vapour) | purifying water |
| Magnetism | magnetic vs non-magnetic | pulling iron filings from sand |
| Hand sorting / sieving | size or appearance | sorting maize from stones |
Filtration traps an undissolved solid on filter paper while the liquid (the filtrate) passes through. Evaporation boils the liquid away and leaves a dissolved solid behind.
Chemistry — Grade 10 — Concept Map: You want to recover dissolved salt from salt water. The best method is…
Chemistry — Grade 10 — Concept Map: Which method would best separate iron filings from a pile of sand?
Chemistry — Grade 10 — Concept Map: What single word names the clear liquid that passes through the filter paper during filtration?
Name the original topic being extended by this concept map lesson.
Which statement is the best evidence-led starting point for Separating Mixtures: Concept Map?