1
GRADE 6
Tom Newby School. Grade 6 NS and Tech 2016 – Term 2
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Introduction
3
Natural Science: The scientific method format
4
Technology : The design process format
UNIT 1 – Arrangements of Particles
5
Solids, Liquids and Gases
Activity 1 – Questions
UNIT 2 – Mixtures of Materials
6
7
8
Mixtures
Examples of Mixtures
Separating Mixtures
Activity 2 – Methods to separate
mixtures
UNIT 3 – Solutions as Special Mixtures
9
10
Solutions as Special Mixtures
Dissolving a Solid
Activity 3 – Mix other Substances
UNIT 4 – Solutions as Special Mixtures
11
12
13
Soluble Substances
Dissolving a Solid: Solutes and Solvents
The Making of Sea Salt
Activity 4 – Methods of Separating
Salt from Water
UNIT 5 – Solutions as Special Mixtures
14
Saturated Solutions
UNIT 6 – Solutions as Special Mixtures
15
16
Insoluble Solutions
Insoluble Solutions as Water Pollution
UNIT 7 – Rates of Dissolving
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18
19
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Rates of Dissolving
Temperature of Mixture
Stirring versus Shaking the Mixture
Grain size of the Solute
Tom Newby School. Grade 6 NS and Tech 2016 – Term 2
Activity 7 – The rate of
dissolving grain size
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UNIT 8 – Mixtures and Water Solutions
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Water: a Precious Resource in South Africa
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23
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Insoluble Substances
Soluble Substances
Living Germs
Activity 8 – Identify
insoluble substances that
pollute water
Activity 9 - Break the Cycle
of Infection
UNIT 9 – Mixtures and Water Resources
25
26
What is a Wetland
Case Study
Activity 10: Stephens
Wetland Park; questions
UNIT 10 – Process to Purify Water
27
Clean Water
Activity 11- Compare
water purification
methods.
Activity 12 – Filter and
purify water
Activity 13 – Science
Language Activity
UNIT 13 – Skills Focus
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Steps of an Investigation
Tom Newby School. Grade 6 NS and Tech 2016 – Term 2
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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? _____________________
Tom Newby School. Grade 6 NS and Tech 2016 – Term 2
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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
Does my product look like my drawing? [
[
] Yes
] No
[
] No
How can I make my product better? __________________________________________
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Natural Sciences & Technology
Grade 6
Term 2
Strand 2
Natural Sciences: Matter and Materials
Technology: Processing
Introduction
Solids, liquids and gases are the tree 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, liquid or gas. It is also possible to mix different types of particles together in
their different states.
Matter and Material Processing
Solids, liquids
and gases
Mixtures
Arrangement
of particles
Mixtures of
materials
Solutions as
special
mixtures
Solutions
Soluble
substances
Insoluble
Substances
Tom Newby School. Grade 6 NS and Tech 2016 – Term 2
Dissolving
Rates of
Dissolving
Mixtures and
water
resources
Water
pollution
Importance of
wetlands
Process to
purify water
Clean water
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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 are 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
Solids, Liquids and Gases
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… 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.
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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.
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.
====================================================================
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
Tom Newby School. Grade 6 NS and Tech 2016 – Term 2
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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
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
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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
Materials
You will need:
Newspaper
A funnel A beaker
Tom Newby School. Grade 6 NS and Tech 2016 – Term 2
A sieve
Filter paper
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Method
Step 1 – Sort the mixtures A, B, C, D and E by hand.
Write down the mixture this worked for best.
Step 2- Remake the mixtures A, B, C, D and E.
Step 3- sieve the mixtures into a beaker. Write down the mixture this worked for best
Step 4- Remake all mixtures
Step 5- Allow the mixtures to stand and then carefully pour the top layer off the bottom.
Write down the mixture this worked for best
Step 6- Remake all mixtures.
Step 7- place the filter paper in the funnel over a beaker.
Step 8- pour each mixture one at a time into the funnel. Write down the mixture this
worked best for.
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
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
====================================================================
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.
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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 other substances
1. Test what happens when the following materials are mixed in water:
1.1.
Mielie meal
1.2.
Flour
1.3.
Samp
1.4.
Custard Powder
1.5.
Curry Powder
2. Write down the following questions:
2.1 Question to investigate
2.2 Hypothesis
2.3 Materials
2.4 Method
2.5 Results
3. Copy and complete the table with your conclusion
Substances
Appearance in Water
Soluble or insoluble in
water
Mealie Meal
Flour
Sump
Custard Powder
Curry Powder
====================================================================
Tom Newby School. Grade 6 NS and Tech 2016 – Term 2
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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.
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.
====================================================================
Tom Newby School. Grade 6 NS and Tech 2016 – Term 2
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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
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.
====================================================================
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.
Tom Newby School. Grade 6 NS and Tech 2016 – Term 2
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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.
====================================================================
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:
1. 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.
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2. 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.
3. 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.
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.
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Materials
o Two beakers
o 125 ml of water
o 125 ml of water
o A teaspoon
o Fine Salt
o Coarse Salt
====================================================================
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.
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
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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.
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.
Tom Newby School. Grade 6 NS and Tech 2016 – Term 2
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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.
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:
People have no access
to toilets. sewage is
washed into the rivers
and lakes
People become ill with
diorrhoea. People can
die from the illness.
Tom Newby School. Grade 6 NS and Tech 2016 – Term 2
People drink the water
or use the water for
cooking. Children play in
the water
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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?
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.
====================================================================
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.
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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
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 some of the plants and animals that make the Edith Stephens Wetland Park their
habitat
4. State the quality of the water there
Write a report on the importance of wetlands. Use the answers to the above questions as
a body for your report.
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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.
====================================================================
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.
Plants and Water
Plants also need nutrients dissolved in water. Hippos that
live in wetlands spread their waste in the water. The waste
contains nutrients that the plants can use. The plants
absorb the nutrients through their roots. The nutrients 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.
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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
1. 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.
2. 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.
3. 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.
4. Chemical Treatments
Chemicals or iodine can be added to water to kill germs but these
chemicals are expensive and can make the water taste awful.
Activity 10
Draw up a table that compares the advantages and disadvantages of each method of
water purification listed above.
Advantages
1.
Tom Newby School. Grade 6 NS and Tech 2016 – Term 2
Disadvantages
1.
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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
====================================================================
Tom Newby School. Grade 6 NS and Tech 2016 – Term 2
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Unit 13
Skills Focus: How to Follow Steps of a Scientific
Investigation
Scientists want to find out how and why things happen, which factors are involved and
what affect it may have.
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
====================================================================
Tom Newby School. Grade 6 NS and Tech 2016 – Term 2