EMILIO AGUINALDO COLLEGE

SENIOR HIGH SCHOOL

City of Dasmariñas, Cavite

Laboratory Report #3
Classifying Mixtures

11 - STEM 15 - MATULUNGIN
DORIA, NICOLE AUDREY T.
SOLOMON, KATHLEEN NOELLE P.
VIRTUDAZO, REJEEN
TAN, DAVID LIAN M.
TALABOC, RJ E.
VILLAREAL, JOHN ROIE C.

Submitted to:
Ms. Joyce Ann C. Perez
General Biology 1

September, 2018
ABSTRACT

In this laboratory report, it contains the information and observation of the senior high
school students of Emilio Aguinaldo College – Cavite of section STEM – 15, who
conducted the laboratory activity. In this laboratory activity, the students prepared the
materials that is needed to conduct the activity. The materials needed in this activity are
6 Test tubes, Water, Liquid Milk, Mayonnaise, Gelatin, Soil and Vegetable Oil. On the
Laboratory activity they performed, the students were asked to prepare labeling the test
tubes from #1 to #6, and accordingly to their content. In the first test tube, only water is
present. In the second test tube, where 5 drops of milk will be added, however, small
particles of bubbles and fats are evident. In the third test tube, 1 g of mayonnaise is added.
However, small particles of unmixed mayonnaise and fats are evident. In the fourth test
tube, 1 g of gelatin is added, wherein gelatin is not mixed and not filtered. In the fifth test
tube, 1 g of soil is added, wherein it is partly mixed. Soil starts to fall upon standing. In
the final test tube, vegetable oil is added. In this case, it cannot be mixed together. Oil
tends to float on top of water. The objective of this laboratory report is to identify different
types of mixtures. Through the experiment the students identified which of the samples
is a solution, colloid and suspension. As for the conclusion, the students learned that
because of the different physical and chemical properties of mixtures, it is possible to
separate a solution into its original components. In the several experiments, the students
used chemical and physical means to partially and wholly separate components in the
lab. Trial and error was also a learning experience in that creating the experiment and
trying to fully work out all the variables in a laboratory setting was much more difficult than
anticipated.
INTRODUCTION

What is a Mixture? A mixture contains two or more substances that are not chemically
combined. Mixtures are unlike chemical compounds, because the substances in a mixture
can be separated using physical methods such as filtration, freezing, and distillation.
There is little or no energy change when a mixture forms. Also, mixtures have variable
compositions, while compounds have a fixed, definite formula. When mixed, individual
substances keep their properties in a mixture, while if they form a compound their
properties can change. (Chemicool, 2015). There are different types of mixtures, each
with different characteristics. For this reason, scientists have grouped mixtures according
to their properties: A solution is a mixture of one substance dissolved evenly throughout
another. Solutions are usually transparent. Colloids, are when two types of two types of
particles are mixed, where they don’t always separate out with time. These can be formed
by solid being suspended in a liquid, e.g. hot chocolate in milk. Lastly, Suspension is a
mixture of two substances, in which a solid is dispersed, undissolved, in a liquid. Great
example of this is dirty water. Mixture can be found almost everywhere, sometimes in the
form of organic and non-organic, either natural or artificial mixtures. Without mixtures,
there would be no development of new technologies. The purpose of this lab was to
identify, classify the different types of mixtures, as well as observe how different
substances mix to other substances to create a mixture. Given the fact that there will be
several tests, every single one will give a different result.
METHODOLOGY

This section explains how the senior high school students of Emilio Aguinaldo College, of
section STEM – 15, carried out the experiment. Below are the variables, materials and
apparatus, as well as the methods and procedure done to undertake the experiment.

I. Variables
1. Independent Variables:
 The identity of mixtures
 The classification of mixtures
2. Dependent Variables:
 The composition changes of test tube # 2-6.
 The filtration of mixtures
3. Controlled Variables:
 Volume must be kept constant. The students must divide mixtures to
test tubes #1 to #6.
 Time should be the same so that the students could compare the
changes between the 6 test tubes.
II. Materials and Apparatus
 6 test tubes (labeled # 1 -6)
 Water
 Dropper
 Funnel
 Beaker
 Filter paper
 Liquid milk
 Mayonnaise
 Gelatin
 Soil
 Vegetable oil
III. Procedure

To begin identifying and classifying the different types of mixtures, the senior
high school students of Emilio Aguinaldo College gathered all the materials and
equipment needed to conduct the experiment. After setting up equipment, the
students prepared labeling the test tubes #1 to #6. For test tube #1, the
students added water only. After adding the substance, the students then
shook the test tubes very well for a few minutes. After observing, the students
went to filtering the substance. The students placed a small beaker (substitute.
container) below a funnel with filter paper. The students tried to catch the filtrate
and observed. For test tube #2, the students added 5 drops of milk and mixed
it with a few drops of water. The students shook the test tubes very well for a
few minutes. After observing, the students went to filtering the substance. The
students tried to catch the filtrate and observed. For test tube #3, the students
added 1 gram or pea sized of mayonnaise and mixed it with a few drops of
water. The students shook the test tubes very well for a few minutes. After
observing, the students went to filtering the substance. The students tried to
catch the filtrate and observed. For test tube #4, the students added 1 gram or
pea sized of gelatin and mixed it with a few drops of water. The students shook
the test tubes very well for a few minutes. After observing, the students went to
filtering the substance. The students tried to catch the filtrate and observed.
For test tube #5, the students added 1 gram of a simple soil and mixed it with
a few drops of water. The students shook the test tubes very well for a few
minutes. After observing, the students went to filtering the substance. The
students tried to catch the filtrate and observed. For test tube #6, the students
obtained and added 2 mL of vegetable oil and mixed it with a few drops of water.
The students shook the test tubes very well for a few minutes. After observing,
the students went to filtering the substance. The students tried to catch the
filtrate and observed.
IV. DATA

Figures Caption Figures Caption

Figure.0.1. Figure.0.5.
Gathering of materials. Filtering water.

Figure.0.2. Figure.0.6.
Labeling of test tubes Liquid milk mixed
#1-6. with water in test
tube #2.

Figure.0.3. Figure.0.7.
Labeling of test tubes Filtering liquid milk
#1-6. mixed with water.

Figure.0.4. Figure.0.8.
Water in test tube #1. Mayonnaise in test
tube #3.
Figures Caption Figures Caption
Figure.0.9. Figure.1.3.
Filtering mayonnaise Filtering 1 g soil
mixed with water. mixed with water.

Figure.1.0. Figure.1.4.
1 g gelatin mixed with Vegetable oil mixed
water in test tube #4. with water in test
tube #6.

Figure.1.1. Figure.1.5.
Filtering of gelatin. Filtering vegetable
oil mixed with water.

Figure.1.2.
1 g soil mixed with water
in test tube #5.
 PRESENTATION OF DATA

This section deals with the presentation of data which the senior high school students of
Emilio Aguinaldo College, of section STEM – 15, have collected from the experiment.
This section also shows evidences resulted from the observation that addresses the claim,
and the sources of error committed during the experiment. This section contains three (3)
subsections namely: (a) evidence – visual, (b) evidence – data, (c) sources of errors.

A. Evidence – Visual

Visual Label Visual Label Visual Label

Visual 0.1 Visual 0.4 Visual 0.7

Visual 0.2 Visual 0.5 Visual 0.8

.

Visual 0.3 Visual 0.6 Visual 0.9

Visual Label Visual Label Visual Label

Visual 1.0 Visual 1.1 Visual 1.2

B. Evidence – Data

Apparatus Size Measurement Appearance Substances Structure

Involved
Test Tube # 100 mm 25 mL water Almost Water only Substance
1 - Water x13 mm colorless
liquid;
transparent
Test Tube # 100 mm 25 mL water Opaque Water and Mixed thoroughly
2 - Milk x13 mm and 5 drops of cream white liquid milk however, small
liquid milk particles of bubbles
and fats are
evident.
Test Tube # 100 mm 25 mL water Whitish in Water and Mixed thoroughly
3- x13 mm and 1 g color; cloudy mayonnaise however, small
Mayonnaise
mayonnaise in particles of
appearance unmixed
mayonnaise and
fats are evident.
Test Tube # 100 mm 25 mL water Transparent Water and Not thoroughly
4 - Gelatin x13 mm and 1 g gelatin and gelatin mixed. Gelatin
translucent at separates from the
the same time water.
Test Tube # 100 mm 25 mL water Translucent; Water and Partly mixed.
5 - Soil x13 mm and 1 g soil dark brown in soil Sediments starts to
color fall when standing.
Test Tube # 100 mm 25 mL water Transparent Water and Cannot be mixed
6– x13 mm and 2 mL and vegetable together. Oil tends
Vegetable
oil vegetable oil Translucent oil to float on top of
water.

C. Sources of Errors
 Error #1 in Visual 0.5
Small amounts of mayonnaise clung onto the test tube. Although, no huge
difference recorded.
 Error #2 in Visual 0.7
Only small amount of gelatin was added, resulting to lack of gelatin in the
mixture.
 Error #3 in Visual 1.2
Test tube was not properly cleaned, resulting to water getting mixed to the
former mixture, making it cloudy instead of transparent.
ANALYSIS

This section shows the description of each data and how the laboratory experiment went.
This section also discusses the interpretation and implications of data gathered from the
laboratory experiment. An evaluation of the methodology used may also be undertaken.

 Visual. 0.1. shows that the senior high school students of Emilio Aguinaldo
College – Cavite, of section STEM – 15, put plain water on test tube #1
labelled Water that fully represents substance.
 Visual. 0.2. shows that the senior high school students filtered the water by
using bond paper as substitute for filter paper. The results indicated no
changes made.
 Visual. 0.3. shows that the senior high school students of Emilio Aguinaldo
College – Cavite, of section STEM – 15, put five (5) drops of fresh milk along
with a few drops of water, representing the colloid mixture, in test tube #2
labelled Milk.
 Visual. 0.4. shows that the senior high school students filtered the fresh milk
mixed with water by using bond paper as a substitute for filter paper. The
results indicated that large particles of milk were able to get filtered through
while globules of fats and oils do not settle upon standing.
 Visual. 0.5. shows that that the senior high school students of Emilio
Aguinaldo College – Cavite, of section STEM – 15, put one (1) g of
mayonnaise along with a few drops of water, representing the colloid
mixture, in test tube #3 labelled Mayonnaise.
 Visual 0.6. shows that the senior high school students filtered the
mayonnaise mixed with water by using bond paper as a substitute for filter
paper. The results indicated that small particles of the mayonnaise were not
able to get filtered through while globules of fats and oils do not settle upon
standing.
 Visual. 0.7. shows that the senior high school students of Emilio Aguinaldo
College – Cavite, of section STEM – 15, put one (1) g of gelatin along with
 a few drops of water, representing the colloid mixture, in test tube #4
labelled Gelatin.
 Visual 0.8. shows that the senior high school students filtered the gelatin
mixed with water by using bond paper as a substitute for filter paper. The
results indicated that large particles of the gelatin were not able to get
filtered through. Although gelatin with water represents the colloid mixture,
the students consider the gelatin mixture a suspension because of the large
particles.
 Visual. 0.9. shows that the senior high school students of Emilio Aguinaldo
College – Cavite, of section STEM – 15, put one (1) g of soil along with a
few drops of water, representing the suspension mixture, in test tube #5
labelled Soil.
 Visual. 1.0. shows that the senior high school students filtered the soil
mixture by using bond paper as a substitute for filter paper. The results
indicated that large particles of the soil were not able to get filtered through
and considered the mixture as suspension because the particles settled to
the bottom upon standing.
 Visual. 1.1. shows that the senior high school students of Emilio Aguinaldo
College – Cavite, of section STEM – 15, put two (2) mL of vegetable oil
along with a few drops of water, representing the colloid mixture, in test tube
#6 labelled Vegetable oil.
 Visual. 1.2. shows that the senior high school students filtered the oil and
water mixture by using bond paper as a substitute for filter paper. The
results indicated that oil and water don’t mix with each other because oil is
far more denser than water.
CONCLUSION

The purpose of this lab was to identify, classify the different types of mixtures, as well as
observe how different substances mix to other substances to create a mixture. Given the
fact that there will be several tests, every single one will give a different result. Each of
the tubes performed differently and provided results that are truly beneficial to the
participants of the study. There were also errors collected from the data obtained during
the experiment. Small amounts of mayonnaise clung onto the test tube. Although, no
huge difference recorded, only small amount of gelatin was added, resulting to lack of
gelatin in the mixture, and test tube was not properly cleaned, resulting to water getting
mixed to the former mixture, making it cloudy instead of transparent as well. Therefore,
concluding that, the students learned that because of the different physical and chemical
properties of mixtures, and that it is possible to separate a solution into its original
components. In the several experiments, the students used chemical and physical means
to partially and wholly separate components in the lab. Trial and error were also a learning
experience in creating the experiment and trying to fully work out all the variables in a
laboratory setting was much more difficult than anticipated. Nevertheless, it added to our
fundamental knowledge of science.