How To Separate Solutions, Mixtures & Emulsions | Chemical Tests | Chemistry | FuseSchool Learn the basics about separating solutions, mixtures and emulsions when learning about separation techniques as a part of chemical tests. A solution is a mixture of two or more substances in the same phase. It is formed when a solute dissolves in a solvent. When salt is dissolved in water, a solution is formed. A solution can also be formed when two or more miscible liquids are mixed together. To separate dissolved salt from water, evaporate as much water as possible, leaving behind white salt crystals.This separation technique is known as evaporation. To separate ethanol from water, use the fact that both substances have very different boiling points. This mixture can be separated by simple distillation. The lower boiling component will boil and evaporate first, so it can easily be collected separately from the ethanol. Salt and water, and ethanol and water are homogenous mixtures – this means that the components of the mixture are in the same phase, or the composition of the mixture is uniform throughout. Heterogeneous mixtures are where the components in the mixture are not in the same phase, or the composition of the mixture is uneven. A mixture of sulfur and iron filings is a heterogenous mixture. There are many different techniques to separate mixtures, depending on whether the mixture is homogenous or heterogeneous. Magnets can be used to separate out magnetic components in heterogenous mixtures. Salt and sand can be separated using water to dissolve the salt, and then evaporation to separate the salt back from the water once more. Two immiscible liquids, such as oil and water, can be separated using a separatory funnel. SUPPORT US ON PATREON https://www.patreon.com/fuseschool SUBSCRIBE to the FuseSchool YouTube channel for many more educational videos. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Find all of our Chemistry videos here: https://www.youtube.com/playlist?list=PLW0gavSzhMlReKGMVfUt6YuNQsO0bqSMV Find all of our Biology videos here: https://www.youtube.com/playlist?list=PLW0gavSzhMlQYSpKryVcEr3ERup5SxHl0 Find all of our Physics videos here: https://www.youtube.com/playlist?list=PLW0gavSzhMlTWm6Sr5uN2Uv5TXHiZUq8b Find all of our Maths videos here: https://www.youtube.com/playlist?list=PLW0gavSzhMlTKBNbHH5u1SNnsrOaacKLu Instagram: https://www.instagram.com/fuseschool/ Facebook: https://www.facebook.com/fuseschool/ Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Follow us: http://www.youtube.com/fuseschool Befriend us: http://www.facebook.com/fuseschool This is an Open Educational Resource. If you would like to use the video, please contact us: info@fuseschool.org None

Learn the basics about future extraction methods including bioleaching and phytomining. This is a part of the overall environmental chemistry topic. SUBSCRIBE to the Fuse School YouTube channel for many more educational videos. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Find our other Chemistry videos here: https://www.youtube.com/playlist?list=PLW0gavSzhMlReKGMVfUt6YuNQsO0bqSMV Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Follow us: http://www.youtube.com/fuseschool Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org None

Learn the basics about different types of chemical industries, from agriculture to pharmaceutical to energy, and many other uses. In this video, we consider the environmental impact caused by a range of different types of chemical industries. Chemicals produced by the chemicals industry are used to make virtually every human-made product we know and play an important role in our everyday lives. These products can protect our crops from pests and increase their yields. Other chemicals can prevent and cure diseases. Some might provide us with insulation to reduce energy use and offer countless other benefits. The use of these resources could impact the environment in two ways. Firstly, chemical industries deplete our resources, especially renewable and nonrenewable; and secondly they can create pollution. Chemical industries use water. The key use of water is as waste control, where the waste stream from chemical processes are treated with water to dissolve materials; and in the and heating and cooling of reactions. The impact of water use on the environment is not only the volume of water consumed, but also the altered chemical composition, or the temperature of the used water being returned to the environment. Polluted water is a concern, but the also heated waste water can also have a significant impact on aquatic ecosystems. The energy used to power these chemical industries comes from oil, natural gas and coal, which contribute carbon dioxide emissions. Substances that cause acid rain and the tropospheric ozone are on the decline. Also, chemicals like CFCs are also in decline because of their recognised impact on forming holes in the stratospheric ozone layer. SUBSCRIBE to the Fuse School YouTube channel for many more educational videos. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Find our other Chemistry videos here: https://www.youtube.com/playlist?list=PLW0gavSzhMlReKGMVfUt6YuNQsO0bqSMV Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Follow us: http://www.youtube.com/fuseschool Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org None

Learn about the parts of an atom, their mass, and their charge, in this video from the Properties of Matter chapter FuseSchool Chemistry. 0:00:01,220 -- 00:00:07,500 we already know that atoms are really 00:00:04,050 -- 00:00:09,389 small but we can get smaller if we zoom 00:00:07,500 -- 00:00:12,509 into an atom we find that is made up of 00:00:09,389 -- 00:00:16,080 protons, neutrons and electrons and a lot 00:00:12,509 -- 00:00:18,780 of empty space. Imagine an Olympic 00:00:16,080 -- 00:00:21,420 swimming pool: 50 metres wide, this is our 00:00:18,780 -- 00:00:24,180 atom. At the centre of our atom is the 00:00:21,420 -- 00:00:27,810 nucleus, the nucleus is made up of 00:00:24,180 -- 00:00:30,300 protons and neutrons but if we jumped 00:00:27,810 -- 00:00:32,189 into the pool to find the nucleus it 00:00:30,300 -- 00:00:36,780 would be pretty much impossible because 00:00:32,189 -- 00:00:38,880 it is a size of a grain of sand. Around 00:00:36,780 -- 00:00:41,520 the nucleus you find that electrons are 00:00:38,880 -- 00:00:43,020 randomly whizzing around, the electrons 00:00:41,520 -- 00:00:45,540 are even smaller than protons and 00:00:43,020 -- 00:00:48,360 neutrons. so, say we only have two 00:00:45,540 -- 00:00:50,100 electrons in our atom these would be 00:00:48,360 -- 00:00:52,980 randomly moving around our grain of sand 00:00:50,100 -- 00:00:55,410 in our 50 meter pool just these two tiny, 00:00:52,980 -- 00:01:01,110 tiny electrons. so, what does that leave? a 00:00:55,410 -- 00:01:02,579 lot of empty space! Now, if we think about 00:01:01,110 -- 00:01:04,800 the minuscule scale that we're talking 00:01:02,579 -- 00:01:08,729 about the constituents of an atom must 00:01:04,800 -- 00:01:11,070 have a minuscule scale to match if we 00:01:08,729 -- 00:01:15,420 were to weigh protons we would need 600 00:01:11,070 -- 00:01:17,520 sextillion to just weigh one gram so one 00:01:15,420 -- 00:01:19,440 proton would have a very very small mass 00:01:17,520 -- 00:01:21,540 and the same is true for neutrons and 00:01:19,440 -- 00:01:24,450 electrons this is why we weigh them in 00:01:21,540 -- 00:01:28,350 relation to each other. We assign the 00:01:24,450 -- 00:01:30,450 mass of a proton as one, the neutron has 00:01:28,350 -- 00:01:32,729 a similar mass to protons and is also 00:01:30,450 -- 00:01:34,770 given the mass of one. The electron 00:01:32,729 -- 00:01:41,159 however, is much lighter and has a mass 00:01:34,770 -- 00:01:42,600 of 1 over 1840. If we think about how 00:01:41,159 -- 00:01:43,860 heavy the mass of the protons and 00:01:42,600 -- 00:01:45,750 neutrons are in relation to the 00:01:43,860 -- 00:01:47,430 electrons is clear to see that the mass 00:01:45,750 -- 00:01:50,729 of an atom is concentrated at the 00:01:47,430 -- 00:01:53,130 nucleus. Protons, neutrons and electrons 00:01:50,729 -- 00:01:55,740 also have a charge associated with them! 00:01:53,130 -- 00:01:59,610 Protons are positive. Neutrons are 00:01:55,740 -- 00:02:03,060 neutral and electrons are negative. The 00:01:59,610 -- 00:02:04,409 charge of an atom is always neutral this 00:02:03,060 -- 00:02:06,150 means there must be the same amount of 00:02:04,409 -- 00:02:08,969 protons as there are electrons. In an 00:02:06,150 -- 00:02:10,529 atom the number of neutrons can vary and 00:02:08,969 -- 00:02:13,249 they do not affect the charge of the 00:02:10,529 -- 00:02:13,249 entire atom. Want to learn more? Visit: www.thevirtualschool.com This video is distributed under a Creative Commons License: Attribution-NonCommercial-NoDerivs CC BY-NC-ND Also, make sure to follow us on Twitter: https://twitter.com/virtualschooluk and subscribe to interesting posts on Edutech and ICT4E on http://thevirtualschool.wordpress.com/