LESSON 27: Separating Salt & Pepper

ESTIMATED TIME Setup: 5 minutes | Procedure: 15–20 minutes

• DESCRIPTION
Test different methods to separate a mixture of salt
and pepper.
• OBJECTIVE
This lesson demonstrates various separation
processes. Students explore different techniques for
separating a mixture of salt and pepper based on
physical properties. The lesson can be simplified to
reinforce their understanding of different properties
of matter.
• CONTENT TOPICS
Scientific inquiry; properties of matter; mixtures;
separation processes; elements and compounds;
atomic structure
• MATERIALS
o Salt
o Pepper
o Beakers, glass jars, or plates
o A miscellaneous assortment of items for separating
the mixture (spoons, paper towels, tweezers, straws,
balloons, magnifying glasses, water, etc.)
Always remember to use the appropriate safety
equipment when conducting your experiment.
Refer to the Safety First section in the Resource Guide
on pages 421–423 for more detailed information about
safety in the classroom.
Jump ahead to page 332 to view the
Experimental Procedure.

NATIONAL SCIENCE EDUCATION STANDARDS SUBJECT MATTER

This lesson applies both Dimension 1: Scientific and Engineering Practices and Dimension 2: Crosscutting Concepts
from “A Framework for K–12 Science Education,” established as a guide for the updated National Science Education
Standards. In addition, this lesson covers the following Disciplinary Core Ideas from that framework:
• PS1.A: Structure and Properties of Matter
• PS2.B: Types of Interactions
• ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World
(see Analysis & Conclusion)

OBSERVATION & RESEARCH

BACKGROUND
Often the chemical substances used in science are not
found in their pure or usable form. Instead, they are found
mixed or combined with other substances. For example,
pure iron is found in the form of iron ore.
Mixtures are made of two or more substances that are
combined physically, and chemists often need to separate
a specific chemical substance (a specific part) from a
mixture. Separating a mixture of substances into two
or more distinct products is called a separation process.
A separation process uses the different properties of a
mixture’s parts to get them to separate. Common
separation processes include filtration, distillation, and
precipitation.
In this experiment, students will use the physical
properties of salt and pepper to separate the mixture.
Physical properties can be observed by using our senses
and taking measurements. Some examples of physical
properties are color, texture, weight, shape, boiling point,
melting point, and density. Chemical properties can be
identified by observing how a chemical reacts with other
substances. Some examples of chemical properties
include acidity, toxicity, and flammability.
During the experiment, students can observe the different
physical properties of the substances, and test methods for
using those properties to separate the mixture. For example,
in this lesson, students can use differences in weight to
separate a salt and pepper mixture. Shaking the mixture will

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 LESSON 27: Separating Salt & Pepper
cause the lighter pepper to move above the salt, which can
then be scooped off the top. Likewise, lightly blowing on
the mixture will cause the lighter pepper to move away
from the heavier salt (though students should be reminded
to make sure other students are out of the way when testing
this method). The mixture can also be separated by simply
picking out the crystals or flakes one by one.
Another physical property that can be used to separate
the mixture is electric charge. Substances can gain or
lose electrons, becoming positively or negatively charged.
Static electricity is the buildup of electric charges on the
surface of an object, which occurs when electrons
are pulled from the surface of one material and relocated
onto the surface of another material. Some materials tend
to give up electrons easily and become positively
charged. Other materials tend to collect electrons from
other materials.
In addition, like charges repel one another, while opposite
charges attract one another. Therefore, a positively
charged object will attract a negatively charged object,
but two negatively charged objects will repel one another.
In the experiment, students can rub a balloon against their
hair, causing the balloon to collect electrons from their
hair. Because the balloon is collecting extra electrons, it
becomes negatively charged. After charging the balloon,
students can hold it above the salt and pepper mixture and
slowly bring it closer. The positively charged pepper will
“jump” up quickly and stick to the balloon, leaving the salt
behind. The salt remains on the table because it is heavier
than the pepper. However, if you move the balloon too
close, the salt will also jump up and attach to the balloon.
DIFFERENTIATION IN THE CLASSROOM
LOWER GRADE LEVELS/BEGINNERS
Perform the experiment as described on page 332, but
focus on classifying matter. Discuss physical properties
in more detail and the different uses of different
substances. Ask students what the physical differences
are between salt and pepper—color, texture, weight, etc.
You Be The Chemist® Activity Guide | page 330
FORMULAS & EQUATIONS
Pepper is known as piper nigrum and comes from a plant.
The piperine molecule gives the pepper its spicy taste.
Piperine is an alkaloid, and its chemical formula is
C17H19NO3.
Common table salt is mainly made up of the compound
sodium chloride.
The chemical formula for sodium chloride is NaCl.
Most table salts are made of about 97–99% NaCl. The
remaining 1–3% is usually iodine and other ingredients.
CONNECT TO THE YOU BE THE
CHEMIST CHALLENGE
For additional background information, please
review CEF’s Challenge study materials online at
http://www.chemed.org/ybtc/challenge/study.aspx.
• Additional information on properties of matter
and physical separations can be found in the
Classification of Matter section of CEF’s Passport
to Science Exploration: The Core of Chemistry.
HYPOTHESIS
uA mixture of salt and pepper can be
separated by making use of different physical
properties, such as weight, color, and electric charge.
Another option is to emphasize the different types of
mixtures all around you. Point out different substances
in the room, or use pictures of different substances,
such as soup, pizza, and apple juice. What do they have
in common? What makes them all mixtures? Discuss as
a class.
 LESSON 27: Separating Salt & Pepper
DIFFERENTIATION IN THE CLASSROOM
HIGHER GRADE LEVELS/ADVANCED STUDENTS
DESCRIPTION
A salt and pepper mixture is separated using various
separation processes.
OBJECTIVE
This lesson encourages students to explore different
techniques for separating the salt and pepper by making use
of the differences in the substances’ properties.
OBSERVATION & RESEARCH
Matter is often classified as either a pure substance or a
mixture. Elements are pure substances that cannot be
broken down further by normal chemical means. All
matter is made up of basic elements. A compound is a
pure substance made up of two or more elements joined
in a defined ratio. For example, water is a compound
made up of the elements hydrogen and oxygen in a 2:1
ratio. Two hydrogen atoms and one oxygen atom join
together to give water the chemical formula H2O.
Mixtures are made of two or more substances that are
combined physically, and chemists often need to separate
a specific chemical substance (a specific part) from a
mixture. Separating a mixture of substances into two
or more distinct products is called a separation process.
A separation process uses the different properties of a
mixture’s parts to get them to separate. During the
experiment, students test methods for separating the
mixture. For example, students can use differences in
weight to separate the mixture. Another physical property
that can be used to separate the mixture is electric charge.
Atoms are the fundamental units of an element and of all
matter! Atoms are made up of even smaller parts—
protons, neutrons, and electrons. Protons and neutrons
are held together tightly in the nucleus, or core, of an
atom, while electrons occupy the space outside of the
nucleus. Protons have a positive electric charge, neutrons
have no electric charge, and electrons are negatively
charged. When the number of protons in an atom equals
the number of electrons, the positive and negative charges
are balanced, and the atom is electrically neutral.
However, atoms can gain or lose electrons, leaving them
with a positive or a negative charge.
Likewise, larger objects can gain or lose electrons
becoming positively or negatively charged.
You Be The Chemist® Activity Guide | page 331
Static electricity is the buildup of electric charges on the
surface of an object, which occurs when electrons are
pulled from the surface of one material and relocated onto
the surface of another material. Some materials tend to give
up electrons easily and become positively charged. Other
materials tend to collect electrons from other materials.
In addition, like charges repel one another, while opposite
charges attract one another. Therefore, a positively
charged object will attract a negatively charged object,
but two negatively charged objects will repel one another.
In the experiment, students can rub a balloon against their
hair, causing the balloon to collect electrons from the hair.
Because the balloon is collecting extra electrons, it
becomes negatively charged. After charging the balloon,
students can hold it above the salt and pepper mixture and
slowly bring it closer. The positively charged pepper will
“jump” up quickly and stick to the negatively charged
balloon, leaving the salt behind. The salt remains on the
table because it is heavier than the pepper. However, if you
move the balloon too close, the salt will also jump up and
attach to the balloon.
When the students have completed the
experiment, they should either wipe the balloon
with a damp cloth or wash the balloon off over a sink to
remove the pepper. They should be careful not to pop
the balloon, or pepper will fly everywhere!
CONNECT TO THE YOU BE THE
CHEMIST CHALLENGE
For additional background information, please
review CEF’s Challenge study materials online at
http://www.chemed.org/ybtc/challenge/study.aspx.
• Additional information on properties of matter and
physical separations can be found in the
Classification of Matter section of CEF’s Passport
to Science Exploration: The Core of Chemistry.
• Additional information on atoms and the parts of
an atom can be found in the Atomic Structure
section of CEF’s Passport to Science Exploration:
The Core of Chemistry.
 LESSON 27: Separating Salt & Pepper
EXPERIMENTATION
As the students perform the experiment, challenge them
to identify the independent, dependent, and controlled
variables, as well as whether there is a control setup for
the experiment. (Hint: If different separation processes
are used, will the salt and pepper behave differently?)
Review the information in the Scientific Inquiry section
on pages 14–16 to discuss variables.
DATA COLLECTION
Have students record data in their science notebooks or on
the following activity sheet. What technique did you try?
What was the result? You can use the table in the activity
sheet (or a similar one of your own) for students to record
their data.

NOTES
EXPERIMENTAL PROCEDURE
1. Instruct the students to look at the mixture in
a jar or on a plate. Have them write down the
physical properties of the mixture and of the
individual components.

2. As a class, identify physical properties that may

help you separate the mixture.

3. Instruct the students to choose two or three methods

that they could use to separate the mixture using
whatever tools are necessary. (Possible methods
include lightly shaking the mixture, blowing on it,
using a balloon charged with static elecricity, or
picking out the different particles piece by piece.)
Have the students test these methods.

4. While testing their methods, students should record

their results with specific details on how effective
their method was. If they have time, they can do
more testing.

Pepper will sting the eyes. Students should

wear protective eyewear during this
experiment and be warned not to touch their faces.
If students test the technique of blowing to separate
the mixture, they must do it away from other students.

You Be The Chemist® Activity Guide | page 332

 LESSON 27: Separating Salt & Pepper
ANALYSIS & CONCLUSION
Use the questions from the activity sheet or your own
questions to discuss the experimental data. Ask students
to determine whether they should accept or reject their
hypotheses. Review the information in the Scientific
Inquiry section on pages 14–16 to discuss valid and
invalid hypotheses.
ASSESSMENT/GOALS
Upon completion of this lesson, students should be able
to …
• Apply a scientific inquiry process and perform an
experiment.
• Identify and understand different properties of
matter.
• Describe and provide examples of different types of
mixtures.
• Differentiate between physical and chemical
separation processes.
• Explain electric charges and static electricity.
• Define and provide examples of matter, elements,
compounds, and mixtures (see Differentiation in the
Classroom).
• Differentiate between protons, neutrons, and electrons
(see Differentiation in the Classroom).
Fun Fact
During the Middle Ages, salt was
extremely valuable for its role in
food preservation. However, during
this time, pepper was even
more expensive than salt.
You Be The Chemist® Activity Guide | page 333
MODIFICATIONS/EXTENSIONS
Modifications and extensions provide alternative methods
for performing the lesson or similar lessons. They also
introduce ways to expand on the content topics presented
and think beyond those topics. Use the following
examples, or have a discussion to generate other ideas as
a class.
• Develop a silly story to explain how the salt and
pepper got mixed together and why you need to
separate them again. After the experiment, have
students analyze their results and hold a class
discussion about the different methods. Identify
which methods worked the best and why.
• Have the students try using water to separate the
mixture. The lighter pepper will remain on top of the
water, and the salt will sink to the bottom. The pepper
can be scooped from the top, but what about the salt?
A distillation process can be used to recover the salt.
REAL-WORLD APPLICATIONS
• Separation processes are important in a variety of
industries. Various separation processes are used in
recycling, food chemistry, refining, water treatment,
and much more. Students can look in books or online
to figure out which separation processes are used in
which industries, as well as how those separation
processes are used.
COMMUNICATION
Discuss the results as a class and review the activity sheet.
Review the information in the Scientific Inquiry section on
pages 14–16 to discuss the importance of communication
to scientific progress.
LESSON 27 ACTIVITY SHEET: Separating Salt & Pepper
OBSERVE & RESEARCH

1. Write down the materials you observe. ________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

2. Predict how these materials may be used. ______________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

3. Define the following key terms. Then, provide an example of each by writing the example or drawing/pasting an
image of the example.

Term Definition Example (write or add image)

Mixture

Separation process

Physical property

Chemical property

Static electricity

4. Consider how making use of physical properties can help separate a salt and pepper mixture and why.

uWrite your hypothesis. ______________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

You Be The Chemist® Activity Guide | page 334

LESSON 27 ACTIVITY SHEET: Separating Salt & Pepper
PERFORM YOUR EXPERIMENT

1. Observe the mixture of salt and pepper in a jar or on a plate. Record the physical properties of the mixture and the
individual components below.

2. Identify the physical properties of the substances that may help to separate the mixture.

3. Experiment with different separation methods using the different tools supplied by your teacher. Record your results
to determine which method works best to separate the parts of the mixture.

ANALYZE & CONCLUDE

1. Describe the salt and pepper mixture. __________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

2. Describe the physical properties of the salt. ____________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

3. Describe the physical properties of the pepper. ________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

4. Consider what methods can be used to separate the mixture and test them. Record the results below, noting how
much of the mixture was separated using that method.

Method Tested Results

You Be The Chemist®Activity Guide | page 335

ActivityGuides
LESSON 27 ACTIVITY SHEET: Separating Salt & Pepper
5. Which method worked the best? Explain. ________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

6. Based on your experiment, can you think of any other methods that may work well to separate the mixture?

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

7. How is this experiment similar to recycling?______________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

8. Is your hypothesis valid? Why or why not? If not, what would be your next steps? ____________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

You Be The Chemist® Activity Guide | page 336

LESSON 27 ACTIVITY SHEET: Separating Salt & Pepper
EXPAND YOUR KNOWLEDGE—ADVANCED

1. Define the following key terms. Then, provide an example of each by writing the example or drawing/pasting an
image of the example.

Term Definition Example (write or add image)

Element

Compound

Atom

Proton

Neutron

Electron

Electrically neutral

2. Why would scientists need to separate mixtures? (Provide at least one example.) ______________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

You Be The Chemist®Activity Guide | page 337

ActivityGuides
LESSON 27 ACTIVITY SHEET: Separating Salt & Pepper
ANSWER KEY: Below are suggested answers. Other answers may also be acceptable.

OBSERVE & RESEARCH

1. Write down the materials you observe. ________________________________________________________________

Salt, pepper, plates, spoons, paper towels, tweezers, balloons, magnifying glass …

______________________________________________________________________________________________________

______________________________________________________________________________________________________

2. Predict how these materials may be used. ______________________________________________________________

Salt and pepper may be used to add flavor to food. Plates may be used to hold a

______________________________________________________________________________________________________
substance. Spoons may be used to scoop or measure a substance. Paper towels may be used to clean up messes. Tweezers may be used

______________________________________________________________________________________________________
to pick up small objects. These materials may be used to separate a salt and pepper mixture based on the substances’ properties.

3. Define the following key terms. Then, provide an example of each by writing the example or drawing/pasting an
image of the example.

Term Definition Example (write or add image)

A physical combination of two or more substances

Mixture that can be physically separated.

A process that divides a mixture into two or more

Separation process distinct substances.

A property of a substance that can be experienced

using the human senses and often detected
Physical property through a measuring device; physical properties
can be observed without reacting the substance
with some other substance.

A property of an object characterized by reactions

that change the object’s identity; describes an
Chemical property object’s “potential” to undergo some chemical
change or reaction due to its composition.

The buildup of electric charges on the surface of an

object, which occurs when electrons are pulled
Static electricity from the surface of one material and relocated
onto the surface of another material.

4. Consider how making use of physical properties can help separate a salt and pepper mixture and why.

uWrite your hypothesis. ______________________________________________________________

A mixture of salt and pepper can be separated by making use of physical properties,

______________________________________________________________________________________
such as weight, color, and electric charge, because these different properties cause the salt and pepper to behave

______________________________________________________________________________________
differently.

You Be The Chemist® Activity Guide | page 338

LESSON 27 ACTIVITY SHEET: Separating Salt & Pepper
ANSWER KEY: Below are suggested answers. Other answers may also be acceptable.

PERFORM YOUR EXPERIMENT

1. Observe the mixture of salt and pepper in a jar or on a plate. Record the physical properties of the mixture and the
individual components below.

2. Identify the physical properties of the substances that may help to separate the mixture.

3. Experiment with different separation methods using the different tools supplied by your teacher. Record your results
to determine which method works best to separate the parts of the mixture.

ANALYZE & CONCLUDE

1. Describe the salt and pepper mixture. __________________________________________________________________

The salt and pepper mixture is black/brown and white …

______________________________________________________________________________________________________

______________________________________________________________________________________________________

2. Describe the physical properties of the salt. ____________________________________________________________

Salt is a small, rough, crystalline solid ...

______________________________________________________________________________________________________

______________________________________________________________________________________________________

3. Describe the physical properties of the pepper. ________________________________________________________

Pepper is a small, black/brown, light solid ...

______________________________________________________________________________________________________

______________________________________________________________________________________________________

4. Consider what methods can be used to separate the mixture and test them. Record the results below, noting how
much of the mixture was separated using that method.

Method Tested Results

Answers will vary

Shaking the plate

Answers will vary

Picking out the different parts with tweezers

Answers will vary

Using static electricity

You Be The Chemist® Activity Guide | page 339

LESSON 27 ACTIVITY SHEET: Separating Salt & Pepper
ANSWER KEY: Below are suggested answers. Other answers may also be acceptable.

5. Which method worked the best? Explain. ________________________________________________________________

Answers will vary depending on the methods used.

______________________________________________________________________________________________________

______________________________________________________________________________________________________

6. Based on your experiment, can you think of any other methods that may work well to separate the mixture?

______________________________________________________________________________________________________
Because salt and pepper have different weights, they could be placed in water. The pepper is more likely to remain suspended on the

______________________________________________________________________________________________________
surface, while the salt will fall to the bottom and may begin to dissolve.

______________________________________________________________________________________________________

7. How is this experiment similar to recycling?______________________________________________________________

Recycling uses a similar separation process in order to separate different types of

______________________________________________________________________________________________________
products, such as plastic, glass, or paper, from the rest. Recycling processes will make use of certain characteristics of the products to

______________________________________________________________________________________________________
separate them from the trash. For example, a magnet is used to separate out some metals.

8. Is your hypothesis valid? Why or why not? If not, what would be your next steps? ____________________________

______________________________________________________________________________________________________
Answer 1: Valid because the data support my hypothesis.

______________________________________________________________________________________________________
Answer 2: Invalid because the data do not support my hypothesis. I would reject my hypothesis and could form a new one, such as …

You Be The Chemist® Activity Guide | page 340

LESSON 27 ACTIVITY SHEET: Separating Salt & Pepper
ANSWER KEY: Below are suggested answers. Other answers may also be acceptable.

EXPAND YOUR KNOWLEDGE—ADVANCED

Have students complete this section if you used the advanced differentiation information, or challenge them to find the answers to these
questions at home and discuss how these terms relate to the experiment in class the next day.

1. Define the following key terms. Then, provide an example of each by writing the example or drawing/pasting an
image of the example.

Term Definition Example (write or add image)

A pure substance that cannot be broken down into simpler

Element substances by ordinary chemical or physical means; an
element is made up of only one type of atom.

A pure substance made up of two or more elements joined

Compound in a defined ratio.

The fundamental unit of an element; the smallest particle

Atom of an element that maintains the chemical properties of
that element.

A subatomic particle that carries a positive charge and is

Proton found in the nucleus of an atom.

A subatomic particle that carries no electric charge and is

Neutron found in the nucleus of an atom.

A subatomic particle that carries a negative charge and

Electron occupies the space outside the nucleus of an atom.

An atomic state in which the number of protons in an atom

Electrically neutral equals the number of electrons, thus, the positive and
negative charges are balanced.

2. Why would scientists need to separate mixtures? ______________________________________________________

Scientists need to separate mixtures in order to obtain the parts that make

______________________________________________________________________________________________________
up these mixtures. Often, the components of a mixture are unknown, and a separation process can show what makes up that mixture.

______________________________________________________________________________________________________
Separation processes are used to purify water for drinking and to produce different types of fuels from crude oil.

You Be The Chemist® Activity Guide | page 341