BASIC ED-FRM-002

BASIC EDUCATION DEPARTMENTS.Y. 2015 - 2016

INSTRUCTIONAL GUIDESCIENCE 7

First Quarter (Matter)

UNIT 2: Diversity of Materials in the Environment DURATION: 8 MeetingsCONTENT: Solutions EFFECTIVITY DATE: August 17-21, 24-26, 2015

LEARNING COMPETENCIES ASSESSMENT ACTIVITIES VALUING1. investigate properties of unsaturated or saturated solutions; and (S7MT-Ic-2)

Describe the properties of saturated, unsaturated, and supersaturated solutions.

Explain how particle size, surface area, temperature, pressure, and agitation affect solubility.

Use the solubility curve to predict the formation of saturated, unsaturated, and supersaturated solutions

(Note: Competencies that are bulleted are not from the DepEd curriculum guide. These are the author’s own competencies which were unpacked from the DepEd’s competency. The verb investigate is broad and not measurable. This may be made more specific and measurable. Please do the same in your respective syllabis.)

2. express concentrations of solutions

Knowledge:

A. Using the solubility Curve, tell whether the following will form saturated, unsaturated, or supersaturated solutions.1. 20 g of KCl at 50oC2. 40 g of KClO3 at 60oC3. 70 g of K2Cr2O7 at 90oC4. 50 g of KCl at 75oC5. 100 g of KNO3 at 50oC

B. Answer as directed. 1. What is the percent by mass of 5.0 g of iron (II) sulfate dissolved in 75.0 g of water?2. A solution is made by adding 25 mL of benzene to 80 mL of toluene. What is the percent by volume of benzene?3. What is the molality of a solution that contains 63.0 g HNO3 in 0.500 kg H2O?4. If you dissolve 20.0 g of NaOH in 250.0 mL of water, what is the molarity of the solution?5. If the molality of a CaCl2 solution is 0.100 mol/Kg, and was made from 500.0 mL of water, how many grams of CaCl2 were needed to make

Meeting 1:

Introduction

Review:1. Identify homogeneous and heterogeneous mixtures (pictures/flascards/actual samples)2. Compare and contrast homogeneous and heterogeneous mixtures.3. Compare dilute and concentrated solutions. (Demonstrate using marbles and water)

Objectives (Learning Competencies)Describe the properties of saturated, unsaturated, and supersaturated solutions.

(These objectives should be written/posted/ flashed on screen, stated

Value: Choose, Use, and Patronize solutions that are safe to health and environment (Commission/ Stewardship)

(From the syllabus)

Activity: 1. Many common household chemicals are dangerous. They may be reasonably safe when used as directed, yet contain toxic chemicals or degrade over time into a moredangerous chemical. Here's a list of some of the most dangerous household chemicals. Put a check mark on the blank if you have this

ST. PAUL UNIVERSITY QUEZON CITYAurora Blvd., cor. Gilmore Ave., Quezon City

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quantitatively by preparing different concentrations of mixtures according to uses and availability of materials (S7MT-Id-3)

Prepare solutions of different concentrations using % by mass, % by volume, molarity, and molality

the solution? (Hint: How do you change mL to g for water?)

Process:

1. You are asked to prepare the following solutions of different concentrations. Write a procedure for the preparation of each of the following:

1. 15% by mass salt solution2. 70% by volume rubbing alcohol3. 36 Molar sodium hydroxide solution4. 2.5 molal sugar solution

2. Which of solutions 1, 3, and 4 is the most concentrated in terms of amount of solute?

3. Which is the most dilute?

Understanding: Essential Understanding:

Humans have introduced a large number of chemical substances into the environment.  A number of them are in the form of solutions. Obviously some chemicals are useful but many are toxic and their harm to the environment and our health far outweighs their benefit to society.

Essential Questions:

How do we contribute to the introduction and/or increase of the concentration of chemical substances into the environment? How can we help mit igate the harmful effects of these chemical substances to health and environment?

Direction ; Given the fol lowing

and articulated so that students will have a clear direction.)

Motivation(Worksheet:Comparing unsaturated, saturated, and supersaturated solutions by making an analogy using different situations)Label the pictures/illustrations/situations as unsaturated, saturated, or supersaturated. Explain the basis of your answers.

Sequence of Learning Activities

Definition of Terms (Unlocking)1. solute2. solvent3. solubility4. unsaturated solution5. saturated solution6. supersaturated solution

Activity (Hand-out)Preparing unsaturated, saturated, and supersaturated sugar solution.

Processing of the Activity Values Integration

Closure

Synthesis: “1-Minute Paper”In your own words, how do you differentiate saturated, unsaturated, and supersaturated solutions? You may give examples or illustrations.

Assignment/Follow-Up/Agreement1. What happens to the solubility of a substance when temperature is increased? 2. Is the effect of temperature the same for

household chemical at home.

___ air fresheners___ ammonia___ antifreeze___ bleach___ drain cleaners (ex. Liquid soza)___ laundry detergent___ mothballs___ motor oil___ over cleaners___ rat poison___ disinfectants___ insecticides___ antibacterial products___ chemical fertilizers___ furniture polish___ mold and mildew cleaners___ toilet bowl cleaners___ car wash, car polish

2. In a scale of 1 to 10, 1 being the lowest and 10 being the highest, rate your exposure to these dangerous chemicals.

3. Which of the household chemicals that you checked can you do without?

4. Which of these can’t you do without?

5. Which can be substituted with substances that are not or at least less harmful?

6. Will you completely get rid of these chemicals at home? If not, which ones will you

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environmental problems, choose two that you are famil iar with. For each problem,1. Discuss how youpersonally contribute to the existence and/or worsening of the problem.2. What can you do to help mit igate the effect/s of this environmental problem?3. What do you think can a) schools and b) government do to help prevent the occurrence and/or mit igate the effects of this environmental problem?4. Draw a poster with a slogan to campaign against the occurrence or worsening of this environmental problem.

Environmental Problems (See Questionnaire for details )I. The Problem with PesticidesII. Air PollutionIII. Hazards of Household Cleaning ProductsIV. Toxic Waste Disposal

Rubric (See Questionnaire)

Performance/Product: Transfer Goal: The students understand

some important properties of solutions and learn to express concentrations of solutions quantitatively so that in the long run they can prepare solutions that are safe for the health and the environment.

Transfer Task:

solid, liquid, and gaseous solutions?

Meeting 2 … Meeting 8

retain? Why?

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Demonstrative Project: Green Solutions

(You don’t necessarily have all KPUP in one topic. You can have Knowledge and Process only in one topic and understanding in another topic. The kind of assessment will depend on the competencies being measured. For Product/Performance, we will still have one per quarter. However, you may give mini tasks to help the students prepare for their transfer task.)

REFERENCES: (Please make sure that references are correctly written; use updated APA format))

PRINT

Books

Abistado, J. M., Madriaga, E. A., Mariano, J. J. M., & Valdoz, M. P. (2013). Worktext in science and technology series: science links 7 (K to 12). Manila, Philippines: Rex Bookstore, Inc.

Other Print Sources

Department of Education. (2013). K to 12 Science Curriculum Guide. Pasig City, Philippines.

Journals

Alicar-Cadorna, E., & Cadorna, E. F. (2013). Student – Student Verbal Interaction and Physics Performance in a Cooperative Learning Environment. Philippine Physics Journal, 35, 14 – 23.

NON-PRINT

Web Page

Lower, S. (2014, October 10). General Chemistry: Starting Points for Students. Retrieved from http://www.chem1.com/chemed/genchem.sht

Prepared and Submitted by:

Mr. Lauro A. CalivaScience Teacher, Basic Education

Date:

Checked by:

Mrs. Aurora De La VegaS.T.L., HS Science and Math

Date: Approved by:

Mrs. Evangeline A. SorianoATL, Basic Education

Date:

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