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OBJECTIVES
At the end of the session, the students must be able to:
1. Describe how the particle size of a solid being dissolved affects how fast it
dissolves in water.
2. Describe how the collision of the particles happen in a solution.
3. Enumerate the different factors that affects how fast the solid solute dissolves in
water.
II.
SUBJECT MATTER
A. CONCEPTS
Collision
Factors that Affects How Fast the Solid Solute Dissolves in Solvent
B. SKILLS
Discovery
Critical Thinking
Observant
C. VALUES
Cooperation
Teamwork
D. MATERIALS
Measuring cups:
cup, 1 cup
water
E. REFERENCES
1. Brady, J. E. & Senese, F. (2004). Chemistry: Matter and its changes, 4th edition.
River Street Hoboken, NJ: John Wiley & Sons, Inc.
2. Bucat, R. B. (Ed.) (1984). Elements of Chemistry: Earth, Air, Fire & Water,
Volume 2. Canberra City, A.C.T., Australia.
3. Elvins, C., Jones, D., Lukins, N., Miskin, J., Rose, B., & Sanders, R. (1990).
Chemistry One: Materials, Chemistry in Everyday Life. Port Melbourne,
Australia: Heinemann Educational Australia.
4. Hill, J. W. & Kolb, D. K. (1998). Chemistry for Changing Times, 8th edition.
Upper Saddle River, NJ: Prentice Hall.
5. Kurtus, Ron (13 January 2006). Mixtures. Retrieved Jan. 9, 2012 from
http://www.school-for-champions.com/chemistry/mixtures.htm
6. Philippines, Department of Education. (2004). Chemistry: Science and
Technology Textbook for 3rd Year. (Revised Ed.). Quezon City: Author.
III.
PROCEDURE
TEACHERS ACTIVITY
I. PRELIMINARY
Routine Activity
STUDENTS ACTIVITY
Review
Last time, we did the activity no. 3
for us to know the factor that affects
how fast the solid solute dissolves
in water.
For us to define it, we made two
set-up which is the cup A and the
cup B that has the same amount of
solute and solvent.
Then, what did we do next?
(Students are raising their hands)
(Call someone in the class)
Good! But why do we stir it?
Motivation
Before we go to our next
discussion, we will have a short
activity.
Listen first carefully to my
instruction then after that you can
proceed to our activity.
Yes Maam!
Lesson Proper
What do you think our activity was
all about?
Do you have any idea class?
activity.
Okay Maam!
Did I assign every group to bring
materials for our activity?
Yes Maam!
Sit on the floor by group and make
a big circle.
(Students sit on the floor and group
themselves)
Bring out all the materials that I
assigned by each group and we will
start on our activity for today.
(Students are listening)
Everybody have all the materials?
Yes Maam!
Take a look on your materials.
What can you observe from it
particularly from the salts that you
have?
(Students observe the materials they
have)
(Students are raising their hands)
(Call someone in the class)
The iodized salt is smaller than the rock
salt.
Thats right! But what does it
describe?
It describe their size, Maam!
Very good! So our activity for
today is Size Matter! and from
this activity, we will discover how
the size of the solid solute affects
how fast it dissolves in solvent.
Yes Maam!
Generalization
Lets summarize our discussion for
today.
Water particles collide everywhere
along the surface of the particles of
table salt.
Therefore, the iodized salt
dissolves faster. Thus, the smaller
particles of salt, the easier they mix
with the water.
Do you have any question class?
Then, get a sheet of paper. We
will have a short quiz about our
discussion for today.
Yes Maam!
IV.
ASSESSMENT
Supply the missing word that describe in each sentence.
1. What is the second factor that affects how fast the solid solute dissolve in a
solvent?
2. Water particles _______ everywhere along the surface of the particles of table
salt.
3-4 The smaller the __________, the _________ it dissolve.
4 Which dissolves faster? Iodized Salt or Rock Salt?
V.
ASSIGNMENT
Bring the following by group:
1. 50mL cold water
2. 50mL hot water
3. 2 plastic cups
4. 1 sachet of coffee
5. 1 teaspoon
6. 1 stirrer
Submitted by:
Barida, Danilyn R.
IV-20 BSE Chemistry