Appendix B Edited

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Appendix B Lesson Plans Laboratory Activities Adapted from “Development of Laboratory Activity Manual for the “Do-It-Yourself” Chemistry Equipment” by Jarantilla, 2008.

PowerPoint Handouts

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A Semi-Detailed Lesson Plan in Volume and Temperature Relationship (Laboratory Method)

I.

Objectives At the end of the lesson student should be able to: 1. Determine which of the properties of gas sample (pressure, volume, temperature, or amount of gas) change/s when heat is applied to the set up. 2. Predict which of the properties of gas sample (pressure, volume, temperature, or amount of gas) is/are held constant when heat is applied to the set up. 3. Draw the relationship of volume and temperature of gas. 4. Relate Charles’ law to our everyday life.

II. Subject Matter A. Topic: Volume and Temperature Relationship B. Materials and Chemicals Materials Air expansion apparatus Match Chemical Denatured alcohol C. Concepts 1. Charles’ law states that the volume of gas is directly proportional to its Kelvin temperature when the pressure and the amount of gas are held constant.

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2. In Charles’ law, only volume and temperature of gas vary while pressure and its amount are held constant as demonstrated in the air expansion apparatus. 3. Pressure of gas is kept constant if the gas container increases when temperature of gas increases. III. Lesson Proper A. Pre- Laboratory Activity 1.

Review students on variables influencing behavior of gases such as pressure, volume, temperature, and amount of gas.

B. Laboratory Activity Instruction: Perform Activity No.1 C. Post Laboratory Activity 1.

Discuss the relationship volume and temperature relationship.

2.

Discuss the application of Charles’ law in our everyday life.

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Activity No. 1 VOLUME AND TEMPERATURE RELATIONSHIP Name:_____________________________________Score:_________________ Section: ___________Group No. __________Date Performed: ______________ The variables that influence the behavior of gases are volume, pressure. Temperature, and the number of gas particles (atoms or molecules). A change in one of these variables gives a corresponding change in another. The following activity will introduce you to the effect of temperature change on the volume of a gas at constant pressure and amount of gas. I. Objectives The student should be able to 1. determine which of the properties of gas sample (pressure, volume, temperature, or amount of gas) change/s when heat is applied to the set up. 2. predict which of the properties of gas sample (pressure, volume, temperature , or amount of gas) is/are held constant when heat is applied to the set up. 3. draw the relationship of volume and temperature of gas. II. Materials and Chemicals Materials Air expansion apparatus Match Chemical Denatured alcohol III. Procedure 1. Fill two thirds of the alcohol lamp with denatured alcohol. Caution: Do not spill the denatured alcohol. If there is spillage, wipe it dry. 2. Wet the wick with denatured alcohol. 3. Light the alcohol lamp with a match and heat the test tube for 3-5 minutes. 4. Observe carefully the apparatus and determine which property/properties of the gas sample (pressure, volume, temperature, or amount of gas) change/s or does/do not change. 5. Put off the alcohol lamp after heating and let the test tube cool for 5 minutes. Observe the size of the balloon after cooling. 6. Record your observation.

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IV. Questions 1. While heating the test tube, how did the properties of gas change? Check on the appropriate space. Property Increases

Change Decreases

Remains the same

Volume, V Pressure, P Temperature, T Amount of gas, n 2. What is the effect of an increase and decrease of temperature of gas on its volume? ___________________________________________________________ ___________________________________________________________ 3. Briefly state the relationship of volume and temperature of gas. ___________________________________________________________ ___________________________________________________________ 4. Draw a hypothetical graph of temperature versus volume of gas showing their relationship

Volume

Temperature

V. GENERALIZATION ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

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PowerPoint Handout for Volume and Temperature Relationship

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A Semi-Detailed Lesson Plan in Atmospheric Pressure (Laboratory Method)

I. Objectives In this activity, the student should be able to 1. determine the pressure difference inside and outside the balloon inside the apparatus, 2. explain how atmospheric pressure changes the size of the balloon, and 3. illustrate the pressure difference of gas outside and inside the balloon II. Subject Matter A. Topic: Atmospheric Pressure B. Materials: Atmospheric balloon apparatus Cotton Rubbing alcohol C. Concepts 1. Atmospheric pressure or air pressure in the atmosphere is the force exerted on you by the weight of tiny particles of air. 2. Air pressure in the atmosphere tends to drive gases to fill up space where there is absence of gas like in a vacuum. 3. The balloon inflates when interior air pressure is greater than the exterior air pressure. The balloon deflates when the interior air pressure is lesser than the exterior air pressure. 4. Air pressure decreases with an increasing altitude because high altitude areas have lesser amount of air compared to the sea level III. Lesson Proper A. Pre- Laboratory Activity 1. Discuss to the class about atmospheric pressure and how this pressure affects them.

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2. Let the students understand how the air pressure changes with a changing altitude. 3. Ask the students if they have ever been to the top of a tall mountain, if they may have noticed that their ears popped, or ask them why they need to breathe more often in high altitude areas than when they are at sea level. B. Laboratory Activity Instruction: Perform Activity No.2 C. Post- Laboratory Activity 1. Explain why the size of the balloon changes when they blew or sipped through the stick of the apparatus. 2. Discuss the effect of atmospheric pressure to the weather.

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Activity No. 2 ATMOSPHERIC PRESSURE Name:____________________________________Score:__________________ Section: ____________Group No. _________Date Performed: ______________ Atmospheric pressure exerts a force per unit area on all objects on earth. Air pressure in the atmosphere tends to drive gases to fill up space where there is absence of gas like in a vacuum. I. Objectives In this activity, the students should be able to 1. determine the pressure difference inside and outside the balloon inside the apparatus. 2. explain how atmospheric pressure changes the size of the balloon. 3. illustrate the pressure difference of gas outside and inside the balloon. II. Materials Atmospheric balloon apparatus Cotton Rubbing alcohol III. Procedure 1. Blow through the tall stick of the atmospheric balloon apparatus. Observe what happens to the balloon inside the apparatus. Note: make sure that the longer stick if not trapped with the balloon. 2. Using the same stick, sip the gas inside the apparatus. Observe what happens to the balloon. 3. Sanitize the stick in the apparatus. Moisten a piece of cotton with rubbing alcohol and rub it on the stick. Repeat procedures 1 and 2 with the other stick covered with your thumb. Observe. 4. Repeat procedures 1, 2 and 3 if necessary. 5. Fill in the table below with your observation. Check the appropriate space on the table.

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Condition

Observation on the balloon Inflates Deflates No significant change

Blowing through the stick Sipping through the stick Blowing with the other stick covered Sipping with the other stick covered IV. Questions 1. How did the air pressure inside the ballon (Pin) and the pressure outside the balloon (Pout) differ when you blew and sipped through the stick? Fill in the table below. Condition Pressure Difference (<,>, or =) Blowing through the stick Pin _______ Pout Sipping through the stick Pin _______ Pout 2. Explain briefly why the size of the balloon changed when you blew or sipped through the stick of the apparatus. ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ 3. Draw the atmospheric balloon apparatuses below to illustrate the air pressure difference between gases inside and outside the balloon. Use short arrow to indicate the direction of the flow of air inside and outside the balloon. Increases the number of arrows to indicate magnitude of pressure. Blowing through the stick

Sipping through the stick

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VI. Generalization ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________

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PowerPoint Handout for Atmospheric Pressure

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Semi- Detail Lesson Plan in Boiling Point and Pressure (Laboratory Method) I. Objectives In this activity, the student should be able to 1. determine how boiling point of water changes with a change in atmospheric

pressure,

2. state the relationship of pressure and boiling point of water based on the activity, and 3. make a graph showing the relationship between pressure and boiling of water. II. Subject Matter A. Topic: Boiling Point and Pressure Relationship B. Materials: Boiling Point and Pressure Set Up 20-ml test tube filled with 15 ml distilled water (3 pcs) Test tube holder Test tube rack Match Stop watch or wristwatch C. Concepts 1. Boiling point of liquid is a temperature at which the vapor pressure of the liquid is equal to the pressure of a gas above it (i.e. atmospheric pressure). 2. High altitude areas have lower atmospheric pressure than lower altitude areas. At sea level, average atmospheric pressure is 1.00 atm. Atmospheric pressure decreases at high altitude areas and increases below sea level

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3. Boiling point of water at 1.00 atm pressure is 100 oC. Boiling point of the water decreases when atmospheric pressure decreases (i.e. less than 1.00 atm) and increases when atmospheric pressure increases (greater than 1.00 atm). 4. As a liquid is heated, its vapor pressure increases until the vapor pressure of the gas above it. 5. Bubbles of vaporized liquid (i.e., gas) form within the bulk liquid and then rise to the surface where they burst and release the gas. (At the boiling temperature the vapor inside a bubble has enough pressure to keep the bubble from collapsing). 6. In order to form vapor, the molecules of the liquid must overcome the forces of attraction between them. 7. The temperature of a boiling liquid remains constant, even when more heat is added. III. Lesson Proper A. Pre- Laboratory Activity 1. Ask students about their ideas or observation on the boiling point of different liquids (such as oil, water, and alcohol) and the difference of time it takes for these liquids to boil. 2. Lead the students to know one of the factors (i.e. type of liquid molecules) that affect boiling point of liquid. B. Laboratory Activity Instruction: Perform Activity No.3 C. Post- Laboratory Activity 1. Discuss the relationship of boiling point, atmospheric pressure, and altitude.

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Activity No. 3 BOILING POINT AND PRESSURE RELATIONSHIP Name: _______________________________________Score: ______________ Section: _______________ Group No. ________ Date Performed: ___________ Water is said to boil when the pressure exerted by the vapor of the liquid is equal to the pressure acting on the surface of the liquid. I. Objectives In this activity, the students should be able to 1. Determine how boiling point of water changes with a change in atmospheric pressure. 2. State the relationship of pressure and boiling point of water based on the activity. 3. Make a graph showing the relationship between pressure and boiling of water. II. Materials Boiling Point and Pressure Apparatus 20-mL test tube filled with 15 mL distilled water (3 pcs.) Test tube holder Test tube rack Match Stopwatch or wristwatch III. Procedure 1. Label the three test tubes as A, B, and C. 2. Position the plunger of the empty syringe to a volume of 30 mL. 3. Use the bulldog clip of the apparatus to hold test tube A and tightly cover it with the rubber stopper connected to the syringe. 4. Ignite the alcohol lamp and heat the test tube. 5. Record the time it takes when water starts to boil on the table provided below. 6. Put off the alcohol lamp. Use the test tube holder to remove the test tube and discard the water. Let the test tube cool by holding it upside down under running water. Set aside. 7. Do procedure 3 and 4 using test tube B.

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8. When heating starts, push the plunger very slowly. Push the plunger little harder when it reaches its maximum volume but not to loosen the rubber stopper in the test tube. Record the time when water starts to boil and the final volume of the gas inside the syringe. 9. Do procedure 6 and procedure 3-4, respectively, using test tube C. 10. When heating starts pull the plunger slowly. Pull it harder when it reaches its maximum volume. Hold it still and record the time when starts to boil and the final volume of the syringe. 11. Fill in the table provided below.

Test Tube

Initial volume of gas inside the syringe (in mL)

Final volume of gas inside the syringe (in mL)

Time it take to boil the water (in seconds)

A B C V. Questions Which test tube was applied with: 1. Lowest pressure on the surface of water? _______________ 2. Highest pressure on the surface of water? _______________ 3. Rank the test tube in order of increasing pressure applied. _________________ Predict which test tube has water with the 4. Highest boiling point. ______________ 5. Lowest boiling point. ______________ 6. Rank the test tube in order of increasing time for the water to boil. _______________________ 7. Rank the test tube in order of decreasing time for the water to boil.

___________________________________________________________ 8. How did the application of pressure on the surface of water affect its

boiling point?

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___________________________________________________________ ___________________________________________________________ 9. Draw a hypothetical graph on pressure applied on the surface of the liquid/water versus boiling point of water showing their relationship.

Boiling point of water ( in degrees celsius Boiling Point of

Pressure (in atm) 10. Based on the graph above, a brief statement on the relationship of pressure applied on the surface of the liquid and its boiling point. ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ VI. Generalization ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

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PowerPoint Handout for Boiling Point and Pressure Relationship

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A Semi-Detailed Lesson Plan in Electrolytes and Non-electrolytes (Laboratory Method)

II.

Objectives At the end of the lesson student should be able to: 1. Classify substances as electrolytes and non electrolytes. 2. Explain the importance of electrolyte balance in human body.

II. Subject Matter A. Topic: Electrolytes and Non-electrolytes B. Materials and Chemicals Materials Electric Conductivity Apparatus Small Brush Wash bottle Chemical 50 mL of the following solutions/samples in a party cup Sugar solution Salt solution Vinegar Muriatic acid Soap solution Rubbing alcohol Monosodium glutamate (MSG) solution Distilled water C. Concepts 1. Strong electrolytes are thought to dissociate completely into ions. Weak electrolytes are substances only partially dissociated into ion when dissolved in water. Non-electrolytes do not dissociate much at all.

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2. Ionic compounds are compounds whose particles are ionically bonded to one another. Ionic compounds already are mode of positively charged cations and negatively charged anions. 3. Molecular

compounds

are

substances

whose

atoms

are

covalently bonded. They are not able to conduct electric current. 4. In order to conduct electric current, some charged mobile carriers such as free electrons (as in a metal) or free ions must be present. A solution which contains ions will conduct electricity. A strong electrolyte contains a large number of ions and will cause the lamp to glow brightly. A weak electrolyte produces fewer ions and will cause the lamp to glow dimly. A non-electrolyte has very few ions; the lamp bulb will not glow. All of the solute particles are neutral, so electricity cannot flow through the solution. Sugar is the most familiar non-electrolyte. 5. The solid state of ions such as NaCl, is locked into position in their crystal structure and is not able to move around, thus will not be able to conduct electrical current. III. Lesson Proper A. Pre- Laboratory Activity 1.

Introduce the topic electrolytes and non-electrolytes.

2.

Discuss the different types of solute (ionic or covalent).

B. Laboratory Activity Instruction: Perform Activity No. 4 C. Post Laboratory Activity 1. Discuss the importance of electrolyte balance in human body.

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Activity No. 4 ELECTROLYTES AND NON-ELECTROLYTES Name: ___________________________________________Score: __________ Section: ___________________Group No.______ Date Performed: __________ Electrolytes are compounds that conduct electricity in water-based solutions. Ionic compounds are chemical compounds in which ions are held together in a lattice structure by ionic bonds. These ionic compounds are generally solids with high melting points and conduct electrical current. Electrolytes are divided into three substances: Acids, Bases, and Salts. Not all electrolytes conduct electricity with the same degree. Nonelectrolytes are compounds that do not conduct electric currents in water based solution. Most molecular (covalent) compounds are nonelectrolytes. They are non electrolytes because they are nonionic, which means there are no positively and negatively charged ions in solution to conduct the electrical charges. A simple apparatus can be use in determining the relative conductivity of several solutions. I. Objectives In this activity, you should be able to 1. define electrolytes, strong electrolytes, weak electrolytes and nonelectrolytes, 2. classify substances as strong electrolytes, weak electrolytes and nonelectrolytes and; 3. relate the importance of electrolyte balance in the body. II. Materials and Chemicals Materials Electric Conductivity Apparatus Small brush Wash bottle Chemicals 50 mL of the following solutions/samples in a party cup: sugar salt vinegar muriatic acid

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soap rubbing alcohol monosodium glutamate (MSG) distilled water III. Procedure Note: Clean the electrode using the brush and distilled water in the wash bottle before and after using it in different samples to avoid contamination. 1. Dip the electrode of the apparatus in the distilled water 2. Observe what will happen to the bulb. 3. Record your observation and fill in table below 4. Repeat procedure 1-3, instead of distilled water, use the following: a. Sugar solution b. Salt solution c. Vinegar solution d. Muriatic acid e. Soap solution f. Rubbing alcohol g. Monosodium glutamate (MSG) Caution: Muriatic acid is very corrosive. Avoid contact with skin.

Samples

1. Distilled Water 2. Sugar solution 3. Salt solution 4. Vinegar 5. Muriatic acid 6. Soap solution

Bulb (bright light, dim light, no light up)

Major composition of particles (ions or molecules)

Classification (strong electrolytes, weak electrolytes and nonelectrolyte)

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7. Rubbing alcohol 8. MSG solution IV. Questions 1. On your own words define the following based on your observation. a. strong electrolyte ________________________________________________________________ ________________________________________________________________ b. weak electrolyte ________________________________________________________________ ________________________________________________________________ c. electrolyte ________________________________________________________________ ________________________________________________________________ d. non- electrolyte ________________________________________________________________ ________________________________________________________________ 2. Explain the following briefly: a. the bulb lighted up with electrolytes. ________________________________________________________________ ________________________________________________________________ b. the bulb did not light up with non-electrolytes ________________________________________________________________ ________________________________________________________________ 4. Would pure crystalline table salt, NaCl(s), conduct electric current? Explain your answer. ________________________________________________________________ ________________________________________________________________

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V. Generalization ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

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PowerPoint Handout for Electrolytes and Nonelectrolytes

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A Semi- Detailed Lesson Plan in Tyndall Effect (Laboratory Method) I. Objectives In this activity, the student should be able to 1. determine which mixture shows visible beam of light, 2. classify substances as solution or colloid, and 3. explain why a beam of light is visible in other substances. II. Subject Matter A. Topic: Tyndall Effect B. Materials and Chemicals: Tyndall Effect Apparatus (50 mL of the following)

coffee Colored water Distilled water Ink solution Soft drinks Starch solution Sulfur solution

C. Concepts 1. A colloid or colloidal dispersion is a substance with components of one or two phases, a type of mixture intermediate between a homogeneous and a heterogeneous mixture with properties also intermediate between two. 2. The suspended particles are single large molecules or aggregates of molecules or ions ranging in size from 1 to 1000 nanometers. Colloids are classified according to the states of the dispersed phase and the dispersing medium. Generally, however, colloids are

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considered homogeneous with the dispersing medium as one phase and the colloidal/ dispersed particles as the other phase, 3. Tyndall Effect is one property of colloidal system that distinguishes them from true solutions. Colloidal particles scatter light. If a beam of light, such as that from a flashlight, passes through a colloid, the light is reflected (scattered) by the colloidal particles and the path of the light can therefore be observed. This was first explained by the British physicist John Tyndall. 4. The blue color of the sky is due to the scattering of light from the sun. Much of the shorter wavelength is absorbed by the gas molecules. The absorbed blue light is then radiated in different directions. It gets scattered all around the sky. Since you see the blue light from everywhere overhead, the sky looks blue. 5. As the sun begins to set, the light must travel farther through the atmosphere. Only the longer wavelengths are left in the direct beam that reaches your eyes and the sky appears red, pink or orange during sunset. III. Lesson Proper A. Pre- Laboratory Activity 1. Review students on homogeneous and heterogeneous mixtures. 2. Discuss briefly how solutions, colloids, and suspension differ from each other 3. Explain how colloids behave. B. Laboratory Activity Instruction: Perform Activity No. 5 C. Post- Laboratory Activity 1. Explain why the sky is blue and why the sunset is red. Also explain why colors of objects appear as they are.

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Activity No. 5 TYNDALL EFFECT Name: ____________________________________ Score: ________________ Section: _____________ Group No. ______Date Performed: _______________ Colloids are intermediate between homogeneous solutions and heterogeneous suspensions. They are composed of dispersed particles and a dispersing medium. They are considered heterogeneous with the dispersed phase as one phase and the dispersing medium as another. One of the properties that distinguish colloids from solutions and suspensions is through Tyndall Effect. I. Objectives In this activity, the student should be able to 1. Determine which mixture shows visible beam of light, 2. Classify substances as solution or colloid, and 3. Explain why a beam of light is visible in other substances.

II. Materials and Chemicals Tyndall Effect Apparatus Chemicals 50 mL of each of the following: Coffee Colored water or dyed water Distilled water Ink solution Soft drinks Starch solution Sulfur solution III.Procedures 1. Use laser pointer to test for Tyndall Effect of the different liquid samples in the apparatus.

2. Point the tip of laser pointer to the bottom of the party cups and allow the light of laser pointer to pass through for 5 seconds. Do this one cup at a time. Caution: Do not point the laser pointer to the eyes of anybody.

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3. Fill in the table below with your observation. Check (⁄) the box that corresponds to your observation on liquid samples and classifies each sample as solution or colloid.

Samples/Chemical Beam of Light Systems Visible Not Visible

Type of Substance (Pure, Solution or Colloid)

Classification (homogeneous or heterogeneous)

Coffee and water Colored water or dyed water Distilled water Ink and water Soft drinks Starch and water Sulfur and water IV. Questions 1. Which liquid sample/s show/s Tyndall Effect? ________________________________________________________________

2. Explain why the light of the laser pointer simply pass through some of the substances, while others exhibit Tyndall Effect. ________________________________________________________________ ________________________________________________________________ 3. Operationally define a. Tyndall Effect __________________________________________________________ __________________________________________________________ __________________________________________________________

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b. Colloid_____________________________________________________ __________________________________________________________ __________________________________________________________ c. Solution____________________________________________________ __________________________________________________________ __________________________________________________________

V. Generalization ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

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PowerPoint Handout for Tyndall Effect

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