Q1_LC10.2.pptx element and compund properties
- 2. SCIENCE 7 First QUARTER- lc 10.2 Matatag curriculum LESSON 2: Nature of solute/particle size and solvent affect the rate of solubility.
- 3. Nature of solute/particle size and solvent affect the rate of solubility. CONTENT The learners shall learn the properties of solutions such as solubility and reaction to litmus determine their use. LEARNING STANDARD Demonstrate how different factors affect the solubility of a solute in a given solvent, such as heat; LEARNING COMPETENCY
- 4. By the end of the lesson, the 80 percent of the learners will be able to: 1. Explain the relationship between temperature and the solubility of solids. 2. Conduct experiments to investigate the effects of solute/particle size and solvent on the rate of solubility. 3. Appreciate the importance of effects of particle size and stirring on the solubility of a solid material by answering the spider diagram. OBJECTIVES
- 5. I. Activating Prior Knowledge Short Review The learners will unlock the hidden words. Write the word in the space provided I. Activating Prior Knowledge EEETTRRAPUM is the degree of hotness or coldness of a body. TEMPERATURE
- 6. I. Activating Prior Knowledge Short Review The learners will unlock the hidden words. Write the word in the space provided I. Activating Prior Knowledge LLIISOUBTY is the degree to which a substance dissolves in a solvent to make a solution. SOLUBILITY
- 7. I. Activating Prior Knowledge Short Review The learners will unlock the hidden words. Write the word in the space provided I. Activating Prior Knowledge EOULST is the substance being dissolved. SOLUTE
- 8. I. Activating Prior Knowledge Short Review The learners will unlock the hidden words. Write the word in the space provided I. Activating Prior Knowledge EOLNSTV is the substance doing the dissolving. SOLVENT
- 9. The learners will compare the solubility of different solid substances when exposed to a solvent with varying temperatures. B. Establishing Purpose of the Lesson 1. LESSON PURPOSE
- 10. B. Establishing Purpose of the Lesson 2. Unlocking Content Vocabulary: Match Type Activity Soluble Insoluble Solvent -is one that can be dissolved in a particular solvent. - is one that cannot be dissolved in a particular solvent. -is the substance that dissolves the solute to form a solution. Solute -the substance that is dissolved in a solution.
- 11. C. Developing and Deepening Understanding The rate of dissolving is a very important property of solutions. The rate of dissolving depends on several factors: Temperature Agitation Particle size Three Factors Affecting Dissolving
- 12. C. Developing and Deepening Understanding For most solid solutes, the rate of dissolving is greater at higher temperatures. At high temperatures, the solvent molecules have greater kinetic energy and collide with undissolved solid molecules more frequently. Three Factors Affecting Dissolving
- 13. C. Developing and Deepening Understanding Agitating a mixture by stirring or shaking the container increases the rate of dissolving. Agitation brings fresh solvent into contact with undissolved solute. Three Factors Affecting Dissolving
- 14. C. Developing and Deepening Understanding Decreasing the size of the particles increases the rate of dissolving. When a large mass of solute is broken into smaller pieces, the surface area in contact with the solvent increases. Three Factors Affecting Dissolving
- 15. C. Developing and Deepening Understanding The reasons why a solute may or may not dissolve in a solvent are related to the forces of attraction between the solute and the solvent particles. When the forces of attraction between different particles in a mixture are stronger than the forces of attraction between like particles in a mixture, a solution forms. Solubility and Particle Attractions
- 16. C. Developing and Deepening Understanding Explicitation Ask learners to investigate how factors such as temperature, particle size, and stirring affect the solubility of a substance and the rate at which substances dissolve. Title: Size Matters! Materials: 4 cups hot water measuring cup/beaker 2 teaspoon crushed salt measuring spoon 2 tablespoon of rock salt
- 17. C. Developing and Deepening Understanding Explicitation Procedures: 1. Place 20 mL of hot water in a cup. 2. Place another 20 mL of hot water in another cup. 3. At the same time, add 2 teaspoons of rock and crushed salts to each cup. 4. Stir the salt in each cup for 10 seconds and observe. 5. Record your observation. 6. Set aside both containers/ 7. After 5 minutes, observe closely the bottom of thecontainer.
- 18. C. Developing and Deepening Understanding Worked Example Discuss the result of investigations. Ask the following questions: 1. Which dissolves faster in hot water: rock salt or crushed salt? 2. Does temperature affect how fast rock salt and crushed salt dissolve in water? Give evidence based on your observations. 3. Does particle size affect how fast rock and crushed salts dissolve in water? Give evidence based on your observations.
- 19. C. Developing and Deepening Understanding Lesson Activity The learners will arrange the correct sequence of process of dissolving at particle level by writing down a number before each step. The diagram serves a guide in identifying the steps. _____ Particles of sugar begin to break of from the lump. _____ Eventually, all the sugar particles become evenly distributed throughout the water. _____ More and more sugar particles move away and randomly bounce around. _____ A lump of sugar is dropped to a beaker with water.
- 20. C. Developing and Deepening Understanding Lesson Activity The learners will arrange the correct sequence of process of dissolving at particle level by writing down a number before each step. The diagram serves a guide in identifying the steps. ___2__ Particles of sugar begin to break of from the lump. ___4__ Eventually, all the sugar particles become evenly distributed throughout the water. ___3__ More and more sugar particles move away and randomly bounce around. ___1__ A lump of sugar is dropped to a beaker with water.
- 21. D. MAKING GENERALIZATION Learners’ Takeaways Using the spider diagram, the learners will write down the effects of particle size and stirring on the solubility of a solid material.
- 22. D. MAKING GENERALIZATION Reflection on Learning Does conducting investigations help you better understand how particle size and stirring difference affect the solubility of a solid material? If yes how?
- 23. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING __________1. Smaller particle size of a solute generally results in: a) Slower dissolution rate b) Faster dissolution rate c) No effect on dissolution rate d) Depends on the solvent
- 24. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING __________2. Increasing the temperature of the solvent typically: a) Decreases the solubility rate b) Has no effect on the solubility rate c) Increases the solubility rate d) Depends on the nature of the solute
- 25. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING __________3. Which of the following factors would NOT affect the rate of solubility? a) Stirring the solution b) Pressure of the system c) Polarity of the solvent d) Viscosity of the solvent
- 26. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING __________4. Substances with higher surface area-to-volume ratios tend to have: a) Slower dissolution rates b) Faster dissolution rates c) No effect on dissolution rates d) Depends on the solvent
- 27. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING __________5. Increasing the agitation or stirring of a solution will generally: a) Decrease the dissolution rate b) Have no effect on the dissolution rate c) Increase the dissolution rate d) Depends on the nature of the solute
- 28. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING __________6. Polar solvents typically dissolve polar solutes: a) Faster than non-polar solvents b) Slower than non-polar solvents c) At the same rate as non-polar solvents d) Depends on the particle size of the solute
- 29. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING __________7. Increasing the pressure of a system will: a) Increase the solubility rate b) Decrease the solubility rate c) Have no effect on the solubility rate d) Depends on the nature of the solute and solvent
- 30. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING __________8. Substances with lower molar masses typically have: a) Slower dissolution rates b) Faster dissolution rates c) No effect on dissolution rates d) Depends on the solvent used
- 31. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING __________9. Increasing the surface area of a solid solute by grinding or crushing will: a) Decrease the dissolution rate b) Have no effect on the dissolution rate c) Increase the dissolution rate d) Depends on the nature of the solvent
- 32. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING __________10. When a solute is highly soluble in a solvent, the dissolution rate is generally: a) Slower than for less soluble solutes b) Faster than for less soluble solutes c) The same as for less soluble solutes d) Depends on the particle size of the solute
- 33. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING Answer Key: 1. b) Faster dissolution rate 2. c) Increases the solubility rate 3. b) Pressure of the system 4. b) Faster dissolution rates 5. c) Increase the dissolution rate 6. a) Faster than non-polar solvents 7. c) Have no effect on the solubility rate 8. b) Faster dissolution rates 9. C) Increase the dissolution rate 10. b) Faster than for less soluble solutes
- 34. Reference : •SCIENCE 7 LESSON EXEMPLAR Textbooks: Reference: Noyes, A. A., & Whitney, W. R. (1897). The rate of solution of solid substances in their own solutions. Journal of the American Chemical Society, 19(12), 930-934. Reference: Sohnel, O., & Garside, J. (1992). Precipitation: basic principles and industrial applications. Butterworth-Heinemann. Reference: Mullin, J. W. (2001). Crystallization. Butterworth-Heinemann. Reference: Dokoumetzidis, A., & Macheras, P. (2006). A century of dissolution research: from Noyes and Whitney to the Biopharmaceutics Classification System. International journal of pharmaceutics, 321(1-2), 1-11. Reference: Noyes, A. A., & Whitney, W. R. (1897). The rate of solution of solid substances in their own solutions. Journal of the American Chemical Society, 19(12), 930-934. Reference: Israelachvili, J. N. (2011). Intermolecular and surface forces. Academic press. Reference: Mullin, J. W. (2001). Crystallization. Butterworth-Heinemann. Reference: Dokoumetzidis, A., & Macheras, P. (2006). A century of dissolution research: from Noyes and Whitney to the Biopharmaceutics Classification System. International journal of