38

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
 39

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.
 40

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.
 41

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.
 42

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

Property Change
Increases 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
________________________________________________________________
________________________________________________________________
________________________________________________________________
 43

PowerPoint Handout for Volume and Temperature Relationship

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 45

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.
 46

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.
 47

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.
 48

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

 49

VI. Generalization

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
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PowerPoint Handout for Atmospheric Pressure

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 52

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
 53

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.
 54

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.

 55

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 Final volume of Time it take to boil

gas inside the gas inside the the water (in
syringe (in mL) syringe (in mL) 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?
 56

___________________________________________________________
___________________________________________________________

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.
 61

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.
 62

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 non-
electrolytes,
2. classify substances as strong electrolytes, weak electrolytes and non-
electrolytes 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
 63

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.

Classification
Bulb (strong
Major composition
(bright light, dim electrolytes,
Samples of particles
light, no light weak electrolytes
(ions or molecules)
up) and non-
electrolyte)
1. Distilled
Water
2. Sugar
solution
3. Salt solution
4. Vinegar
5. Muriatic acid
6. Soap
solution
 64

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.
________________________________________________________________
________________________________________________________________
 65

V. Generalization
________________________________________________________________
________________________________________________________________
________________________________________________________________
 66

PowerPoint Handout for Electrolytes and Nonelectrolytes

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 71

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
 72

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.
 73

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.

 74

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 Type of Classification

Systems Visible Not Substance (homogeneous
Visible (Pure, or
Solution or heterogeneous)
Colloid)
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
__________________________________________________________
__________________________________________________________
__________________________________________________________
 75

b. Colloid_____________________________________________________
__________________________________________________________
__________________________________________________________

c. Solution____________________________________________________
__________________________________________________________
__________________________________________________________

V. Generalization
________________________________________________________________
________________________________________________________________
________________________________________________________________
 76

PowerPoint Handout for Tyndall Effect

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