Republic of the Philippines Document Code:

Department of Education SDOPAMP-QF-OSDS-002

Region III – Central Luzon
Revision: 00
SCHOOLS DIVISION OFFICE OF PAMPANGA
High School Blvd. Brgy Lourdes, City of San Fernando Effectively date: 05-08-18

Name of Office:
CID-IM
LESSON EXEMPLAR (SHS-SCIENCE)

SUBJECT TITLE GENERAL CHEMISTRY 2

GRADE LEVEL 11/12
NO. OF HOURS/SEM 80 HOURS
I. OBJECTIVES
Properties of solutions, solubility, and the stoichiometry of reactions in
A. Content Standard
solutions
B. Performance standard

At the end of the session, students are expected to:

C. Learning
Competencies/Objectives
Write the LC Code for
each
(LAB) Determine the solubility of a solid in a given amount of water at
different temperatures. (STEM_GC11PP-IIId-f-120)
1. Compare how different substance dissolves in different temperature.
2. Explain why different substance dissolves in different temperature.
3. Graph the amount of different substance that can be dissolved in
different temperature..

II. CONTENT Factors affecting Solubility

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s materials
pages
https://www.ck12.org/book/Chemistry---Second-Edition-%2528CA-
DTI3%2529/r2/section/17.4/https://chem.libretexts.org/Bookshelves/
3. Textbook pages IntroductoryChemistry/Book%3A_Introductory_Chemistry_(CK-
12)/16%3A_Solutions/16.04%3A_How_Temperature_Influences_Solubility

4. Additional Materials file:///C:/Users/Admin/Downloads/5.6_student%20(1).pdf

from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
Ask the students the following:
1. Explain solubility?
ELICIT 2. Enumerate the factors that affect solubility?
3. Define temperature?

Ask students to sing along with the video presentation and ask them if they
can guess the topic for the day.
ENGAGE
(https://www.youtube.com/watch?v=Kdc51ROgSq4)
 Republic of the Philippines Document Code:
Department of Education SDOPAMP-QF-OSDS-002
Region III – Central Luzon
Revision: 00
SCHOOLS DIVISION OFFICE OF PAMPANGA
High School Blvd. Brgy Lourdes, City of San Fernando Effectively date: 05-08-18

Name of Office:
CID-IM
LESSON EXEMPLAR (SHS-SCIENCE)

The class will be divided into four group for the activity.
Before doing your activity make sure the students know and follow the
Rules and Regulations in performing an experiment and know the rubrics
for grading.
EXPLORE
The teacher will present the safety precautions as well as the cleaning
procedure after the activity

(See attached activity below)

Group reporting.
Clarifications of misconceptions

DEMONSTRATION
The teacher will show students an activity comparing the amount of salt
that can dissolve in hot and cold water and the amount of sugar
that can dissolve in hot and cold water. Just like in your M&M experiment,
much more sugar dissolved in hot water. Does much more salt
dissolve in hot water than in cold? How do you know?
ELABORATE

Ask students to compare the data on the table and graph to show how much
sugar and salt candissolve in water over the temperature range 0 °C to 100
°C. Use the table and graph to answer the following questions.

Solubility Data:

EXPLAIN
 Republic of the Philippines Document Code:
Department of Education SDOPAMP-QF-OSDS-002
Region III – Central Luzon
Revision: 00
SCHOOLS DIVISION OFFICE OF PAMPANGA
High School Blvd. Brgy Lourdes, City of San Fernando Effectively date: 05-08-18

Name of Office:
CID-IM
LESSON EXEMPLAR (SHS-SCIENCE)

Solubility Graph:

Questions:
1. How much sugar dissolves in 100 mL of water at 50 °C?

2. How much salt dissolves in 100 mL of water at 50 °C?

Direction: Encircle the letter of the correct answer.

1. Which of these compounds decreases in solubility as the temperature

increases?

EVALUATE

a. Ce2(SO4)3
b. KClO3
c. K2Cr2O7
d. KNO3

2. Graph that shows the amount of solute that can be dissolved in 100 g
of water at a certain temperature.
a. Solubility curve
b. Saturation curve
c. Concentration curve
d. Molarity curve
 Republic of the Philippines Document Code:
Department of Education SDOPAMP-QF-OSDS-002
Region III – Central Luzon
Revision: 00
SCHOOLS DIVISION OFFICE OF PAMPANGA
High School Blvd. Brgy Lourdes, City of San Fernando Effectively date: 05-08-18

Name of Office:
CID-IM
LESSON EXEMPLAR (SHS-SCIENCE)

3. Which solute is the most soluble at 10 ⁰C?

a. KI
b. KClO3
c. NH4Cl
d. NH3

Plot a solubility curve for potassium chloride and compare it to the

solubility of sugar and salt.

Tell students that they will plot the solubility of potassium chloride on a
graph provided on the activity sheet. Explain that potassium chloride is used
as a salt substitute for people who should not eat regular salt (sodium
chloride.)
EXTEND
Solubility of Potassium Chloride in Water from 0–100 °C.

Temperature (° C) 0 20 40 60 80 100

Potassium Chloride 28 33 38 44 50 55

Maricel B. Gonzales
Teacher III
Prepared by:
Masantol High School
Masantol, Pampanga
 Republic of the Philippines Document Code:
Department of Education SDOPAMP-QF-OSDS-002
Region III – Central Luzon
Revision: 00
SCHOOLS DIVISION OFFICE OF PAMPANGA
High School Blvd. Brgy Lourdes, City of San Fernando Effectively date: 05-08-18

Name of Office:
CID-IM
LESSON EXEMPLAR (SHS-SCIENCE)

Leader: _________________________________ Date: _____________________________

Members: _______________________________ Grade/Strand/Track:________________
________________________________ Group No.: ________________________
In-charge of Documentation:________________ Score:_____________________________

SOLUBILITY OF SOLID AT DIFFERENT TEMPERATURE

Problem:
Does Temperature Affect Dissolving?
INTRODUCTION
Does the temperature of water affect the amount of coating that dissolves from an M&M? Talk
with your group and design an experiment to find out. List three variables and how you will
control them.What is the only variable that should be changed?
Question to Investigate
1. Does the temperature of water affect the amount of coating that dissolves from an
M&M?_______________________________________________________________

Materials for Each Group

• 3 same-colored M&Ms
• 3 clear plastic cups
• 1 sheet of white paper
• Room-temperature water
• Hot water (about 50 °C)
• Cold water (about 5 °C)
Procedure
1. Pour cold, room-temperature, and hot water into the cups so that the water is
deep enough to cover an M&M.
2. Place the three cups on the white paper. Write cold, room-temp, and hot near its
cup.
3. With the help of your partners, place a same-colored M&M in the center of
each cup at the same time. Observe for about 1 minute.
2. Does the temperature of the water affect the amount of coating that dissolves from an M&M?
How do you know?____________________________________________________
 Republic of the Philippines Document Code:
Department of Education SDOPAMP-QF-OSDS-002
Region III – Central Luzon
Revision: 00
SCHOOLS DIVISION OFFICE OF PAMPANGA
High School Blvd. Brgy Lourdes, City of San Fernando Effectively date: 05-08-18

Name of Office:
CID-IM
LESSON EXEMPLAR (SHS-SCIENCE)

EXPLAIN IT WITH ATOMS & MOLECULES

3. What are the differences in the way water molecules move in cold, room-temperature, and hot
water?_____________________________________________________
4. On the molecular level, why do you think sugar dissolves better in hot water
than in cold water?_____________________________________________________________
5. Why do you think there is a greater difference in the amount of dissolving between the hot and
room-temperature water than between the room temperature and
coldwater?_____________________________________________________________________