Unit 4 - Solutions

Time Frame
Competencies
C1.
C2.
C3.

5 weeks
Gain understanding of solutions and the dissolving process.
Appreciate solutions at work in the natural environment.
Understand the concepts of mole, solution, solvent, solute, solubility, and
concentration.

HOW THE DISSOLVING PROCESS HAPPENS

Time Frame: 2 sessions
I. Learning Objectives
At the end of the session, the students must be able to explain how solutions are formed.
They must be able to describe different types of solutions.
II. Subject Matter
A.
Topic: The dissolving process
B.

References
1. Department of Education, Culture and Sports. (1991). Science and Technology III.
Quezon City: Book Media Press, pp. 129-130.
2. Brown, Theodore L., LeMay, H. Eugene Jr., and Bursten, Bruce E., (2000).
Chemistry the Central Science. New Jersey: Prentice Hall, pp. 469-473.

C.

Materials
Various kitchen chemicals: salt, sugar, baking soda, powdered juice concentrate
beakers or glass jars
pitcher
plastic softdrink bottle

III. Learning Tasks

A. Recall and Motivation
1.
What solutions do you regularly make in
the kitchen? Which is the solvent? Which is the solute?
2.

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How do you make juice drink, coffee?

How do you dissolve the powder in water? Does it matter if you use hot or cold
water?

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ii.

Lesson Proper
Activity: Preparing Juice from Powdered Concentrate (SAS 4-03)
a. Divide the class into groups. Each group will dissolve four tablespoons of
powdered juice concentrate in water using different techniques and
equipment.

2.

b. One group gets a pitcher and spoon, and adds the concentrate first.
Another group gets a pitcher and spoon, and adds the water first. Another
gets a clean plastic softdrink bottle, adds water first then concentrate, then
shakes it without stirring. Another gets a clean plastic softdrink bottle,
adds concentrate first then water, then shakes it without stirring.
c. Try to add more powdered concentrate until nothing more dissolves.
Record the data and observations.
3.

Discussion/ Concept Formation

a.
dissolve the concentrate?
concentrate faster?

(shake, stir)

What techniques did you use to

Which technique dissolved the

b.

Would it dissolve even if you did

not shake or stir? (Yes, but it would take a lot longer time.)

c.

What do you think is happening

when the solute and solvent are mixed? How do you know it is a solution?

C.

Generalization
The solute and solvent interact to form a homogeneous

1.
mixture.

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2.

Since it is a homogeneous mixture, it means that the particles

of solute and solvent are intimately mixed, so that they cannot easily be identified
from each other in the mixture (one phase, one consistency, one texture).

3.

The solvent particles surround the solute particles in the

dissolving process.

4.

The solvent and solute particles interact with each other. They
have similar polarity. From this comes the saying that like dissolves like:
Molecules with like polarity dissolve in each other.

5.

If the solvent and solute particles are not similar in polarity,

there will be no interaction (oil and water), and the solvent particles cannot
surround the solute particles. In this case, they would form a heterogeneous
mixture.

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YOU MAY END SESSION 1 AT THIS POINT.

D.
1.

E.

Application / Valuing
What solutions do we find in our household? (softdrinks,
instant coffee, shampoo, chlorox, muriatic acid, car battery acid, rubbing alcohol,
beer. Milk, salad dressing, broth are emulsions and colloids.)

2.

What happens when we throw substances in rivers and streams,

and they do not dissolve? (They may separate out as a solid, or a separate layer,
and interfere with the aquatic life, e.g. plastics, kitchen waste, oil)

3.

What happens when we throw substances in rivers and streams

that can dissolve, but are toxic? (Since it is hard to separate them out, they may
easily be ingested by aquatic life and poison them.)

Evaluation
Make a mural of D1 and D2.

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