I.

OBJECTIVES
At the end of the session, the students must be able to:
1. Describe how the particle size of a solid being dissolved affects how fast it
dissolves in water.
2. Describe how the collision of the particles happen in a solution.
3. Enumerate the different factors that affects how fast the solid solute dissolves in
water.

II.

SUBJECT MATTER
A. CONCEPTS

Collision
Factors that Affects How Fast the Solid Solute Dissolves in Solvent

B. SKILLS

Discovery
Critical Thinking
Observant

C. VALUES

Cooperation
Teamwork

D. MATERIALS

2 clear plastic cups

2 stirrers
2 tablespoons

Measuring cups:
cup, 1 cup
water

E. REFERENCES
1. Brady, J. E. & Senese, F. (2004). Chemistry: Matter and its changes, 4th edition.
River Street Hoboken, NJ: John Wiley & Sons, Inc.
2. Bucat, R. B. (Ed.) (1984). Elements of Chemistry: Earth, Air, Fire & Water,
Volume 2. Canberra City, A.C.T., Australia.
3. Elvins, C., Jones, D., Lukins, N., Miskin, J., Rose, B., & Sanders, R. (1990).
Chemistry One: Materials, Chemistry in Everyday Life. Port Melbourne,
Australia: Heinemann Educational Australia.
4. Hill, J. W. & Kolb, D. K. (1998). Chemistry for Changing Times, 8th edition.
Upper Saddle River, NJ: Prentice Hall.
5. Kurtus, Ron (13 January 2006). Mixtures. Retrieved Jan. 9, 2012 from
http://www.school-for-champions.com/chemistry/mixtures.htm
6. Philippines, Department of Education. (2004). Chemistry: Science and
Technology Textbook for 3rd Year. (Revised Ed.). Quezon City: Author.

III.

PROCEDURE
TEACHERS ACTIVITY
I. PRELIMINARY
Routine Activity

STUDENTS ACTIVITY

Good morning class!

Good morning Maam!
Who can lead the prayer?
(Raising their hands)
(Call someone in the class)
Let us bow our head and feel the
presence of the Lord.
(Bow down their head)
In the name of the Father, and of the
Son and of the Holy Spirit. Amen.
Our Father, who art in heaven,
Holy be Your name,
Your kingdom come,
Your will be done,
On earth as it is in Heaven.
Give us this day, our daily bread,
And forgive us our trespasses,
As we forgive those who trespass against
us,
Lead us not into temptation but delivered
us from evil. Amen
In the name of the Father, and of the
Son
and of the Holy Spirit. Amen.
Before you take a sit, please pick
up the pieces of paper under your
table, align your chairs and sit
properly.
Yes Maam!
Miss Secretary, whos absent for
today?
None, Maam.
Thank you Miss Secretary. You
may take your sit.

 Review
Last time, we did the activity no. 3
for us to know the factor that affects
how fast the solid solute dissolves
in water.
For us to define it, we made two
set-up which is the cup A and the
cup B that has the same amount of
solute and solvent.
Then, what did we do next?
(Students are raising their hands)
(Call someone in the class)
Good! But why do we stir it?

We stir the cup B.

For us to compare the two cups which
will dissolve faster, the cup A that we
dont stir or the cup B that we stir.

Very well said! After stirring it, we

recorded the time it dissolves and
we came up with one conclusion
and that was?
(Students are raising their hands)
(Call someone in the class)

Stirring is the factor that affects how

fast the solid solute dissolves in water.

Thats right! So, based from our

conclusion, we define that the factor
that affects how fast the solid solute
dissolves in water was stirring.
It seems that you learn a lot on our
discussion last time.

Motivation
Before we go to our next
discussion, we will have a short
activity.
Listen first carefully to my
instruction then after that you can
proceed to our activity.

Yes Maam!

First, all of you will stand up and

put all the chairs on the side.
Once I play the music, you will
move around the classroom
according to the music.
When the music has a fast beat,
you will move fast but when the
music has a slow beat, you will
move slowly.
Understand class?
Yes Maam!
I will give you 5 minutes to do this
activity.
You may now proceed to the
activity and do this quietly, ok?
(Students proceed to the activity)
(Teacher played different music)
(Students already done with the activity)
Everybody settle down and take
your sit.
Later, we will discuss what the
relation of that activity on our
discussion is

Lesson Proper
What do you think our activity was
all about?
Do you have any idea class?

(Students are listening)

(Students are raising their hands)

(Call someone in the class)

Very good! It is about movement
but not just a movement, it is about
the movement of the particles in a
solution.
Later we will discuss it further but
before that, we will have another

Maam, I think it was something about

movement.

(Students are listening)

activity.
Okay Maam!
Did I assign every group to bring
materials for our activity?
Yes Maam!
Sit on the floor by group and make
a big circle.
(Students sit on the floor and group
themselves)
Bring out all the materials that I
assigned by each group and we will
start on our activity for today.
(Students are listening)
Everybody have all the materials?
Yes Maam!
Take a look on your materials.
What can you observe from it
particularly from the salts that you
have?
(Students observe the materials they
have)
(Students are raising their hands)
(Call someone in the class)
The iodized salt is smaller than the rock
salt.
Thats right! But what does it
describe?
It describe their size, Maam!
Very good! So our activity for
today is Size Matter! and from
this activity, we will discover how
the size of the solid solute affects
how fast it dissolves in solvent.

Yes Maam!

(Students are listening)

So, from that title, you will
formulate hypothesis like what
weve done last time in our activity
like for example, the iodized salt
dissolve faster than the rock salt.
(Students are listening)
After formulating hypothesis, you
will identify the 3 variables which is
the controlled variable, independent
variable and the dependent
variable.

(Students are listening)

Then list down all the materials
that you need, including the amount
that I gave to you.
(Students are listening)
After the materials, you will have
your observation. You will make a
table showing the results based from
the activity.
(Students are listening)
Next is the conclusion. Here, you
will describe your observation. You
will write what your results tells
about.
(Students are listening)
Lastly, you will determine if your
conclusion support or reject your
hypothesis.
(Students are listening)
Are we clear from what are you
going to write on your output? You
will put this on a manila paper.
Yes Maam!
Everybody listen first on the
procedure of our activity then after
that, you may proceed on it,
understand?
Yes Maam!
First, fill the cup A and cup B with
the same amount of water which is
50mL. Then in cup A, put 1
tablespoon of iodized salt and on
cup B, put 1 tablespoon of rock
salt.
(Students are listening)
Stir both cup A and cup B. Record
the time it dissolve.
(Students are listening)
Did you understand all the
procedures class?
Yes Maam!
Then, you may now proceed to our
activity but do it quietly, okay?
Yes Maam!
If you have any questions, you
may raise your hand and I will be

the one who will go to your place.

Yes Maam
You only have 15 minutes to finish
that activity.
Yes Maam!
(Teacher walk around the room and
observe what the students doing)
(Students are doing the activity quietly)
Are you done class?
Yes Maam!
You may post your output on the
board and assign one representative
to discuss your output.
Yes Maam!
(Students post their work on the board)
Okay, lets call on the Group 1.
You may proceed discussing your
work.
(Group representative started to discuss
their work)
Good work! What about the next
group?
(Group representative started to discuss
their work)
Good job! Next group.
(Group representative started to discuss
their work)
Good! Then last group?
(Group representative started to discuss
their work)
Almost all of the groups got the
same results.
(Students are listening)
Remember our activity a while
ago? It was all about what?
Movement of the particles, Maam!
In a solution that we have in our
activity, the particles of the solute or
the salt and the solvent or the water
are constantly moving.
(Students are listening)
Water particles collide everywhere
along the surface or the edges of the
particles of salt.
(Students are listening)

When the water particles come

close to the salt particles, the
collision happens more often at the
corners and edges of the solid salt.
(Students are listening)
At the corners and edges of the
solid, the particles break down and
turns into smaller particles.
(Students are listening)
The cup with iodized salt has
smaller particles in the solution than
the cup with rock salt. So water
particles could more easily surround
the smaller particles of iodized salt
than the surface of the rock salt.

Generalization
Lets summarize our discussion for
today.
Water particles collide everywhere
along the surface of the particles of
table salt.
Therefore, the iodized salt
dissolves faster. Thus, the smaller
particles of salt, the easier they mix
with the water.
Do you have any question class?
Then, get a sheet of paper. We
will have a short quiz about our
discussion for today.

Yes Maam!

(Students are listening)

(Students are listening)

None, Maam!

IV.

ASSESSMENT
Supply the missing word that describe in each sentence.
1. What is the second factor that affects how fast the solid solute dissolve in a
solvent?
2. Water particles _______ everywhere along the surface of the particles of table
salt.
3-4 The smaller the __________, the _________ it dissolve.
4 Which dissolves faster? Iodized Salt or Rock Salt?

V.

ASSIGNMENT
Bring the following by group:
1. 50mL cold water
2. 50mL hot water
3. 2 plastic cups

4. 1 sachet of coffee
5. 1 teaspoon
6. 1 stirrer

Philippine Normal University

National Center for Teacher Education
Taft Ave., Manila

DETAILED LESSON PLAN

Topic: Size Matter!
(Factors that Affects How Fast the Solid Solute
Dissolves in Solvent)

Submitted by:
Barida, Danilyn R.
IV-20 BSE Chemistry

Mrs. Edna F. Dela Cruz

Cooperating Teacher