ST.
PAUL UNIVERSITY QUEZON CITY
Aurora Blvd., cor. Gilmore Ave., Quezon City
UNIT 2: Diversity of Materials in the Environment
CONTENT: Solutions
LEARNING COMPETENCIES
1. investigate properties of unsaturated or
saturated solutions; and (S7MT-Ic-2)
 Describe the properties of saturated,
unsaturated, and supersaturated
solutions.
 Explain how particle size, surface
area, temperature, pressure, and
agitation affect solubility.
 Use the solubility curve to predict the
formation of saturated, unsaturated,
and supersaturated solutions
(Note: Competencies that are bulleted are
not from the DepEd curriculum guide. These
are the author’s own competencies which
were unpacked from the DepEd’s
competency. The verb investigate is broad
and not measurable. This may be made
more specific and measurable. Please do the
same in your respective syllabis.)
BASIC ED-FRM-002
BASIC EDUCATION DEPARTMENT
S.Y. 2015 - 2016
INSTRUCTIONAL GUIDE
SCIENCE 7
First Quarter (Matter)
DURATION: 8 Meetings
EFFECTIVITY DATE: August 17-21, 24-26, 2015
ASSESSMENT ACTIVITIES VALUING
Knowledge:
A. Using the solubility Curve, tell whether the Meeting 1: Value: Choose, Use, and
following will form saturated, unsaturated, or Patronize solutions that
supersaturated solutions. Introduction are safe to health and
1. 20 g of KCl at 50oC
environment
2. 40 g of KClO3 at 60oC  Review: (Commission/
3. 70 g of K2Cr2O7 at 90oC 1. Identify homogeneous and
4. 50 g of KCl at 75oC Stewardship)
heterogeneous mixtures
5. 100 g of KNO3 at 50oC
(pictures/flascards/actual samples) (From the syllabus)
B. Answer as directed. 2. Compare and contrast homogeneous
Activity:
1. What is the percent by mass of 5.0 g of iron (II) and heterogeneous mixtures.
sulfate dissolved in 75.0 g of water? 3. Compare dilute and concentrated 1. Many common household
chemicals are dangerous.
2. A solution is made by adding 25 mL of solutions. (Demonstrate using marbles and
benzene to 80 mL of toluene. What is the percent They may be reasonably safe
water) when used as directed, yet
by volume of benzene?
3. What is the molality of a solution that contains contain toxic chemicals or
63.0 g HNO3 in 0.500 kg H2O?  Objectives (Learning Competencies) degrade over time into a
4. If you dissolve 20.0 g of NaOH in 250.0 mL of Describe the properties of saturated, moredangerous chemical.
water, what is the molarity of the solution? unsaturated, and supersaturated solutions. Here's a list of some of the
5. If the molality of a CaCl2 solution is 0.100 most dangerous household
chemicals. Put a check mark
mol/Kg, and was made from 500.0 mL of water, (These objectives should be
how many grams of CaCl2 were needed to make on the blank if you have this
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2. express concentrations of solutions
quantitatively by preparing different
concentrations of mixtures according to uses
and availability of materials (S7MT-Id-3)
 Prepare solutions of different
concentrations using % by mass, %
by volume, molarity, and molality
the solution? (Hint: How do you change mL to g written/posted/ flashed on screen, stated household chemical at home.
for water?) and articulated so that students will have
a clear direction.) ___ air fresheners
Process: ___ ammonia
___ antifreeze
1. You are asked to prepare the following  Motivation ___ bleach
solutions of different concentrations. Write a (Worksheet:Comparing unsaturated, ___ drain cleaners (ex.
procedure for the preparation of each of the saturated, and supersaturated solutions by Liquid soza)
following: making an analogy using different situations) ___ laundry detergent
Label the pictures/illustrations/situations as ___ mothballs
1. 15% by mass salt solution unsaturated, saturated, or supersaturated. ___ motor oil
2. 70% by volume rubbing alcohol ___ over cleaners
3. 36 Molar sodium hydroxide solution Explain the basis of your answers. ___ rat poison
4. 2.5 molal sugar solution ___ disinfectants
Sequence of Learning Activities
___ insecticides
2. Which of solutions 1, 3, and 4 is the most ___ antibacterial products
concentrated in terms of amount of solute?  Definition of Terms (Unlocking) ___ chemical fertilizers
1. solute ___ furniture polish
3. Which is the most dilute? 2. solvent ___ mold and mildew
3. solubility cleaners
Understanding: 4. unsaturated solution ___ toilet bowl cleaners
 Essential Understanding: 5. saturated solution ___ car wash, car polish
6. supersaturated solution
Hum ans have introduc ed a large num ber 2. In a scale of 1 to 10, 1
of chem ical substance s into the  Activity (Hand-out) being the lowest and 10 being
environm ent. A num ber of them are in the Preparing unsaturated, saturated, and the highest, rate your
form of solutions. O bviousl y som e supersaturated sugar solution. exposure to these dangerous
chem icals are useful but m any are toxic  Processing of the Activity chemicals.
and their harm to the environm ent and our  Values Integration
health far outweighs their benefit to 3. Which of the household
societ y. chemicals that you checked
Closure
can you do without?
 Essential Question s:  Synthesis: “1-Minute Paper”
4. Which of these can’t you
In your own words, how do you differentiate do without?
How do we contribute to the introduction
and/or increase of the concentration of saturated, unsaturated, and supersaturated
chem ical substances into the solutions? You may give examples or 5. Which can be substituted
environm ent? How can we help m itigate illustrations. with substances that are not
the harm ful effects of these chem ical or at least less harmful?
substanc es to health and environm ent?  Assignment/Follow-Up/Agreement
6. Will you completely get rid
1. What happens to the solubility of a
 Direction; Given the f ollowing of these chemicals at home?
substance when temperature is increased? If not, which ones will you
2
 environm ental problem s, choose 2. Is the effect of temperature the same for retain? Why?
two that you are fam iliar with. For solid, liquid, and gaseous solutions?
each problem ,
1. Discuss how youpersonall y
Meeting 2 … Meeting 8
contribute to the existence and/or
worsening of the problem .
2. W hat can you do to help
m itigate the effect/s of this
environm ental problem ?
3. W hat do you think can
a) schools and
b) governm ent do to help prevent
the occurrence and/or m itigate the
effects of this environm ental
problem ?
4. Draw a poster with a slogan to
cam paign against the occurrence or
worsening of this environm ental
problem .

Environmental Problems (See

Questionnaire for details )
I. The Problem with Pesticides
II. Air Pollution
III. Hazards of Household Cleaning
Products
IV. Toxic W aste Disposal
 Rubric (See Q uestionnaire)

Performance/Product:
 Transfer Goal: The students understand
some important properties of solutions
and learn to express concentrations of
solutions quantitatively so that in the long
run they can prepare solutions that are
safe for the health and the environment.
 Transfer Task:

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 Demonstrative Project: Green Solutions

(You don’t necessarily have all KPUP in

one topic. You can have Knowledge and
Process only in one topic and
understanding in another topic. The kind
of assessment will depend on the
competencies being measured. For
Product/Performance, we will still have
one per quarter. However, you may give
mini tasks to help the students prepare for
their transfer task.)

REFERENCES: (Please make sure that references are correctly written; use updated APA format))

PRINT

Books

Abistado, J. M., Madriaga, E. A., Mariano, J. J. M., & Valdoz, M. P. (2013). Worktext in science and technology series: science links 7 (K to 12). Manila, Philippines: Rex Bookstore, Inc.

Other Print Sources

Department of Education. (2013). K to 12 Science Curriculum Guide. Pasig City, Philippines.

Journals

Alicar-Cadorna, E., & Cadorna, E. F. (2013). Student – Student Verbal Interaction and Physics Performance in a Cooperative Learning Environment. Philippine Physics Journal, 35, 14 – 23.

NON-PRINT

Web Page

Lower, S. (2014, October 10). General Chemistry: Starting Points for Students. Retrieved from http://www.chem1.com/chemed/genchem.sht

Prepared and Submitted by: Date: Checked by: Date: Approved by: Date:

Mr. Lauro A. Caliva Mrs. Aurora De La Vega Mrs. Evangeline A. Soriano

Science Teacher, Basic S.T.L., HS Science and Math ATL, Basic Education
Education

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