5E Model Lesson Plan: Strength of Acids

Subject: Chemistry, Topic: Acids, Bases, and Salts, Sub-Topic: Strength of Acids,
Class: Form 4, Time: 40 minutes Date: 24/01/2025

Learning Outcomes
By the end of the lesson, learners should be able to:
1. Define an acid in terms of hydrogen ions.
2. Explain the strength of acids in aqueous form in terms of the number of hydrogen ions
present.
3. Differentiate between strong and weak acids based on their dissociation in water.

Prerequisite Knowledge
 Learners know basic properties of acids and their reactions.
 Learners are familiar with concepts of pH and ionization.

Materials
 Magnesium strips
 Zinc carbonate
 2M HCl (hydrochloric acid)
 2M H₂SO₄ (sulphuric acid)
 2M CH₃COOH (ethanoic acid)
 Test tubes and rack
 Dropper, spatula, and beakers
 Universal pH indicator or pH meter

References
 Kenya Literature Bureau (KLB) Chemistry Book IV, Pages 1–4.

5E Model Steps

1. Engage (5 minutes)
Objective: Stimulate curiosity and assess prior knowledge.
Teacher’s Activities:
 Show learners three labeled solutions: HCl, H₂SO₄, and CH₃COOH. Ask, "Which of
these acids is stronger, and why?"
 Pose the question: "How do acids behave in water, and how does this affect their
strength?"
 Relate the discussion to real-world examples, such as the use of vinegar (ethanoic acid) in
food versus stronger acids in industrial processes.
Learners’ Activities:
 Respond with guesses or prior knowledge about acid strength.
 Engage in brief discussions about everyday examples of acids.

2. Explore (10 minutes)

Objective: Perform experiments to observe acid reactions and collect data.
Teacher’s Activities:
 Guide learners to conduct two experiments:
1. Reaction of magnesium strips with HCl, H₂SO₄, and CH₃COOH.

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 2. Reaction of zinc carbonate with the same acids.
 Provide instructions for recording observations (e.g., rate of effervescence, reaction
completion time).
 Distribute materials and supervise the activity.
Learners’ Activities:
 Conduct the experiments in groups.
 Record observations in a table like:
Reaction with
Acid Reaction with Mg (Effervescence) pH Value
ZnCO₃
HCl Fast Vigorous Low
H₂SO₄ Fast Vigorous Low
CH₃COO
Slow Moderate Higher
H

3. Explain (10 minutes)

4. Elaborate (10 minutes)

Objective: Apply knowledge to new contexts.
Teacher’s Activities:
 Provide scenarios for learners to analyze, e.g.:
1. Predict the reaction outcomes of nitric acid (HNO₃) and vinegar (CH₃COOH)
with calcium carbonate.
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 2. Determine which acid would conduct electricity better and why.
 Ask learners to calculate the number of moles of hydrogen ions produced from given
concentrations of strong and weak acids.
Learners’ Activities:
 Discuss and solve provided scenarios in pairs.
 Present their reasoning and calculations to the class.

5. Evaluate (5 minutes)
Objective: Assess understanding of key concepts.
Teacher’s Activities:
 Ask oral questions to assess understanding, such as:
1. Define an acid in terms of hydrogen ions.
2. Differentiate between strong and weak acids based on dissociation.
3. Explain why HCl reacts more vigorously than CH₃COOH with metals.
 Assign a written task:
o Write balanced chemical and ionic equations for the reaction of magnesium with
HCl, H₂SO₄, and CH₃COOH.
Learners’ Activities:
 Answer oral questions.
 Complete the written assignment for assessment.

Assessment Criteria
 Correct observations recorded in experiments.
 Accurate chemical and ionic equations.
 Logical explanation of acid strength and pH values.

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Lesson Plan: Solubility of a Salt at a Given Temperature, School: Frere Town Secondary
School, Date: 29/01/2025, Class: Form 4G, Subject: Chemistry, Time: 40 minutes
Topic: Solubility
Sub-topic: Solubility of a Salt at a Given Temperature

Rationale:
Solubility is an essential concept in chemistry with applications in medicine, environmental
science, and industrial processes such as salt extraction, crystallization, and water
purification. Understanding solubility helps students predict the behavior of substances in
solutions and prepare for practical applications like determining the amount of solute needed to
make saturated solutions.

Lesson Objectives:
By the end of the lesson, learners should be able to:
1. Define solubility and differentiate between saturated and unsaturated solutions.
2. Determine the solubility of a given salt at room temperature through an experiment.
3. Analyze how temperature affects solubility using experimental data.

Prerequisite Knowledge:
 Learners have studied types of solutions (dilute, concentrated, saturated, unsaturated).
 Learners understand solutes, solvents, and crystallization.

Key Inquiry Question (K.I.Q):

How can we determine the solubility of a salt at a given temperature?

Resources & Materials:

 Suitable solutes (e.g., sodium chloride, potassium nitrate)
 Distilled water
 Measuring cylinders
 Beakers (100 cm³ and 250 cm³)
 Electronic balance
 Glass stirrers
 Thermometer
 Evaporating dish
 Bunsen burner, tripod stand, and wire gauze
 Graph paper for solubility curves
 KLB Chemistry Book 4, Pages 20-21

5E Lesson Plan Model

1. Engage (5 minutes)
Teacher’s Activities:
 Pose the question:
What happens when you keep adding sugar to a cup of tea? Can it dissolve indefinitely?
 Show two solutions in test tubes:
1. A clear solution (all solute dissolved)
2. A saturated solution (undissolved solute at the bottom)
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  Ask: Why does one solution have undissolved solute while the other is clear?
 Link the discussion to solubility and introduce today’s lesson topic.
Learners’ Activities:
 Discuss their observations about sugar or salt dissolving in water.
 Respond to the teacher’s questions based on prior knowledge.

2. Explore (10 minutes) – Class Experiment

Teacher’s Activities:
 Guide learners in a class experiment to determine solubility.
 Steps:
1. Weigh 5g of a salt (e.g., KNO₃) and dissolve it in 100cm³ of distilled water at
room temperature.
2. Stir until no more dissolves (saturated solution).
3. Filter out undissolved salt and measure the final mass of dissolved salt.
4. Record data and calculate solubility.
Learners’ Activities:
 Work in small groups to conduct the experiment.
 Record the mass of solute that dissolves in 100cm³ of water.
 Discuss their findings with peers.

3. Explain (10 minutes)

Teacher’s Activities:
 Define solubility:
o Solubility is the maximum mass of a solute that dissolves in 100g of solvent to
form a saturated solution at a given temperature.
 Differentiate between:
o Dilute solution (low solute concentration)
o Concentrated solution (high solute concentration)
o Saturated solution (maximum solute dissolved)
 Discuss how temperature affects solubility using a solubility curve.
 Explain why crystallization occurs when a saturated solution is cooled.
Learners’ Activities:
 Take notes on solubility definitions.
 Answer oral questions on the differences between solution types.
 Compare their experiment results with expected solubility values.

4. Elaborate (10 minutes) – Applying Solubility Concepts

Teacher’s Activities:
 Provide calculations based on solubility data:
1. Given that the solubility of NaCl at 20°C is 36g/100g H₂O, calculate how much
will dissolve in:
 (a) 50g of water
 (b) 200g of water
2. If 6g of undissolved CuSO₄ remains after stirring 22g in 50g of water, calculate
its solubility at that temperature.
 Guide learners in plotting solubility curves for salts A and B using given solubility data.
Learners’ Activities:
 Perform solubility calculations individually.
 Plot a solubility curve using provided temperature vs solubility data.

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  Interpret the graph and discuss trends with classmates.

5. Evaluate (5 minutes) – Assessment & Review

Teacher’s Activities:
 Assign a quick quiz:
1. Define solubility.
2. Explain what happens when a saturated solution is cooled.
3. Calculate the solubility of solid Y at 30°C from given experiment data.
4. Use a solubility curve to determine solubility values at different temperatures.
 Collect and review students’ answers.
Learners’ Activities:
 Complete the quiz and submit their answers.
 Ask questions on any unclear concepts.

Classwork & Homework Assignments:

Classwork:
1. Complete solubility calculations given in the lesson.
2. Interpret a solubility graph and answer analysis questions.
Homework:
1. Plot a solubility curve for a given salt using data from KLB Book 4, Pg 20-21.
2. Given the solubility of salt A at 40°C is 58g/100g H₂O, determine:
o How much will dissolve in 150g of water.
o The mass of solute that crystallizes out if the solution is cooled to 20°C.

Conclusion:
This lesson helps learners understand solubility in a practical way by conducting an
experiment and analyzing data. Mastery of solubility curves and calculations is crucial in
fields like chemical engineering, pharmaceuticals, and environmental science.

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Lesson Plan: Fractional Crystallisation
School: Frere Town Secondary School, Date: 31/01/2025, Class: Form 4G, Subject:
Chemistry, Time: 40 minutes .
Topic: Separation Techniques
Sub-topic: Fractional Crystallisation

Rationale:
Fractional crystallisation is an essential technique used in chemical industries, mining, and
water purification to separate salts from their mixtures. Understanding this process helps
learners explain real-life applications, such as salt extraction from seawater and trona
mining in Lake Magadi.

Lesson Objectives:
By the end of the lesson, learners should be able to:
1. Define fractional crystallisation and explain how it works.
2. Explain how differences in solubility help separate salts in a mixture.
3. Use solubility data to determine the mass of a crystallised salt when a solution is
cooled.
4. Relate fractional crystallisation to industrial applications such as salt and mineral
extraction.

Prerequisite Knowledge:
 Learners have studied solubility and solubility curves.
 Learners understand saturated and unsaturated solutions.
 Learners can perform basic solubility calculations.

Key Inquiry Question (K.I.Q):

How can we separate salts in a solution based on their differences in solubility?

Resources & Materials:

 Solubility curve chart (for reference)
 KLB Chemistry Book 4, Pages 22-24
 Diagram of fractional crystallisation process

Lesson Development
1. Engage (5 minutes) – Introduction & Discussion
Teacher’s Activities:
 Ask: What happens when seawater is left in the sun for a few days?
 Display two beakers:
1. A clear solution (saltwater)
2. A beaker with crystallised salt
 Ask learners to predict what happens when a hot concentrated salt solution is cooled.
 Introduce today’s topic: Fractional Crystallisation.
Learners’ Activities:
 Observe and describe the changes in salt solutions.
 Respond to the teacher’s questions.

2. Explain (15 minutes) – Concept Breakdown

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Teacher’s Activities:
 Define Fractional Crystallisation:
A process of separating soluble salts from a solution due to differences in their solubility
when the solution is cooled.
 Explain how it works:
o When a solution of two salts is cooled, the salt with lower solubility crystallises
out first, while the more soluble salt remains in solution.
o The amount of salt that crystallises depends on the solubility data at different
temperatures.
 Example Calculation:
o Suppose 20g of potassium nitrate (KNO₃) and 18g of potassium chlorate
(KClO₃) are dissolved in 100g of water at 50°C and then cooled to 20°C.
o From solubility data:
 At 50°C, the solubility of KNO₃ = 86g/100g water and KClO₃ =
18g/100g water.
 At 20°C, the solubility of KNO₃ = 31g/100g water and KClO₃ =
8g/100g water.
o Since the solution contains 20g of KNO₃, it remains dissolved because its
solubility at 20°C is still 31g/100g water.
o However, KClO₃ has a solubility limit of 8g at 20°C, so (18g - 8g) = 10g of
KClO₃ will crystallise out.
 Industrial Applications:
1. Salt Extraction in Malindi (Ngomeni): Seawater is evaporated to remove water,
and then cooled to allow salt to crystallise.
2. Trona Mining in Lake Magadi:
 At night, when temperatures drop, sodium chloride crystallises.
 During the day, trona remains in solution and is later extracted.
Learners’ Activities:
 Take notes and ask questions.
 Work through a solubility calculation guided by the teacher.

3. Elaborate (15 minutes) – Real-World Applications

Teacher’s Activities:
 Provide real-life examples where fractional crystallisation is used:
1. Salt production from seawater – Coastal regions such as Malindi use this
method to obtain table salt.
2. Purification of minerals in industries – Fractional crystallisation is used to
refine minerals such as potash and borax.
3. Sugar refining – Crystallisation is used in sugar factories to purify raw sugar
from sugarcane juice.
 Guide learners through a solubility calculation similar to the earlier example but with
different salts.
Learners’ Activities:
 Discuss fractional crystallisation in salt production and mining.
 Solve solubility problems based on the given examples.

4. Evaluate (5 minutes) – Assessment & Review

Teacher’s Activities:
 Assign a quick quiz:
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 1. Define fractional crystallisation.
2. Explain how fractional crystallisation separates salts.
3. Use the solubility table to determine how much KClO₃ will crystallise when
cooled from 50°C to 20°C.
4. Explain how fractional crystallisation is used in extracting salt from seawater.
Learners’ Activities:
 Complete the quiz and submit answers.
 Ask questions on any unclear concepts.

Classwork & Homework Assignments:

Classwork:
1. Solve solubility calculations using provided data.
2. Explain why some salts crystallise first when a solution is cooled.
Homework:
1. A solution contains 25g of salt P and 18g of salt Q dissolved in 100g of water at
60°C. Given the solubility of salt P at 60°C is 35g/100g H₂O and at 20°C is 20g/100g
H₂O, determine:
o The mass of salt P that crystallises out when cooled to 20°C.
o Explain why salt Q remains in solution.
2. Research on how salt extraction in Lake Magadi and Malindi is done using
fractional crystallisation.

Conclusion:
Learners understand the principle of fractional crystallisation and its real-world applications
in mining, industry, and purification processes. The lesson enhances their problem-solving
skills in solubility and crystallisation calculations.