Drone ship manufacturing and use

Chemistry

Lesson plan #1

Topic

Acids and bases in aqueous (waterish, hydrous) solutions (mixed lesson – theoretical, experimental, and applicative)

Duration

2 hours (2 x 45 min = 90 min)

Assumed prior knowledge

• Physical properties of water.

• Dissolution and the factors that influence dissolution.

• Solubility of substances in solvents polar and non-polar.
• Solubility of substances in polar and non-polar (water) solvents.
• Solutions. Preparation of aqueous solutions with known molar and percentage concentrations.
• Determination of acid-base character of solutions with indicators.

Goal(s) of the lesson

Evaluation of the consequences of processes and the action of chemical products on the person and the environment:

• Respect and application of personal and environmental protection rules
• Anticipation the effects of specific actions on the environment

The big idea behind the topic

Understanding water as part of society and its significant role in human life.

Results of the lesson

Applying theoretical knowledge to prepare a solution and perform simple calculations

Competencies

• Specific competences:

1.  To use the notions of dissolution, solution, solubility, concentration, dilution, in various contexts.
2.  To identify, classify, and differentiate the factors that influence the dissolution and solubility of a substance.
3.  To classify the solutions according to certain given criteria.
4.  To perform simple calculations with the percentage concentration of a solution.
5.  To use glassware and laboratory tools to prepare a solution.
6.  To check the solubility of some substances in water.

Methods

• Teaching methods:

• Heuristic / learning consolidation conversation;
• Explanation;
• Demonstration;
• Problematization;
• Brainstorming;
• Analysis and synthesis;
• Systematization, algorithmizing, modelling;
• Direct discovery;
• Laboratory experiment.

• Forms of activity:

• Frontal – for communicating / updating knowledge;
• Individually / in teams – for experimental activities.

Relevance to the curriculum

• Awareness that environmental and climate change and pollution strongly influence the lives of human beings.
• Possible and / or useful connections to Biology part, Physics, and Sensors Sampling Communications Modules.

Stakeholder involvement

• Independent school activity (general situation).
• Possible assistance or/and support and connected activities during Chemistry disciplines classes (in own school or at partner schools) or thematic activities in local Scientific Centres (if available).
• Example: the local organization MUMA (Museum of the Sea), which promotes the protection and conservation of the marine environment in the territory, with special attention to pollution with plastic and micro-plastic materials (https://youtu.be/UgDVn8229AY?t=2).

EQUIPMENT AND MATERIALS NEEDED

For 1 team of 5 students

This is a recommended list:

Observations

• In each class / lab, 1-2 blackboards or whiteboards (magnetic and/or interactive), with chalk or markers to write on, will be available.
• Teachers will offer students necessary informative and practical support (worksheets, electronic presentations, online thematic images, videos, and tutorials).

Step 1 (5 min)

Organizational moment (checking presence, capturing attention, preparing didactic materials, verifying and correcting students' homework, etc.).

Step 2 (10 min)

• Updating the previous knowledge necessary for teaching.
• Students are asked for general information about:

• spread of water in nature
• water cycle in nature
• distribution of water reserves
• structure of the chemical bond in the water molecule
• physical and chemical properties of water;
• the difference between natural water and pure water.

Step 3 (10 min)

• Students are asked for more detailed information associated with the specific competences C1, C2, and C3:

• notions of dissolution, solution, solubility, concentration, dilution;
• factors that influence the dissolution and solubility of a substance;
• classification of solutions according to certain given criteria.

Step 4 (20 min)

• Presentation and execution of the first experimental task, related to C5 and C4 specific competences (using glassware and laboratory tools to prepare a solution, respectively performing simple calculations with the percentage concentration of a solution):

• students receive the worksheet with the experimental topic, analyse it, pay attention to the teacher's suggestions and explanations about their concrete experimental activity.

• Preparation of a 7.5% salt solution, using 3 g of salt:

• students calculate the mass of water needed to prepare the solution;
• students calculate the volume of water to be measured;
• each team prepare the solution and fill in the sheet with the results obtained.

• Interactive activity: students answer in turn to the questions formulated by the teacher, ask directions and indications regarding their experiment, fill in the data sheets with their results, and receive feedback for their work.

Step 5 (15 min)

• Presentation and execution of the second experimental task, related to C6 specific competence (checking the solubility of some substances in water):

• students receive the worksheet with the experimental topic, analyse it, pay attention to the teacher's suggestions and explanations about their concrete experimental activity.

• Checking the solubility of various substances in water:

• students check the solubility in water of different substances, previously indicated by the teacher to be brought from home (oil, sugar, mothballs, milk, vinegar, acetone, etc.).

• Interactive activity: students answer in turn to the questions formulated by the teacher, ask directions and indications regarding their experiment, fill in the data sheets with their results, and receive feedback for their work.

Step 6 (25 min)

• Presentation and execution of the third applicative task, related to C4 specific competence (performing simple calculations with the percentage concentration of a solution):

• students receive the worksheet with the applicative topic, analyse it, pay attention to the teacher's suggestions and explanations about their concrete practical activity, think and discuss individually and / or in their teams the possible solutions to solve the task, and select the more appropriate one.

• Solving the given problems:

• students solve the problems included in the worksheet;
• after completing the calculation for each problem, by all the teams, teacher can invite a student to present the solution for the entire class, at the blackboard / whiteboard.

• Interactive activity: students answer in turn to the questions formulated by the teacher, ask directions and indications regarding their applicative task, present their results, and receive feedback for their work.

Step 7 (4 min)

• Impression and consolidation of the new knowledge.
• Feedback through short questions and answers related to the new knowledge.
• Filling in a K-W-L (Know-Want to know-Learned) table or diagram (if necessary / applicable).

Step 8 (1 min)

Conclusions:

• specifying the homework (if necessary / applicable – in case the allocated time do not permit to finalize all the problems in the third task, the remaining ones will be considered as homework).

• oral or/and written appreciations (grades) for the students who answered during class.

Assessment

• Oral current check
• Systematic observation of students
• Students who answered and showed interest, dedicated work, and seriousness in solving the given topics can be appreciated and marked with grades.

Useful links

• English:

• MUMA (Museum of the Sea): https://youtu.be/UgDVn8229AY?t=2

• Romanian:

• Timisoara Water Museum, Timis County: https://www.muzeulapei.ro/ 
• Mihai Bacescu Water Museum, Falticeni, Suceava County:

https://judetulsuceava.ro/locuri/obiective-turistice/muzee/muzeul-apelor-mihai-bacescu-falticeni/ 

• Water Museum, Floresti, Cluj County:

https://visitcluj.ro/tourist_spot/muzeul-apei/ 

• Water physics and chemistry characteristics:

https://portcetate.ro/cele-22-de-caracteristici-ale-apei-fizice-si-chimice%E2%9C%85/

https://www.didactic.ro/materiale-didactice/proprietatile-fizice-si-chimice-ale-apei 

Concentration of the solution

Mass of salt used

Mass of water used

Volume of water used

Mass of the solution obtained

7,5 %

3 g

No.

Substance used

Substance has completely dissolved (soluble in water)

Substance did not dissolve                             (not soluble in water)

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Erasmus+ Cooperation partnerships project

Sailing Into Opportunities

No. 2023-1-LT01-KA220-SCH-000161306

Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the National Agency. Neither the European Union nor National Agency can be held responsible for them.