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Electrical Conductivity Apparatus (D-I-Y Science Experiment)

Method · June 2016

DOI: 10.13140/RG.2.1.4924.6327

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 Mindanao State University- Iligan
Institute of Technology
College of Education
A. Bonifacio Avenue, 9200 Tibanga, Iligan City, Philippines.
www.msuiit.edu.ph +63.63.221.4056

Anduyan, Mark A., Aspacio, Kharen T., Centural. Arnold M. Jr., Diate, Kim P., Paiton, Rolalen
Joyce, Rubio, Kathrine Joane A., Prof. Ellen Jarantilla-Castro., Prof. Esmar N. Sedurifa., Prof.
Sotero O. Malayao Jr.

(DO-IT-YOURSELF (DIY) SCIENCE INSTRUMENT)

ELECTRICAL CONDUCTIVITY APPARATUS

Electrical Conductivity Apparatus

Description

This is an apparatus that can be used to investigate the relative conductivity of some aqueous
solutions. Aqueous solutions are solutions in which the solvent is water. When a certain substance is
dissolved in water and the resulting solution conducts electricity, such liquid is called an electrolyte
solution and the dissolved substance is called an electrolyte. Electrolyte solutions can be generally
classified as strong and weak electrolytes. On the other hand, the focus of this activity is on the
determination of the conductivity of these solutions. Conductivity is an index of how readily an electric
current can flow. The predictor of the conductivity of the substances is the relative brightness of the light
produced on the bulb. This activity utilizes PVC pipe as the base and plastic cups to contain the solutions.
There is battery with a potential difference of 9 Volts connected as series with the 0.5 Ampere bulb. You
dip the copper wire connected to the battery to each solution and observe the relative brightness of the
light produced and relate it to the strength of the electrolyte.

LET’S TAKE A TOUR

History of Conductivity
Alessandro Volta was a physicist born in
Italy in 1745. He became known in 1800 as the
inventor of the first electric battery. The volta
battery provided continuous electric current, and
was one of the great invention of the century.
This achievement by Volta paved the way for the
life of George Ohm, the German physicist who
measured the conductivity in metals, and in 1827
discovered the now famous, Ohm’s Law.
Michael Faraday was born in 1791 the
son of an English blacksmith. In 1883, he
became an assistant to Prof. Davies of the Royal
Research Laboratory. He did prominent work in the fields of chemistry and physics, and in 1833, he
conceived the law of electrolysis, and he envisioned ion as made of corpuscle that conveyed electricity in
solutions.
The conductivity of electrolytes was energetically measured by Friedrich Kohlrausch of Germany
between 1869 and 1880. It is said that he started measuring conductivity as a means of obtaining ionic
product. The Kohlrausch bridge, which he invented at that time for the purpose of measuring
conductivity, is still well known today. [1]

WHAT ARE SOLUTIONS?

It is a homogeneous mixture which contains two or more substances that exist in a single phase. [2]
Two parts of solution:
Solute – it is an element of a solution that is dissolved in the
solvent.
Solvent- it is an element into which the solute is dissolved.
One type of solution is the aqueous solution, these are solutions in which
the solvent is water. What makes water important is that it can allow for
substances to dissolve and/or be dissociated into ions within it.

WHAT ARE IONS?

Is an atom that has gained or lose an electron. These ions are
responsible for the relative conductivity of every aqueous solution. [3]

WHAT IS AN ELECTROLYTE?
 Water is generally the solvent found in aqueous solution. Interestingly, aqueous solution with
ions conduct electricity to some degree. Pure water having a very low concentrations of ions cannot
conduct electricity. When a solute dissociates in water to form ions it is called an electrolyte due to the
solution of being a good conductor. [4]

Strong electrolytes
Salt contains NaCl and KCl which forms electrolytes when dissolve in water, most of which
becomes ions. The relationship between density and conductivity is nearly linear. Unlike the low density
zone, the high density zones does not show an increase in conductivity with a further increase in density.
There comes a saturation point not unlike a traffic jam, where the ions act against each other, and this
makes it hard for electricity to flow. [4]

Weak electrolytes
In a very low density zone, conductivity has a linear relationship with density, as is seen with
organic acids. Acetic acid solution is good example however, as density increases, the rate of ionization
decreases. In the high density zone, only part of the electrolyte is ionized, and the overcrowding causes
most of the potential ions to remain dissolve in water as molecule. [4]
CONSTRUCTION
Tools Needed:
1 hacksaw Scissors
Cutter Hammer
6cm block of wood, 2”x4” Sand paper
Pliers Star Screw driver
Tape measure 1” nail, 1 pc
1.5” nail 4 pcs

Materials Needed for the Apparatus:

Materials Size/Dimension Quantity

34 cm 2 pcs

PVC Pipe
12 cm 2 pcs

8 cm 2 pcs

4 cm 4 pcs

PVC Tee 4 pcs

PVC Elbow 6 pcs
Tie Wire 35 cm, No. 16 6 pcs
Party Cups 6 oz. 6 pcs
Speaker Wire 1m 1 pc
Pdx Wire No. 10 – 15 cm 1 pc
Alligator Clip 2 pcs
Flashlight bulb 1 pc
Receptacle 1 pc
Flat Screw 1” 2 pcs
9V Battery 1 pc
Electrical Tape 1 pc
Procedure:
Step 1:
Cut PVC pipes according to the given dimensions. Make sure the edges will be
smoothened by sand paper.
Step 2:
Assemble the apparatus based on its proper structure given by the figure below. Make
sure the joints are firm and strong.

Step 3:
Cut appropriate lengths of copper wire and connect it to the positive and negative terminal
of the circuit.

Step 4:
Attach the battery on the left side pipe of the apparatus. Place the constructed circuit
above the upper PVC and connect it to the battery’s positive and negative terminal.

Step 5:
Cut 35 cm no.16 tie wire using a pair of pliers. Bend the tie wire forming U-shape then
heat its tip. Thrust each tips to the horizontal PVC pipes to form holes. Curl the tie wire
on the opposite side to secure the plastic cups.

Step 6:
Place the six cups on the holder.
COMPETENCIES ADDRESSED IN THE K-12 CURRICULUM
Grade 7 (1st Quarter) Solutions

Topic: Learning Competencies addressed:

Solutions
1. The learner will be able to recognize that a substance has a unique set of
properties.
2. The learner will be able to investigate the properties of mixtures of varying
concentrations.
3. The learner will be able to demonstrate the different properties of metals and
nonmetals such as luster, malleability, ductility, and conductivity.

Grade 8 (3rd Quarter) Electricity and Magnetism

Topic: Electricity and Learning Competencies addressed:
Magnetism
1. The learner will be able to infer the relationship between current
and charge.
2. The learner will be able to differentiate voltage from current and
identify which causes physiological effects.

SUGGESTIONS/RECOMENDATION
The Philippines is currently adapting a curriculum revision known as the K+12 Basic Education
program. One of the rationales of the Discussion paper on the enhanced K+12 Basic Education Program
by the Department of Education (DepEd) explicitly states that, “There is a critical and urgent need to
enhance the quality of the basic education in the Philippines” [5]. The Department of Education based this
statement from the rapidly declining passing rate of the National Achievement Test (NAT) from the past
years. Take for instance, in the NAT results of the school year 2008-2009 and 2009-2010. NAT result in
2008-2009 is 47.40% and it becomes 46.38% in the next school year.

One of the challenges in this new curriculum is providing the materials to address the
competencies marked on the curriculum. Montebon [6] posits that among the many disciplines, Science is
the one which undergoes many revisions. This revision calls for additional apparatus even additional
classrooms to cater new science courses not present before.
Another key feature of this curriculum is the spiral curriculum. Taken holistically, it is a good
practice however, this creates teacher to be incompetent in teaching some science courses. Teachers in
the basic education is the one greatly affected by this because of only few HEI’s offering subject
specialization. Secondary teachers on the other hand, is not excused for this however it is to a lesser
extent. This problem is reflected in the study conducted by Crisol, L.G., & Alamillo, J.B.,[7]. This study
shows that majority of the teachers, 78% of the respondents are not yet prepared for the program. The
major reason for this unpreparedness is that they are not fully equipped with trainings and facilities that
will make them productive under this new curriculum.
 One possible solutions to address this problems is employing a constructivist classroom approach.
In the study of Manuel Bachtold [8], the author posits some suggestion to enhance the efficiency of
constructivism in science education. The first suggestion entails about making learners get in touch with
real life problems to involve their sense of feeling for the problem. Through this DIY apparatus they
become actively seeing the principles/ laws they are testing in science comes to life. As a solution to
some problems on new knowledge construction, it was suggested that the learners should be made to
realize the operational uses of new ideas as theories. This promotes the reconstruction of cognitive
structures required to assimilate new knowledge into your already acquired knowledge. Lastly, it was
suggested that learners and teacher should work in coordination in the exercise of science activities in
order to coordinate both their action and ideas.

REFERENCES
[1].www.horiba.com/application/material-property-characterization/water-analysis/water-quality-
electrochemistry-instrumentation/the-story-of-ph-and-water-quality/the-basis-of-
conductivity/ions-in-water-and-conductivity
[2] Dingrando, Laurel., et.al., (2002). Chemistry: Matter and Change. Glencoe McGraw-Hill
Companies, Inc. United States of America.
[3]. www.chemistry.bd.psu.edu/jircitano/solution.html
[4]. www.sparknotes.com/testprep/books/sat2/chemistry/chapter5section14.html
[5]. Department of Education. (2010). Discussion paper on the enhanced K+12 basic education
program.
[6]. Montebon, D. T., (2014). K12 science program in the Philippines: students perception on its
implementation. International Journal of Education and Research. Volume 2, No. 12 pp. 153-164.
[7]. Crisol, L. D., & Alamillo, J.L., (2014). A comparative study of the attitudes between the
students and teachers of two public elementary schools in Northern Mindanao toward the K to 12
curriculum shift. DLSU Research Congress 2014.
[8]. Bachtold, M. (2013). What do students “construct” according to constructivism in science
education?”. Research in science education. 43(6), 2477–2496.
[9].https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/9-
12%20Science%20Traditional%20Physical%20Science%20Charge%20Conductivity%20of%20S
olutions.pdf
APPENDIX

ACTIVITY 1:
I. Objectives

In this activity, you should be able to

1. classify solute particles as electrolytes and nonelectrolytes
2. define operationally electrolyte and nonelectrolyte

II. Materials and Chemicals

Electric Conductivity Apparatus

Small brush

Liquid Samples Solid Sample

Cup 1: Two thirds cup of distilled water Cup 6: Half cup of pure table salt

Cup 2: Half cup of rubbing alcohol

Cup 3: Half cup of liquid bleach mixture

Use half cup of distilled water to dissolve one tablespoon of the following:

Cup 4: Sugar Cup 5: Table salt

III. Procedure

Note: Clean the electrodes with the brush and distilled water before and after using them in
different samples to avoid contamination.

1. Dip the electrodes of the apparatus in different samples one at a time and stir the sample
carefully. Observe what will happen to the bulb.

Caution: Do not taste the samples and avoid contact with skin

2. Record your observations in the table.

Did the sample Particles

Bulb
conduct present
Samples (lighted up or did not
electricity? (yes (electrolyte or
light up)
or no) nonelectrolyte)
1. Distilled Water
2. Rubbing alcohol
3. Water and bleach
mixture
4. Sugar solution
5. Table salt solution
6. Pure table salt

IV. Questions

1. Compare the statements below

a. The bulb lighted up with electrolytes because of the presence of particles

called ________________________________________________________

b. The bulb lighted up with nonelectrolytes because of the presence of particles

called ________________________________________________________

2. Define operationally

a. electrolyte

______________________________________________________________________
______________________________________________________________________
____________________________________________________

b. nonelectrolyte

______________________________________________________________________
______________________________________________________________________
____________________________________________________

2. Did solid salt conduct electricity? Why?

______________________________________________________________________
______________________________________________________________________
____________________________________________________

ACTIVITY II (adapted from Georgia Department of Education Kathy Cox, State Superintendent of
Schools PHYSICAL SCIENCE HIGH SCHOOL CHARGE! 08/21/2007 ฀ Page 6 of 7 Copyright 2007
© All Rights Reserved). [9]
 Conductivity of Solutions
Safety Note: You are using some solutions with specific safety hazards in this activity. Sodium
hydroxide is a strong base and is very caustic, as well as hygroscopic! Ammonia and glacial acetic acid
are strong irritants --- do not inhale or get on skin! Put baking soda (for neutralizing acetic acid and
hydrochloric acid) and vinegar (for neutralizing ammonia and sodium hydroxide) on lab counters for
quick response to spills during lab. Exercise extreme caution when handling all chemicals.
Materials (per group)
3 mL tap water 1 mL ammonia, grocery store variety
25 mL deionized water in small beaker 1 mL 1.0 M glacial acetic acid
2 mL ethanol 1 g magnesium chloride
1 g sodium chloride 12-well reaction plate
1 g sucrose (sugar) Droppers labeled for each solution
1 mL 0.1 M hydrochloric acid 3 Popsicle sticks for measuring solids
1 pellet sodium hydroxide Conductivity tester
Data Table Well # Substance Conductivity
1 1/2 full of tap water
2 10 drops ethanol
3 several sodium chloride
crystals plus
3 drops deionized water
4 Several sodium chloride
crystals + 10 drops ethanol
5 Several magnesium chloride
crystals plus
3 drops of deionized water
6 Several sucrose crystals plus
10 drops deionized water
7 Several sucrose crystals + 10
drops ethanol
8 10 drops 0.1 M hydrochloric
acid
9 a sodium hydroxide pellet
that is allowed to stand
undisturbed for 10 minutes in
the well plate
Then add 10 drops deionized
water
10 10 drops ammonia + 10 drops
glacial acetic acid
The following should be performed in a single well. Test conductivity after each addition and
record results in the data table. Remove the tester, add the next solution and test again.

11 a. 5 drops ammonia

b. add 5 drops deionized

water

c. add 5 more drops deionized

water
 d. add 5 more drops
deionized water Proce
dure
12 a. add 5 drops glacial acetic
acid • Place
25 mL
b. add 5 drops deionized of
water deioniz
ed
c. add 5 more drops deionized water
water in a
small
d. add 5 more drops beaker
deionized water with a
droppe
r
labeled “D H2O.”
• In the wells of a reaction plate, place the substances indicated. Test each substance or combination of
substances with a conductivity tester.
In the “Conductivity” column of the data table, write “None” if the light does nothing, “Weak” if
the light glows but does not blink or “Strong” if the light blinks. (NOTE: the glowing may be very dim,
or may be relatively bright
Use the data table below to test and record conductivity results.
When all testing in completed, dispose of waste as indicated by teacher and clean up your
equipment and lab area

Analysis
1. Compare your conductivity results for deionized water versus tap water. What do these results
indicate about the purity of tap water?
2. Compare your conductivity results from cell 3 with your results from cell 4. What does this tell
you about the solubility of sodium chloride in deionized water compared to the solubility of sodium
chloride in ethanol?
3. Did any of your experiments involving sucrose result in positive conductivity tests? Does
sucrose (sugar) dissolve in water? How is sugar different from salt? (What types of bonds are found in
each?) Explain your reasoning.
4. Using your Periodic Table, predict what ions are formed when sodium chloride is dissolved in
water. What charges do these ions carry? How many valence electrons does sodium have?
5. How did the conductivity for sodium chloride in water (#3 above) compare to the conductivity
of magnesium chloride in water (#5 above)? Use your Periodic Table to determine the number of valence
electrons for sodium and magnesium and the ions they form in solution to explain these findings.
6. You explained the conductive (or nonconductive) behavior of sodium chloride and sucrose
solutions in question 3. In what region of the Periodic Table are the elements that make up sodium
chloride located? In what region of the Periodic Table do you find the elements that form sucrose? How
does that explain their bonding properties?

Extensions
1. Describe the conductivity of the compounds whose names contain the word “acid”. What does
their behavior tell you about the ability of these substances to dissociate in water? It may help to note that
hydrochloric acid could also be called “hydrogen chloride”, and glacial acetic acid could also be called
“hydrogen acetate”. Use a Solubility Table to confirm the solubility of these compounds.
2. In cell 9 you placed a sodium hydroxide pellet. Look up sodium hydroxide on the Solubility
Table. Why would the sodium hydroxide crystal begin to show signs of conductivity after sitting in the
room for 10 minutes even before you added water? It may help to remember that we did this experiment
on a rainy day, with a very humid atmosphere.
3. “Ammonia” should remind you of the name of one of the common polyatomic ions. Which
polyatomic ion does it remind you of? Based on your conductivity results, do you think there were free
ions floating in the ammonia solutions? Name at least one ion that may have been present.

COURSE DESCRIPTION
(EDSC 137 Science Instrumentation Workshop)
EDSC 137 is a course in the Bachelor of Secondary Education major in sciences and is a take of
program initiated by the National Science Teaching and Instrumentation Center (NSTIC) which equips
the DEP-ED schools with affordable DIY science apparatus. The program was adopted by the College of
Education of MSU-IIT and serve as a value-added feature for the pre-service science teachers. The
course tries to accomplish three major objectives for pre-service teachers: 1.) Develop hands-on skills in
assembling and disassembling of DIY apparatus; 2.) develop skills in writing laboratory activity for the
apparatus tailored for the target audience; and 3.) develop new apparatus from the common materials
accessible to the public at low cost.

Contact us at :

Anduyan, Mark A. Bachelor of Secondary Education major in Physics mark.anduyan@g.msuiit.edu.ph

Aspacio, Kharen T. Bachelor of Secondary Education major in Physics

kharen.aspacio@g.msuiit.edu.ph

Centural, Arnold M. Jr. Bachelor of Secondary Education major in Physics

arnold.centural@g.msuiit.edu.ph

Diate, Kim P. Bachelor of Secondary Education major in Physics

kim.diate@g.msuiit.edu.ph
Paiton, Rolalen Joyce Bachelor of Secondary Education major in Physics
rolalenjoyce.paiton@g.msuiit.edu.ph

Rubio, Kathrine Joane A. Bachelor of Secondary Education major in Physics

kathrinejoane.rubio@g.msuiit.edu.ph
 EDSC 137 Science Instrumentation Workshop 2016

14 | P a g e

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