LESSON PLAN ON CHEMISTRY (Problem-Based Learning)

Week: Week 1
Class: SS2
Subject: Chemistry
Topic: Introduction of Quantitative Analysis (Volumetric Analysis)
Age: 16 years +
Duration: 90 minutes (2 sessions)
Teaching Method: Collaborative Learning Strategy

Specific Objectives: By the end of the lesson, students should be able to

1. Define quantitative analysis

2. State the applications of volumetric analysis
3. Evaluate some basic definitions in volumetric analysis
4. Make a list of some apparatus used in volumetric analysis
5. State the uses of some basic apparatus for volumetric analysis

Instructional Material: Whiteboard and markers, Laboratory equipment (burettes, pipettes,

conical flasks, titration flask, litmus paper, pH meter), Chemicals (acids and bases for titration),
Safety goggles and lab coats, Handouts with definitions and procedures

Entry Behavior: The teacher begins the lesson by asking a few warm-up questions related to
acid and base to assess the students' prior knowledge.

 What are the physical properties of acid?

 Mention some chemical properties of base.

The teacher then eencouragess students to share their responses to help identify any gaps in their
knowledge.
 Instructional Procedures:

STEP CONTENT TEACHERS ACTIVITIES STUDENTS INSTRUCTIONAL

(Introduction to ACTIVITIES TECHNIQUES
Quantitative
Analysis)
1 Introduction The teacher begins the lesson with a The students ask Question and answer
(15 minutes) brief review of quantitative analysis and questions, pay attention
its importance in chemistry. The teacher and contribute actively.
introduces the concept of volumetric
analysis and its applications in
determining the concentration of a
solution.
2 Problem Scenario The teacher presents a real-world The students listen and Class Reflection
(10 minutes) problem scenario related to volumetric reflects on the scenario.
analysis to the class.
“You are a chemist working in a water
treatment plant. The plant has received a
shipment of chemicals, and you need to
determine the concentration of a
solution for proper dosing. How would
you approach this problem?”
3 Group Formation The teacher divides the students into The students receive Problem-based
(5 minutes): small groups and assign each group a resources and move to Learning and Group
specific aspect of the problem scenario their group. Reflection
 The method(s) to be employ to students engage in
accurately determine the discussions on the specific
concertation of the samples aspect of the problem
 What information and tools scenario assign to their
(apparatus) might be needed to solve group.
this problem
 Outline the step-by-step procedures
to be follow to determine the
concentration
 State the uses of the basic apparatus
for degerming the concentration
4 Research and Group The teacher asks each group to conduct Students in their groups Problem-based
Discussion research using available resources, conducts research using Learning and Group
(20 minutes) including textbooks, handout and available resources Reflection
laboratory manuals. (textbooks, handouts) to
The teacher encourages students to explore their assigned
discuss and collaborate within their aspect, collaborates and
groups to gather information related to discusses within group
their assigned aspect. members to deepen
understanding
5 Group Presentations The teacher asks each group to present Each group presents their Role playing
(15 minutes) their findings to the class. Emphasizes findings to the class based
the importance of clear explanations and on their assign aspect of
connections between the different the problem scenario
 aspects of volumetric analysis as through an assigned group
assigned to each group. member.
6 Class Discussion The teacher facilitates a class discussion The students involve in Whole-class
(10 minutes) to explore the interconnections between class discussion to explore discussion
the different aspects presented by each the interconnections
group. The teacher encourages between the different
questions and critical thinking aspects presented by each
group
7 Hands-On Activity The teacher provides students with The students in their Problem-based
(20 minutes): volumetric glassware and for a practical group uses the available Learning and Group
demonstration. resources (textbook, Reflection
The teacher asks the group to use the handout and lab manual)
available resources (textbook, handout to setup the apparatus on
and lab manual) to setup the apparatus how they will solve the
on how they will solve the scenario. scenario to reinforce the
This hands-on experience will reinforce concepts discussed
the concepts discussed earlier.
8 Reflection and The teacher concludes the lesson with a Students reflects and Class reflection
Conclusion reflection session where students share share what they learned
(5 minutes) what they learned and how it connects and how it connects to the
to the initial problem scenario. initial problem scenario
The teacher summarizes the key points
of the lesson, highlighting the
definitions, applications, and apparatus
used in volumetric analysis.
9 Closure The teacher evaluates the students by The students attempt the Questioning skill
Evaluation asking them the following question; questions and takes their and reinforcement
1. Define quantitative. corrections at the end.
2. State the applications of volumetric
analysis
3. Define the following: titrant,
concentration, Molar Mass, End
Point
4. List five apparatus used in volumetric
analysis.
5. State the uses of the following in
volumetric analysis: pipette, burette,
conical flask, funnel, indicator,
beaker and tile
10 Homework/Extension The teacher presents a real-world The students are to Questioning skill
Activity problem scenario related to volumetric collaborate to research and reinforcement
analysis to the groups as an assignment: and answer the
“Imagine you're a detective in a candy assignment
factory. There's a new candy with a
missing label, and you need to figure
out what flavor it is and if it's pure or a
mix. How would you quickly solve this
mystery before it goes into production?
LESSON PLAN ON CHEMISTRY (Problem-Based Learning)
Week: Week 2
Class: SS2
Subject: Chemistry
Topic: Indicators.
Age: 16 years +
Duration: 90 minutes
Specific Objectives: By the end of the lesson, students should be able to

1. Define an indicator.
2. Different indicators and their colors in acidic and basic medium
3. Explain Universal indicators
4. State the Effect of wrong use of indicators

Instructional Materials: Whiteboard and markers, Textbooks and reference materials,

Chemicals (acids and bases), Safety goggles, pH indicator solutions (universal indicator), other
indicators (Methyl Orange, Phenolphthalein, Litmus paper, Methyl red, Screened methyl,
Beakers and flasks), Worksheets for collaborative activities, Standard glassware (pipettes,
burettes, conical flask, beaker, glass rode, wash bottle), calculate.

Entry Behavior: The students have previous knowledge on the use of litmus paper to test the
acidity and alkalinity in SS1.

Test on Entry Behavior (Pre-assessment Activity): The teacher begins the lesson by asking a
few warm-up questions related to indicators.

 What is used in testing the acidity and basicity of substances in the laboratory?
 What is the color of blue and red litmus paper in acidic and basic medium?
 Instructional Procedures:

STEP CONTENT TEACHERS ACTIVITIES STUDENTS INSTRUCTIONAL

(Indicators) ACTIVITIES TECHNIQUES
1 Introduction Start with a brief discussion about the The students pay Teacher-led
(15 Minutes) concept of pH and the role of indicators attention, contribute presentation
in determining the acidity or basicity of actively and ask
a solution. Discuss why it's important for questions.
chemists to use indicators accurately.
2 Problem Scenario The teacher presents a real-world The students listen and Teacher-led
(10 minutes) problem scenario related to using reflects on the scenario. presentation
indicators:
“You are a scientist tasked with ensuring
the safety of various household products.
Your goal is to determine the acidity and
basicity of these products accurately.
Your team must strategize on how to
choose and use the right substance to
achieve precise results.”
3 Group Formation The teacher divides the students into The students receive Problem-based
(5 minutes) small groups and assign each group a resources and move to Learning and
specific aspect of the problem scenario their group. Group Reflection
 Define the substance you will use students engage in
determine the acidity and basicity of discussions on the
the household products specific aspect of the
 Identify and compile a list of problem scenario assign
substances that could be utilized for to their group.
determining acidity and basicity
 Investigate and document potential
changes that could be observed
when the chosen substances react
with household products
 Explain the best substance to solve
the problem irrespective of the
acidity or the basicity of the
household products
 Examine and discuss the possible
consequences of using the wrong
substance for determining acidity
and basicity in household products

4 Research and Group The teacher asks students to brainstorm Students in their groups Problem-based
Discussion and conduct research using available conducts research using Learning and Group
(20 minutes) resources (textbook and handouts) and available resources Reflection
collaborate within their groups to gather (textbooks, handouts) to
information related to their assigned explore their assigned
aspect. aspect, collaborates and
The teacher encourages discussions discusses within group
withing groups. members to deepen
 understanding
5 Group Presentations The teacher asks each group to presents Each group presents their Whole-class
(10 minutes) their findings to the class. findings to the class discussion
The teacher Emphasize the importance based on their assign
of understanding the color changes aspect of the problem
associated with each indicator. scenario through an
assigned group member.
6 Class Discussion The teacher facilitates a class discussion The students involve in Whole-class
(10 minutes) to explore the interconnections between class discussion to discussion
the different aspects presented by each explore the
group. the teacher encourages questions interconnections between
and critical thinking. The teacher the different aspects
discusses the strengths and limitations of presented by each group
different indicators and the potential
consequences of using the wrong
indicator for a given situation.
7 Hands-On Activity The teacher provides students with students Using the Problem-based
(20 minutes) various indicator solutions and different available recourses Learning and Group
household substances. performs hands-on Reflection
Using the available recourses, the experiments to observe
teacher allows the student to perform and record the color
hands-on experiments to observe and changes of the various
record the color changes in their group. household products using
the various indicators in
their group
8 Reflection and The teacher concludes the lesson with a Students reflects and Class reflection
Conclusion reflection session where students share share what they learned
(5 minutes) what they learned and how it connects to and how it connects to
the initial problem scenario. the initial problem
The teacher summarizes the key points scenario
of the lesson, highlighting the
definitions, applications, and apparatus
used in volumetric analysis.
9 Close The teacher evaluates the students by The students attempt the Questioning skill
Evaluation asking them the following question; questions and takes their and reinforcement
1. Define an indicator. corrections at the end.
2. Different indicators and their
colors in acidic and basic
medium

 Phenolphthalein
 Methyl orange
 Litmus paper (red)
 Litmus paper (blue)
3. What are Universal indicators
4. State the effects of using wrong
indicators.
10 Homework/Extension The teacher presents a real-world The students are to solve Problem-based
Activity problem scenario related to the topic to the real-world problem Learning
the groups as an assignment. scenario as assignment
“You're part of a team of chemists on a collaboratively
water quality project. Your mission:
assess the safety of water samples from
various sources by determining their pH
levels. The challenge? Selecting the
right indicator for each sample to ensure
accurate results.”

LESSON PLAN ON CHEMISTRY (Problem-Based)

Week: Week 3
Class: SS2
Subject: Chemistry
 Topic: Introduction to Acid-Base Titration
Age: 16 years +
Duration: 2 sessions (45 minutes each)

Specific Objectives: By the end of the lesson, students should be able to:

1. Define concentration,
2. Derive the relationship between molar mass and mass concentration
3. Determine the relative molecular mass of a given values.
4. Determine the molar concentration of a given values.

Instructional Materials: Whiteboard, Markers, Beakers, Volumetric flasks, Pipettes, Balance,

Burette, Acid (hydrochloric acid), Base (sodium hydroxide), Indicator, Distilled water,
Worksheets for collaborative activities, Calculators

Entry Behavior: The student has previous knowledge on indicators and preparation of standard
solution.

Test on Entry Behavior (Pre-assessment Activity): The teacher asks the student to

 Define molar mass of a substance.

 Calculate the molar mass of H2SO4

The student’s response and the teacher give the proper explanation and solution.

Instructional Procedures:

STEP CONTENT TEACHERS ACTIVITIES STUDENTS ACTIVITIES INSTRUCTIONAL

(Acid-Base TECHNIQUES
Titration)
1 Introduction The teacher begins the lesson with a brief The students pay attention, Teacher-led
(15 Minutes) discussion on the concept of concentration contribute actively and ask presentation
and its significance in chemistry. questions.
 The teacher discusses why understanding
concentration is crucial for various
chemical processes.
2 Problem The teacher presents a real-world problem The students listen and Teacher-led
Scenario scenario related to volumetric analysis to reflects on the scenario. presentation
(10 minutes) the class.
“You and your classmates are junior
chemists in a research facility. The lead
researcher hands you a challenge: Your
team has been provided with a mystery
acidic solution, and your task is to
understand how to determine its
concentration before performing the actual
titration. The teacher outlines the
objectives:”

3 Group The teacher divides the students into small The students move to their Group refection
Formation groups and each group to brainstorm and group and engage in
(5 minutes) answer the following based on the problem discussions on the the
Scenario: problem scenario assign to
 In the context of titration, define their group.
concentration mathematically
 Collaboratively derive a mathematical
relationship that connects the molar mass
of the acid (solute) to its mass
concentration in the solution.
 Given the molarity (0.1 M) of a
standardized base solution and the
volume (25.0 mL) needed to neutralize
50.0 mL of the mystery acidic solution,
determine the relative molecular mass of
the mystery acid.
 Use the derived relationship to calculate
the molar concentration of the mystery
acidic solution based on the determined
relative molecular mass.
4 Research and The teacher asks students to brainstorm and Students in their groups Problem-based
Group conduct research using available resources conducts research using Learning and Group
Discussion (textbook and handouts) and collaborate available resources Reflection
(20 minutes) within their groups to gather information (textbooks, handouts) to
related to the problem at hand. explore the problem scenario,
The teacher encourages discussions withing collaborates and discusses
groups. within group members to
deepen understanding
5 Group The teacher asks each group to presents Each group presents their Role playing
Presentations their findings to the class. findings to the class based on
(10 minutes) The teacher Emphasize the importance the their assign aspect of the
mathematical aspects of concentration problem scenario through an
determination and how each piece of assigned group member.
 information contributes to understanding
the mystery acidic solution.
6 Class The teacher facilitates a class discussion to The students involve in class Whole-class
Discussion explore the interconnections between the discussion to explore the discussion
(10 minutes) different aspects presented by each group. interconnections between the
the teacher encourages questions and different aspects presented by
critical thinking. Discuss the theoretical each group
foundation for the upcoming practical
titration.
7 Reflection and The teacher concludes the lesson with a Students reflects and share Class reflection
Conclusion reflection session where students share what what they learned and how it
(5 minutes) they learned and how it connects to the connects to the initial
initial problem scenario. problem scenario
The teacher summarizes the key points of
the lesson, highlighting the definitions,
applications, and apparatus used in
volumetric analysis.
8 Close The teacher evaluates the students by The students attempt the Questioning skill
Evaluation asking them the following question: questions and takes their and reinforcement
1. Define concentration corrections at the end.
2. Derive the relationship between molar
mass and mass concentration
3. Determine the relative molecular mass
of a given values: Mass of one mole of
32 g/mol
4. Determine the molar concentration for:
Number of moles of solute: 0.5 mol
volume of the solution: 0.25 L
9 Assignment The teacher presents a real-world problem The students are to solve the Problem-based
scenario related to the topic to the groups as real-world problem scenario Learning
an assignment. as assignment collaboratively
“As junior chemists in a lab, your team
faces a challenge develop a precise acidic
solution for a critical experiment. The acid
concentration is unknown. You’r given the
molarity (0.1 M) of a base solution and the
volume (25.0 mL) needed to neutralize 50.0
mL of the mystery acidic solution. Your
mission is to Calculate the relative
molecular mass of the mystery acid and use
it to find the molar concentration”

LESSON PLAN ON CHEMISTRY (Collaborative Method)

Week: Week 4
Class: SS2
Subject: Chemistry
 Topic: Acid-Base Titration (Experiment)
Age: 16 years +
Duration: 2 sessions (45 minutes each)

Specific Objectives: By the end of the lesson, students should be able to:

1. Perform acid-base titration

2. Calculate the average volume of acid used
3. Determine the relative molecular mass from the experiment.
4. Determine the molar concentration from the experiment.

Instructional Materials: Whiteboard, Markers, Beakers, Volumetric flasks, Pipettes, Balance,

Burette, Acid (hydrochloric acid), Base (sodium hydroxide), Indicator, Distilled water,
Worksheets for collaborative activities, Calculators

Entry Behavior: The student has previous knowledge on properties of acid and base.

Test on Entry Behavior (Pre-assessment Activity): The teacher asks the student to define
neutralization reaction.

The student’s response and the teacher give the proper explanation with example.

Instructional Procedures:

STEP CONTENT TEACHERS ACTIVITIES STUDENTS ACTIVITIES INSTRUCTIONAL

(Acid-Base Titration TECHNIQUES
Experiment)
1 Introduction The teacher starts by reviewing the concept of The students pay Teacher-led
(15 Minutes) acid-base titration and its importance in attention and contribute presentation
determining unknown concentrations in actively to the review of
chemistry. the previous lesson.

2 Problem Scenario You are a chemist working in a quality control The students listen and Teacher-led
(10 minutes) laboratory for a pharmaceutical company. A reflects on the scenario. presentation
new batch of an active pharmaceutical
ingredient has arrived, and you need to
determine its molar concentration.
The ingredient is a weak monoprotic acid, and
your task is to perform an acid-base titration
with a standardized sodium hydroxide (NaOH)
solution. the following information is given:
 The volume of the NaOH solution is 0.025 L
(25.0 mL).
 The concentration of the NaOH solution is 0.1
mol/L.
 The balanced equation for the reaction is:
HCl + NaOH → NaCl + H2O
During the titration, you use 20.0 mL of the
NaOH solution to neutralize the HCl solution.
3 Group Formation The teacher demonstrates acid-base titration. The students move to Group refection
(5 minutes) The teacher divides the students into small their group and engage in
groups and provide each group with their discussions on the the
resources to solve the following based on the problem scenario assign
problem Scenario: to their group.
 Conduct an acid-base titration experiment, Student assigns role to
following proper laboratory techniques and carry out the experiment
procedures,
 Calculate the average volume of active
pharmaceutical ingredient used in the
titration experiment,
 Use the experimental results to calculate the
molar concentration of active
pharmaceutical ingredient.
4 Laboratory Setup The teacher asks students to brainstorm and Students in their groups Problem-based
and Execution conduct research using available resources conducts research using Learning and
(40 minutes) (textbook and handouts) and collaborate within available resources to collaboration
their groups to gather information related to explore the problem
the problem at hand and perform the scenario, collaborates,
experiment. and performs the
The teacher encourages discussions withing experiment
groups.
5 Group The teacher instructs the groups presents their Each group presents their Role playing
Presentations findings, sharing the steps taken, data findings to the class
(10 minutes) collected, and results obtained. based on their assign
The teacher provides feedback on presentation aspect of the problem
skills and content understanding. scenario through an
 assigned group member.
6 Class Discussion The teacher facilitates class discussion to The students involve in Whole-class
(10 minutes) explore connections between the different class discussion to discussion
aspects presented by each group. explore the explore
The teacher encourages questions and critical connections between the
thinking related to the titration experiment and different aspects
its applications. presented by each group

7 Reflection and The teacher recaps the key points discussed in The students group listen Class reflection
Conclusion the lesson, including concentration definitions, to teacher’s summary,
(5 minutes) the relationship between molar mass and mass answer quiz questions,
concentration, and the titration experiment. and ask questions.

8 Close The teacher evaluates the students by asking The students attempt the Questioning skill
Evaluation them the following question: questions and takes their and reinforcement
1. Run an acid base titration corrections at the end.
2. Calculate the average volume of acid
used
3. Calculate the molar mass of the
substance
4. Calculate the molar concentration of
the substance

LESSON PLAN ON CHEMISTRY (Problem-Based)

Week: Week 5
Class: SS2
Subject: Chemistry
Topic: Qualitative Analysis (Test for cations)
Age: 16 years +
Duration: 2 sessions (45 minutes each)
Specific Objectives: By the end of the lesson, students should be able to:

1. List the reagents used in testing the presence of cations

2. Test the presence of cations (NH4+, Ca2+, Pb2+, Cu2+, Fe2+, Fe3+) using NaOH, NH3
3. Perform the confirmatory test of cations

Instructional Materials: Whiteboard and markers, handouts with examples and information,
small group discussion worksheets, Cation solutions (NH4+, Ca2+, Pb2+, Cu2+, Fe2+, Fe3+), NaOH
solution, NH3 solution, Test tubes, Pipettes, glass rod, Safety glasses

Entry Behavior: The student has previous knowledge on quantitative analysis and the
precautions when involving in quantitative analysis.

Test on Entry Behavior (Pre-assessment Activity): The teacher asks the students to

 Define cations
 List five examples of cations

The teacher then corrects students and give the appropriate definition of cations and some
examples

Instructional Procedures:
STEP CONTENT TEACHERS ACTIVITIES STUDENTS INSTRUCTIONAL
(Test for cations) ACTIVITIES TECHNIQUES
1 Introduction The teacher starts the lesson by Briefly The students pay Teacher-led
introducing the concept of cations and their attention and contribute presentation
(15 minutes) importance in various fields. actively
Discuss the challenges of identifying cations
in a mixture.
2 Problem Scenario The teacher presents a real-world problem The students listen and Class Reflection
(10 minutes) scenario related to identification and reflects on the scenario.
confirmation of cations:
“Imagine you are a forensic scientist
investigating a crime scene. You have found
some powder residue and suspect it might
contain harmful metals or ammonium salts.
You need to quickly identify the cations
present to assist with the investigation.
However, you only have limited resources
available: NaOH, NH3 solution, and a few
basic confirmatory test reagents. Can you use
these tools to determine the presence of
cations and help solve the case?"
3 Group Formation The teacher demonstrates how to test for ions. The students move to Group refection
(5 minutes) The teacher divides the students into small their group and engage
groups and provide each group with their in discussions on the
resources to solve the following based on the the problem scenario
problem Scenario: assign to their group.
 list all the cations you know (including Student assigns role to
the six target cations). group members to carry
 Discuss the properties of each cation and out the experiment
how they might react to NaOH and NH3
 Design a systematic plan to test each
solution with NaOH and NH3, recording
their observations meticulously.
 Based on the preliminary identifications,
perform an appropriate confirmatory test
for each suspected cation.
 Briefly explain the principle and expected
outcome of each confirmatory test.
4 Laboratory Setup The teacher asks students to brainstorm and Students in their groups Problem-based
and Execution conduct research using available resources conducts research using Learning and
(40 minutes) (textbook and handouts) and collaborate available resources to collaboration
within their groups to gather information explore the problem
related to the problem at hand and perform the scenario, collaborates,
experiment. and performs the
The teacher encourages discussions withing experiment
groups.
5 Group The teacher instructs the groups presents their Each group presents Role playing
Presentations findings, sharing the steps taken, data their findings to the
(10 minutes) collected, and results obtained. class based on the
The teacher provides feedback on presentation problem scenario
skills and content understanding. through an assigned
 group member.
6 Class Discussion The teacher facilitates class discussion to The students involve in Whole-class
(10 minutes) explore connections between the different class discussion to discussion
aspects presented by each group. explore the explore
The teacher encourages questions and critical connections between
thinking related to the titration experiment and the different aspects
its applications. presented by each
group
7 Close The teacher evaluates the students by asking The students attempt Questioning skill
Evaluation them the following question: the questions and takes and reinforcement
1. List the reagents used in testing the their corrections at the
presence of cations end.
2. What is the color of Ca2+, Pb2+, Cu2+,
Fe2+ in the presence of NaOH, NH3?
3. How will you perform a confirmatory
test for Ca2+, Pb2+, Cu2+, Fe2+,
8 Assignment The teacher presents a real-world problem The students are to Problem-based
scenario related to the topic to the groups as solve the real-world Learning
an assignment problem scenario as
“Your goal is to design and execute tests using assignment
reagents like NaOH and NH₃ to detect cations collaboratively
(NH₄⁺, Ca²⁺, Pb²⁺, Cu²⁺, Fe²⁺, Fe³⁺) present
in these substances as lab assistant. Each
substance may contain different cations,
requiring tailored tests. Following detection,
perform confirmatory tests to ensure result
accuracy, ruling out false positives.

LESSON PLAN ON CHEMISTRY (Problem-Based)

Week: Week 6
Class: SS2
Subject: Chemistry
Topic: Qualitative Analysis (Test for Anions)
Age: 16 years +

Duration:2 sessions (45 minutes each)

Specific Objectives: By the end of the lesson, students should be able to:

1. List the reagents used in testing the presence of anion

2. Test the presence of anions (SO42-, SO32- CO32-, S2-, Cl-, I-) using BaCl2(aq), HCl(aq),
Ba(NO3)2(aq), HNO3(aq), AgNO3(aq)
3. Perform the confirmatory test of anions

Instructional materials: Whiteboard and markers, handouts with examples and information, small
group discussion worksheets, anion solutions (SO42-, SO32- CO32-, S2-, Cl-, I-), BaCl2(aq), HCl(aq),
Ba(NO3)2(aq), HNO3(aq), AgNO3(aq) solution, Test tubes, Pipettes, glass rod, Safety glasses

Entry Behavior: The student has previous knowledge on the test and confirmatory test of
cations.

Test on Entry Behavior (Pre-assessment Activity): The teacher asks the students to

 Define anions
 List five examples of anions?

The teacher then defines anions and list examples of anions

Instructional Procedures:
STEP CONTENT TEACHERS ACTIVITIES STUDENTS INSTRUCTIONAL
ACTIVITIES TECHNIQUES

1 Introduction The teacher starts the lesson by briefly The students pay Teacher-led
(15 minutes) introducing the concept of anions and their attention and contribute presentation
importance in various fields. actively
Discuss the challenges of identifying
anions in a mixture.
2 Problem Scenario The teacher presents a real-world problem The students move to Group reflection
(10 minutes) scenario related to identification and their group. In their
confirmation of anions: groups, students plan to
You are a water quality engineer perform the qualitative
investigating a potential contamination analysis tests for their
issue in a local water supply. You suspect assigned anions
the presence of harmful or toxic anions like
sulfates, sulfides, or chlorides. However,
your testing equipment is limited, and you
can only use a few basic reagents: BaCl2,
HCl, Ba(NO3)2, HNO3, and AgNO3. Can
you use these tools to effectively identify
the anions present and ensure the safety of
the water supply?

3 Group Formation The teacher demonstrates how to test for The students move to Group refection
(5 minutes) ions. their group and engage
The teacher divides the students into small in discussions on the
groups and provide each group with their the problem scenario
resources to solve the following based on assign to their group.
the problem Scenario: Student assigns role to
 list all the anion you know (including group members to carry
the six target cations). out the experiment
 Discuss the properties of each anion
and how they might react to NaOH
and NH3
 Design a systematic plan to test each
solution with NaOH and
NH3, recording their observations
meticulously.
 Based on the preliminary
identifications, perform an appropriate
confirmatory test for each suspected
anion.
 Briefly explain the principle and
expected outcome of each
confirmatory test.

4 Laboratory Setup The teacher asks students to brainstorm and Students in their groups Problem-based
and Execution conduct research using available resources conducts research using Learning and
(40 minutes) (textbook and handouts) and collaborate available resources to collaboration
within their groups to gather information explore the problem
 related to the problem at hand and perform scenario, collaborates,
the experiment. and performs the
The teacher encourages discussions experiment
withing groups.
5 Group Presentations The teacher instructs the groups presents Each group presents Role playing
(10 minutes) their findings, sharing the steps taken, data their findings to the
collected, and results obtained. class based on the
The teacher provides feedback on problem scenario
presentation skills and content through an assigned
understanding. group member.
6 Class Discussion The teacher facilitates class discussion to The students involve in Whole-class
(10 minutes) explore connections between the different class discussion to discussion
aspects presented by each group. explore the explore
The teacher encourages questions and connections between
critical thinking related to the titration the different aspects
experiment and its applications. presented by each
group
7 Close The teacher evaluates the students by The students attempt Questioning skill
Evaluation asking them the following question: the questions and and reinforcement
1. List the reagents used in testing the takes their
presence of cations corrections at the
2. What will be the color of the end.
solution containing SO42-, SO32-
CO32-, in the present of the
following reagents: BaCl2(aq), and
HCl(aq), Ba(NO3)2(aq)
3. How will you perform confirmatory
test for the following: SO42-, SO32-
CO32-
ix Assignment/ In your high school chemistry class, a The students are to Problem-based
Homework perplexing challenge awaits. You've been solve the real-world Learning
given a series of unknown solutions, each problem scenario as
potentially containing specific anions. Your assignment
task is to accurately identify the anions in collaboratively
each solution. You are to design
experiments using appropriate reagents to
react with the anions of interest.