DETAILED LESSON PLAN

Name of Teacher Kristine Joy P. Trinidad Section

Learning Area Analytical Chemistry Time
Grade Level 2nd Year Date April 15, 2023

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write for the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
The learners demonstrate understanding of how volumetric
analysis determines the amount of analyte in a solution.
The learner should be able to calculate molar concentration of
the solute for a given primary standard reagents.
Determine the different scientific concepts and processes
involved in the different types of titrations.
Unpacked Objectives:
At the end of the lesson the students should be able to;
 Explain what is an acid base titration
 Construct a diagram depicting the acid- base titration
procedure.
 Differentiate the different types of acid- base titration
Acid- base Titration
https://www.khanacademy.org/test-prep/mcat/chemical-
processes/titrations-and-solubility-equilibria/a/acid-base-titration-
curves
https://www.savemyexams.co.uk/a-level/chemistry/ocr/17/
revision-notes/2-foundations-in-chemistry/2-3-acid-base--redox-
reactions/2-3-2-acid-base-titrations/

IV. PROCEDURES TEACHER’S ACTIVITY STUDENT’S ACTIVITY

Preliminary Activities
Good morning, class! Good morning, Ma’am. Good
morning classmates!
Please stand up and let us pray. (Started to pray)

Before we begin, let me check first

your attendance. Is everybody Yes, Ma’am.
present?

Very good! Perfect attendance! Yes, Ma’am.

Before the Lesson Before we proceed to our lesson,

A. Review previous let us have this game called picture
lesson or presenting the reveal.
new lesson (ELICIT)
PICTURE REVEAL
To get clues, students have to choose a
number and answer corresponding
questions correctly. Their job is to try
to open the pieces to guess what the
picture is.

QUESTIONS 1-6
1. What do you call the
 quantitative chemical analysis
that helps in determining an
unknown concentration of a
solution by the known Titration
concentration of a solution?
2. The unknown solution whose
concentration is being
determined in the titration is
Analyte
called?
3. What do you call the
substance that changes color
in response to a chemical Indicator
change?
4. What do you call the solution
of known concentration that
added to the analyte in a Titrant
titration?
5. These substances that
increase the H+ ion
Acids
concentration of water when
dissolved in it. Their pH values
are always less than 7.
6. These substances release
hydroxide ions (OH– ions)
when dissolved in water. The Base
pH values corresponding to
these are always greater than
7.
7. ___________ is a chemical
analytical procedure based on
measurement of volumes of Volumetric Analysis
reaction in solutions.
8. ________________ is usually
used to measure of how
acidic/basic a substance is. pH Scale
The range goes from 0 - 14,
with 7 being neutral. less than
7 indicate acidity, whereas
greater than 7 indicates a
base.

(Picture Reveal)

The picture shows a students

Describe the picture. What does conducting a titration experiment.
the students do? What are they
conducting?

You get it right!

Today we will discuss a new topic
let’s unveil it through this picture
B. Establishing a
purpose for the lesson
(ENGAGE)

As you said a while ago, the picture

depicts a group of students
conducting a titration experiment.

How do you say so? Because of the setup.

Because of the apparatus and
glassware present in the picture.
Because of the way the student
slowly opening the stopcock so that
the solution drips out of the burette.
Because of the memes.

Interesting!
Look at the picture closely, what Burette, conical flask, burette clamp,
titration instrument/ apparatus can ring stand
you see?

Nice!

How about this one? Can you tell

what is this?

A pipette

Next, what is this?

White tile

How about these?

A beaker and a volumetric flask

Are these all titration instruments

and glassware? Yes, it is!

That’s right! all of these instruments

including those you saw earlier in
picture reveal are used in titration
experiment.
But I think we forgot something; we
already know the different
instrument and glassware used in
titration how about the substances
in the titration process? Can you
give what are they?

Very good! Titrant, analyte, and indicator

The titrant is the solution of known

concentration while the analyte is
the solution with unknown
concentration and the one to be
determined in titration. The
indicator helps determining the fast
reaction and alteration in physical
or chemical change of the solution
at the equilibrium point.

Now, let’s take a look at this one.

(Animated acid- base titration

setup)

Observed the titration setup, what

is the titrant used?
Hydrochloric acid
What is the analyte there?

What indicator is used during the Sodium Hydroxide

titration? Why do you say so?
From the given simple simulation
and the substances used what
does the picture represents?
Exactly! An acid- base titration
The indicator used was
phenolphthalein. If the solution is
acidic, the phenolphthalein will
appear colorless. If the solution is
basic, it will have a pink color.
An acid base titration

I have asked you all of that

because today we are going to
focus on the scientific concepts and
processes involved in acid- base
titration.

(Teacher presents the objectives.)

At the end of the lesson, you
should be able to everybody please
read.
(1) Explain what is an acid- base
titrations, (2) Construct a diagram
depicting the acid- base titration
procedure and (3) Differentiate the
different types of acid- base titration
C. Presenting This time, we will have a group
examples/instances of activity, group yourselves into three
the new lesson groups.
(EXPLORE)
But before that, here are the criteria
for rating your group activity.
Rubrics for group activity
This rubric is intended to assess
the students in their station rotation
activity. This rubric focuses on how
learners respond to the questions
in their worksheets, the content,
how well they perform as a group
how they behave and their
timeliness in completing the task.

Highly
Compe Satisfac Unsatisf
Criteri compe
tent tory actory
a tent
(3) (2) (1)
(4)

Answe Answe Answer Answere

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questio questio questio question
ns ns ns correctly
correct correct correctl in the
Content

ly in ly in y in the workshe
the the worksh et
worksh worksh eet with no
eet eet with accurate
with with less
explan explan explana
ation ation tion
Group Group Group Group
worked worked at times did not
extrem well worked work
ely during togethe together
Teamwork

well the r (in

togeth activity sub
er, groups)
peer
interac
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mentor
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The The There The
group are are group is
is very little some too noisy
much noise membe
Behavior

behav coming rs of
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the group
group are
misbeh
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Finish Finish Finishe Finished
the the d the the task
tasks tasks task 40 1 minute
Timeliness

on 30 second after the

time second s after allotted
s after the time
the allotted
allotted time
time
And I am expected all of you to:
Activity Mechanics
Turn the class into stations to begin
to explore the scientific concepts
and processes involved in acid-
base titrations. There will be three
(3) stations, each station consists
of different task that students must
complete. Each group rotates to

(Students proceed to the activity)

the stations according to the stated

flow on the chosen card. The
allotted time to every station is also
stated in the card. Students will
choose a representative to report
their work in front.
STATION 1
Read it you’ll find it station!
In this station students read and
analyze an article entitled, A
simulation of interaction of acid
rain. Questions with regards to the
article is attached. There are also
images to be cut out to put on their
worksheets.

STATION 2
Show me I may remember
station!
This station shows the students the
process how acid- base titration is
done through a video
demonstration and the different
instrument/glassware used.
https://youtu.be/sFpFCPTDv2w.
From what they have watched,
students make a diagram showing
the process of acid- base titration.

STATION 3
Right where you belong station!
Sort out the statements to which
type of acid base titration do you
think they belong. Paste the
statements on the manila paper
provided.

 The reactants are highly

dissociated, and the
equivalence point is quickly
reached.
 The equivalence point
occurs approximately
halfway up the vertical
portion of the titration
curve.
 The analyte solution is
basic at the equivalence
point (pH > 7).
 pH < 7 at equivalence point
 Only the strong acid
dissociates fully.
 Both the analyte and the
titrant dissociate partially.
 The titration curve
resembles a compressed
version of the traditional
“S” shape.
  Titration of hydrochloric
acid (HCl) with NaOH. The
reaction between the two
gives neutral salt (NaCl)
and water.
 Titration of acetic acid
(CH3COOH) with NaOH.
This reaction gives sodium
acetate (CH3COONa) and
water.
 Titration of hydrochloric
acid (HCl) with ammonia
(NH3). This reaction forms
a neutral salt, ammonium
chloride (NH4Cl).
 Titration of acetic acid
(CH3COOH) with ammonia
(NH3). This reaction forms
a neutral salt, ammonium
acetate (CH3CO2NH4).
 No indicator is suitable for
this titration.
During the Lesson Okay class time is up, reporters of
D. Discussing new the group please present your
concepts and practicing outputs.
new skills #1 (EXPLAIN)
E. Discussing new Presentation of output station
concepts and practicing 1…
new skills #2 It was determined through acid- base
1. How does the acid rain titration. A sulfuric acid solution is
neutralizing capacity of passed through a column containing
limestone (CaCO3) alternating layers and limestone
determine? (CaCO3) and then titrated with
NaOH. The result of the titration
shows that limestone (CaCO3) rate
of neutralization depends on the
particle size.
In Part 3: Interaction of
2. What is the analyte and the Montmorillonite Clay with simulated
titrant in Part 3: Interaction Acid Rain the analyte is the sulfuric
of Montmorillonite Clay acid that passed through a column
with simulated Acid Rain? containing montmorillonite clay while
the titrant is NaOH.

Titration of Sulfuric acid (H2SO4)

3. What type of acid- base
titration is titration of
Sulfuric acid (H2SO4) and
sodium hydroxide (NaOH)?
What happen during the
reaction?
and sodium hydroxide (NaOH) is an
example of strong acid- strong base
titration. The reaction between a
strong acid and strong base will
result in water and a salt. The cation
of the base NaOH, Na+, combines
with the anion of the acid H2SO4,
SO42–. This gives out Na2SO4. Water
is formed because of the reaction
between the cation of the acid (H+)
that combines with an anion of the
base (OH–).

Presentation of output station

2…

(Group representative shows their

work)

Presentation of output station


3…
F. Developing Mastery As you know there are different
(ELABORATE) types of titrations. The activity
allows you to learn more about the
scientific concepts and process
involve in titrations of acids and
bases.
From the activities you have
conducted and this simulation a
while ago what is acid- base
titration?
Very good!
It is a common laboratory
Strong acid- strong base titration
 The reactants are highly
dissociated, and the
equivalence point is quickly
reached.
 Titration of hydrochloric acid
(HCl) with NaOH. The
reaction between the two
gives neutral salt (NaCl) and
water.
 The equivalence point
occurs approximately
halfway up the vertical
portion of the titration curve.
Strong acid- weak base titration
 Only the strong acid
dissociates fully.
 Titration of hydrochloric acid
(HCl) with ammonia (NH3).
This reaction forms a neutral
salt, ammonium chloride
(NH4Cl).
 pH < 7 at equivalence point
Weak acid- strong base titration
 pH > 7 at equivalence point
 Titration of acetic acid
(CH3COOH) with NaOH.
This reaction gives sodium
acetate (CH3COONa) and
water
 Only the strong base
dissociates fully.
Weak acid- weak base titration
 both the analyte and the
titrant dissociate partially.
 The titration curve resembles
a compressed version of the
traditional “S” shape.
 No indicator is suitable for
this titration.
An acid–base titration is a method
of quantitative analysis for
determining the concentration of
an acid or base by exactly
neutralizing it with a standard
solution of base or acid having
known concentration.
 Strong acid, strong base, weak base
and weak acid.

Hydrochloric acid is a strong acid

Acetic acid is a weak acid

technique for determining the

unknown concentration of an acid
or base by adding a titrant.
And an acid or a base can be
classified as?
Sodium Hydroxide is a strong base
Ammonium Hydroxide is a weak
base

From the given acids can you

identify which is strong acid? a

It depends on the compound’s

weak acid?
capacity to dissociate in solution.
From the given bases can you
identify which is strong base? a

weak base?

Therefore, what makes an acid or

base strong or weak?
Very good!
To visualize it completely I’ll show
you a representation of strong and
weak acid.
The strength or weakness of an
acid or base depends on the
compound’s capacity to dissociate
in solution. Strong acids and bases
dissociate completely into their
component ions, while weak acids
and bases only dissociate partially.
Here are the examples of strong
acid/base and weak acid/base…
 Strong acid-strong base, weak acid-
strong base, strong acid-weak base,
and weak acid-weak base titration.

A strong acid and strong base that

completely dissociate in water.

Going on…

Base from the activity acid- base

titration has four types what are
those?

Strong acid-strong base

Suppose our analyte is
hydrochloric acid HCl (strong acid)
and the titrant is sodium hydroxide
NaOH (strong base).

Since they are both strong acid and

base what happen to the
compounds in this titration?
Very good!

And if we start plotting the pH of

the analyte against the volume of
NaOH that we are adding from the
burette, we will get a titration curve
as shown below.
(Teacher discusses the curve)

Next, type is the weak acid-strong

base.
In the case of a weak acid-strong
Let’s assume our analyte is acetic
base, the pH is not neutral at the
acid CH3COOH (weak acid) and
equivalence point. The solution is
the titrant is sodium hydroxide
basic (pH ~ 9) at the equivalence
NaOH (strong base). If we start
point.
plotting the pH of the analyte
against the volume of NaOH that
we are adding from the burette, we
will get a titration curve as shown
below.
(Teacher will discuss the titration
curve)

Can you spot a difference here as

 compared to strong acid-strong
base titration?

Exactly!

And beyond the equivalence point

the curve is identical to HCl-NaOH
titration curve.

The third type is strong acid-weak

base titration.
Suppose our analyte is
hydrochloric acid HCl (strong acid)
and the titrant is ammonia NH3
(weak base). If we start plotting the

pH of the analyte against the (Student explains the curve)

volume of NH3 we are adding from
the burette, we will get a titration
curve as shown below.
Who can try to explain the curve?
Very good!

(Teacher adds additional input)

Last type is the weak acid-weak

base titration.
Suppose our analyte is NH3(weak
base) and the titrant is acetic acid

CH3COOH (weak acid). If we start It is different from other titration curve

plotting the pH of the analyte It doesn’t have steep equivalent point
against the volume of acetic acid
that we are adding from the
burette, we will get a titration curve
as shown below.

What did you notice on the curve?

(Teacher discusses the curve)

Now let’s move on to the
application of acid- base titration…
G. Finding practical
applications of concepts The article a while ago talks about
and skills in daily living the chemistry involved in
 decreasing the acidity of acid rain.
What could possibly happen if It could possibly affect…
waters become more acidic?

But then, it was found out that

limestone or calcium carbonate
helps in neutralizing acids to
maintain the pH relatively constant.
Calcium carbonate reacts to carbon
dioxide and water to form
bicarbonate. Therefore, to combat
the problem in acid rain, limestone
is often imported from limestone-
rich areas into the acidic lakes and
streams. The photo shows workers
dumping pulverized limestone into
Cedar Creek in Virginia, to
neutralize acidic waters that had
previously killed many stocked
rainbow trout, a kind of fish.

Acid neutralizing capacity is

frequently determined by titration
with a standard solution of acid.

How important do you think is acid- It helps in analyzing rain samples to

base titration in monitoring acid rain know the concentration of the
in a certain place? substance as well as providing the
accurate amount of substance like
the limestone being dump to the
acidic lakes and streams to help
neutralize it.
Application of acid- base titration in
acid rain analysis is just a tip of
iceberg as there are other practical
uses of it to produce the different
products and medicines we used in
our daily lives.
After the Lesson To wrap up our meeting for today I
H. Making have here three (3) colored papers.
generalizations and
abstractions about the Those who like to share their
lesson insight with regards to our topic can
choose one from these 3 colors.

Yellow (share 3 “aha” moments

(what you’ve learned) from our
discussion)
Blue (2 ideas/experiences you can
share related to our topic that you
want to share)
Red (1 question you still have
about the different types of acid-
base titration)
I. Evaluating learning Direction: Encircle the letter of the
(EVALUATE) correct answer.

1. What type of acid- base

titration takes place when
titrating hydrochloric acid and
 A

sodium hydroxide to form

sodium chloride and water.

A. Strong acid- strong
base titration
B. Weak acid-strong base
A

titration
C. Strong acid-weak base
titration
D. Weak acid-weak base
titration
2. Which of the titration curves
below best describes the
change in pH related to
volume of titrant for a strong
acid- weak base titration?

A.

Rinse the burette with the standard

B. solution, the pipette with the
unknown solution, and the conical
flask with distilled water.

Place an accurately measured

volume of the analyte into the
Erlenmeyer flask using the pipette,
along with a few drops of indicator.
C.

Place the standardized solution into

the burette and indicate its initial
 D. volume in a lab notebook.

For item no. 3-8

Arrange the acid- base titration Let the solution out of the burette
according to the correct order of until the indicator changes color and
the steps then create a flow record the value on the burette.
diagram of the procedure.

 The end point is reached

when the indicator Perform at least three more titrations,
permanently changes this time more accurately, taking into
color. account where the end point will
 Place an accurately roughly occur. Record the initial and
measured volume of the final readings on the burette, prior to
analyte into the Erlenmeyer starting the titration and at the end
flask using the pipette, point.
along with a few drops of
indicator.
 Let the solution out of the
burette until the indicator
changes color, and record The end point is reached when the
the value on the burette. indicator permanently changes color.
 Rinse the burette with the
standard solution, the
pipette with the unknown Answer may vary
solution, and the conical
flask with distilled water.
 Place the standardized
solution into the burette,
and indicate its initial
volume in a lab notebook.
 Perform at least three more
titrations, this time more
accurately, taking into
account where the end
point will roughly occur.
Record the initial and final
readings on the burette,
prior to starting the titration
and at the end point.

9-10. State at least 2 differences

J. Additional activities for
application or
remediation (EXTEND)
between strong acid- strong base
titration and strong acid- weak base
titration.
For your homework try to do the
activity in the link provided below:
https://virtual.edu.rsc.org/titration/
experiment/2/5

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in

the evaluation.
 B. No. of learners who require
additional activities for remediation
who scored below 80%.
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by:

KRISTINE JOY P. TRINIDAD

Pre-Service Teacher