Lesson Plan | Socioemotional Learning | Colligative Properties: Boiling Point Elevation

Objective

Duration: 10 - 15 minutes

The aim of this phase of the Socioemotional Lesson Plan is to lay a strong, clear foundation for understanding the concept of ebullioscopy. This will help students recognize the significance of the topic and its real-world applications. Additionally, this stage will prepare students to develop cognitive and socioemotional skills needed to tackle complex issues related to boiling point elevation in solutions, promoting a collaborative and empathetic learning atmosphere.

Objective Utama

1. Explain the concept of colligative properties, with a focus on boiling point elevation (ebullioscopy) when a solute is added.

2. Demonstrate how solute concentration affects the boiling point of a solution.

3. Enhance problem-solving skills by applying the concept of ebullioscopy in both practical and theoretical scenarios.

Introduction

Duration: 15 - 20 minutes

Emotional Warmup Activity

Deep Breathing for Concentration

Engaging in Deep Breathing is a mindfulness practice that helps alleviate stress and enhance focus. Through a guided series of breaths, students can calm their minds and center themselves for the lesson ahead.

1. Ask students to sit comfortably in their chairs, ensuring their feet are flat on the ground and their hands are resting lightly on their knees.

2. Instruct students to close their eyes or focus on a specific point in the room, according to their preference.

3. Guide them to take a deep breath in through their nose, counting to four. Instruct them to hold their breath for four seconds.

4. Then, have them exhale slowly through their mouth, counting to six.

5. Repeat this deep breathing cycle for around five minutes, encouraging students to focus entirely on their breathing and the rhythm of their inhales and exhales.

6. Once done, ask students to gently open their eyes and take a moment to notice any shifts in their mental or emotional state.

Content Contextualization

Ebullioscopy is a fundamental concept in chemistry that has several practical uses in our everyday lives. For example, when we add salt to boiling water for cooking, we see that the water boils at a higher temperature, which helps food cook faster. This is a direct example of colligative properties.

Additionally, understanding ebullioscopy is vital in industrial environments, such as in purifying substances and in creating chemical products. The opportunity to solve problems connected to this concept develops analytical skills and critical thinking, not just in chemistry but in various daily situations. Through this lesson, students will learn not just about the science behind boiling point elevation, but also how to responsibly and thoughtfully apply this knowledge in their everyday choices.

Development

Duration: 60 - 75 minutes

Theory Guide

Duration: 20 - 25 minutes

1. Definition of Colligative Properties: Colligative properties are determined by the number of solute particles in a solution, rather than the type of solute. Examples include boiling point elevation, freezing point depression, vapor pressure lowering, and osmotic pressure.

2. Ebullioscopy: It's the rise in the boiling point of a solvent brought about by the addition of a non-volatile solute. This happens because solute particles disrupt the evaporation of solvent molecules, requiring more energy (and a higher temperature) for the solution to boil.

3. Ebullioscopy Formula: ∆T_e = K_e * m. Here, ∆T_e is the boiling point elevation, K_e is the ebullioscopic constant for the solvent, and m is the solution's molality (mol/kg).

4. Ebullioscopic Constant (K_e): Each solvent has a specific constant that measures how much the boiling point increases per molality of solute. For instance, the ebullioscopic constant of water is 0.512 °C·kg/mol.

5. Practical Example: Adding salt to water. When salt (NaCl) is added to boiling water, the saline solution has a higher boiling point than pure water, impacting cooking times positively.

6. Analogy: Consider ebullioscopy like a busy street. On an empty road (pure solvent), it's easy for a vehicle (solvent molecule) to speed up and exit (evaporate). However, if the road is filled with obstacles (solute particles), it's tougher for vehicles to go fast and leave, requiring more energy (higher temperature) to do so.

7. Industrial Applications: Ebullioscopy is important in purifying substances and in creating chemical products, where accurate control of boiling points is essential.

Activity with Socioemotional Feedback

Duration: 40 - 50 minutes

Ebullioscopy Experiment with Saline Solution

In this activity, students will perform a hands-on experiment to observe the rise in boiling point of water when salt is added. They will record the boiling temperatures at various salt concentrations and relate the findings to the theory of ebullioscopy.

1. Group students into teams of 4 to 5.

2. Provide each group with: a beaker, thermometer, distilled water, table salt, and a heating plate.

3. Direct students to measure 100 ml of distilled water and jot down the initial temperature.

4. Heat the water to the boiling point and document the boiling temperature of pure water.

5. Add 10 grams of salt into the boiling water, ensuring it completely dissolves, and note the new boiling temperature.

6. Repeat this with 20 and 30 grams of salt, recording the boiling temperatures for each concentration.

7. Encourage students to compare their findings and discuss how adding the solute (salt) impacted the boiling temperature of the water.

8. Instruct students to create a graph illustrating the correlation between salt concentration and boiling temperature.

Discussion and Group Feedback

Once the experiment is completed, reconvene for a group discussion utilizing the RULER method. Recognize the feelings students experienced during the experiment, asking them to share their emotions while noting changes in boiling temperatures. Understand the roots of these emotions by discussing which parts of the experiment were particularly exciting or perhaps frustrating.

Label emotions clearly, aiding students in articulating what they felt (e.g., excitement, curiosity, frustration). Express these emotions suitably, nurturing open and respectful dialogue. Lastly, help students regulate their feelings by talking about how to tackle potential frustrations in future experiments and maintaining motivation and scientific curiosity.

Conclusion

Duration: 15 - 20 minutes

Reflection and Emotional Regulation

Ask students to pen a paragraph reflecting on the challenges encountered during the lesson, in both theoretical and practical aspects of the ebullioscopy experiment. Request them to share their feelings throughout these activities and how they managed those emotions, whether it was frustration, enthusiasm, or curiosity. Alternatively, hold a group discussion where each student can present their experiences, facilitating a sharing of strategies for effectively managing emotions.

Objective: This segment aims to encourage students to engage in self-assessment and emotional regulation, aiding them in recognizing and reflecting on the strategies that were effective in managing their emotions throughout the lesson. This practice will cultivate greater emotional awareness and enable them to apply these strategies in future challenging scenarios, both academically and in other realms of life.

Glimpse into the Future

To wrap up the lesson, prompt students to set both a personal and an academic goal related to the content of colligative properties and ebullioscopy. Explain the significance of creating clear goals to guide continuous learning and personal growth. Ask students to document these goals and share them with the class, only if they're comfortable doing so.

Penetapan Objective:

1. Gain a thorough understanding of ebullioscopy and its practical relevance.

2. Apply knowledge of colligative properties to everyday chemistry challenges.

3. Develop collaborative skills and effective teamwork.

4. Enhance ability to manage emotions during both experimental and theoretical tasks.

5. Boost self-confidence in tackling complex chemistry problems. Objective: The goal of this section is to cultivate students' independence and the practical application of learning, encouraging them to set personal and academic targets that foster ongoing growth. This approach aims to keep students engaged and focused, allowing them to apply their newfound knowledge meaningfully in various aspects of their lives.