Topic: Experimental Techniques and Chemical Analysis – Experimental Design
Lesson 1: Measurement of Physical Quantities
| Section | Details |
|---|---|
| Objective | – Identify and name appropriate apparatus for measuring time, temperature, mass, and volume.- Discuss the advantages and disadvantages of experimental methods and apparatus. |
| Activities | – Starter (5 mins): Display common lab apparatus (e.g., stopwatch, thermometer, balance) and ask: “What do these tools measure?”- Main (25 mins): 1. Introduce apparatus for measuring: – Time: Stopwatches. – Temperature: Thermometers. – Mass: Balances. – Volume: Burettes, volumetric pipettes, measuring cylinders, gas syringes. 2. Explain the purpose and precision of each apparatus: – Burettes and pipettes: High precision. – Measuring cylinders: Lower precision but convenient. 3. Discuss advantages and disadvantages: – Burettes: High accuracy but time-consuming. – Measuring cylinders: Quick but less precise.- Plenary (10 mins): Students complete a matching exercise linking apparatus to their uses and precision levels. |
| Resources | Lab apparatus, diagrams, worksheets. |
| Time | 40 minutes total: 5 mins (Starter) + 25 mins (Main) + 10 mins (Plenary). |
| Homework | Write a short paragraph on why a burette is preferred over a measuring cylinder in titration experiments. |
| Assessment | Worksheet: Identify the correct apparatus for different experimental scenarios. |
| Past Paper Practice | IGCSE Chemistry 0620/41/M/J/20 Q1(a) – Choosing the appropriate apparatus. |
Lesson 2: Solutions and Related Terminology
| Section | Details |
|---|---|
| Objective | – Define solvent, solute, solution, saturated solution, residue, and filtrate.- Explain their roles in experiments. |
| Activities | – Starter (5 mins): Show a beaker of water and ask: “What happens when we dissolve salt in this water?”- Main (25 mins): 1. Define key terms: – Solvent: Dissolves the solute (e.g., water). – Solute: Dissolved substance (e.g., salt). – Solution: Mixture of solute and solvent. – Saturated solution: Contains the maximum solute concentration at a specific temperature. – Residue: Remains after filtration, evaporation, or distillation. – Filtrate: Liquid or solution that passes through a filter. 2. Demonstrate a simple experiment dissolving salt in water and filtering a mixture of sand and water to show residue and filtrate.- Plenary (10 mins): Students complete a worksheet identifying and labeling solvent, solute, solution, residue, and filtrate in given scenarios. |
| Resources | Salt, sand, water, filter paper, funnels, worksheets. |
| Time | 40 minutes total: 5 mins (Starter) + 25 mins (Main) + 10 mins (Plenary). |
| Homework | Draw and label a diagram of a filtration experiment, including residue and filtrate. |
| Assessment | Worksheet: Match key terms to their definitions and examples. |
| Past Paper Practice | IGCSE Chemistry 0620/41/O/N/21 Q1(b) – Understanding solute, solvent, and solution. |
Key Notes for Students:
- Apparatus for Measurements:
- Time: Stopwatches.
- Temperature: Thermometers.
- Mass: Balances.
- Volume: Burettes, volumetric pipettes, measuring cylinders, gas syringes.
- Key Terms:
- Solvent: Substance dissolving the solute.
- Solute: Substance being dissolved.
- Solution: Mixture of solute and solvent.
- Saturated solution: Contains maximum solute at a specific temperature.
- Residue: Remains after filtration or evaporation.
- Filtrate: Passes through a filter.
- Advantages of Apparatus:
- Burette: High accuracy for titration.
- Measuring cylinder: Faster but less precise.
Notes for Teachers:
- Use real-life examples (e.g., saltwater solutions, filtration) to make concepts relatable.
- Encourage hands-on activities with basic lab apparatus for better understanding.
- Emphasize the importance of choosing the correct apparatus for accuracy in experiments.
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