Teacher Applicant: PABLO B.

ATACADOR

Detailed Lesson Plan

Learning Area : General Chemistry 2

Grade : Grade 11

I. OBJECTIVES
A. Content Standards: The learners demonstrate an understanding of the properties of
solutions, solubility and the stoichiometry of reactions in solutions.
B. Performance Standards: The learners should be able to design a simple investigation to
determine the effect on boiling point or freezing point when a solid is dissolved in water.
C. Learning Competency: The learners should be able to calculate boiling point elevation
and freezing point depression from the concentration of a solute in a solution.
D. Lesson Objectives: At the end of the lesson, students should be able to:
1. Differentiate boiling point elevation and freezing point depression.
2. Perform a simple experiment to investigate the effect of adding different amounts of
salt and sugar to water on the boiling points and freezing points of the resulting
solution.
3. Cite the importance of learning boiling point elevation and freezing point depression
to everyday living.

II. SUBJECT MATTER

Boiling Point Elevation and Freezing Point Depression of Solutions with the
Application of Van ‘t Hoff Factor
A. Reference: General Chemistry 2 Teacher’s Manual
B. Code: STEM_GC11PP-IIId-f-117
C. Materials: PowerPoint Presentation, Instructional Material and Activity Sheets

III. PROCEDURE

Teacher’s Activity Student’s Activity

A. Preparatory Activities/Preliminaries
1. Prayer
- “Let us all stand for the prayer.” (Students stands up for the prayer)

2. Greetings
- “Good morning class.” “Good morning Sir Pablo.”

- “How are you today?” “We’re good/fine sir.”

- “God is good.” “All the time.”
- “Have you eaten your breakfast already?” “Yes, sir, we did!”
- “Oh that’s good to hear!”

3. Classroom Condition
- “Before anything else, please pick up pieces of trash and (Student picked up trashes and they
arrange your chairs properly.” arranged their chairs)
4. Checking of Attendance and Submission of Assignment
- “Okay, please be seated in your assigned seat because I (Students will be seated in
will now check your attendance.” their assigned seat)
- “Okay, we are all present today! This is great! I hope this
will continue.”
- Please submit your assignment to the center, in the (Students will submit their
count of 5: 5, 4, 3, 2, 1. Then submit it forward, 5, 4, 3, 2, assignment in the center
1. aisle, then forward)

5. Reviewing Previous Lesson

- “Can anyone tell me what was our discussion all about (A student will raise hand)
last meeting?” “Last meeting we discussed about
- “Yes, my dear ______” colligative properties of solutions and
about the electrolyte and
nonelectrolyte solutions”
- “Very good! So what is a colligative property of a (Another student will raise hand)
solution?” “Colligative property of a solution is a
- “Okay, my dear ____ .” property that will vary or differ
depending on the concentration or
amount of particles of solute in a
solution.”

- “Alright! That’s correct! Excellent my dear ____!”

- “Now, what about the electrolyte and nonelectrolyte
solutions? How would you differentiate the two?” (A student will raise hand)
- “Okay, ______ , please differentiate electrolyte and “Electrolyte solutions are solutions
nonelectrolyte solution.” that are formed from dissolving
ionic compounds in a solvent.
These solutions conducts
electricity because of the ions that
dissociates in the solvent.
Whereas, nonelectrolyte solutions
are solutions formed from
dissolving covalent compounds or
solutes in a solvent. These
solutions do not conduct
electricity because covalent
solutions do not dissociate into
ions in the solvent.”

- “Okay, excellent my dear _____! You really got it right!”

6. Motivation
- “Now that we already know about colligative
properties and the electrolyte and nonelectrolyte “Yes sir!”
solutions, we will now be learning a new and very
exciting topic. Are you ready?”.
- “But before we proceed to our topic, let us first play a
game. This game is called, Carry Me On! “ So, you will
be divided into two groups, and each player will be
given a book. The first player will carry the book and
travel around the post, then back to their line. When
 the first player finishes the round, he must hand over
his book on the second player, and so on and so forth,
until the last player will be bringing all the books of the
rest of his teammates and he shall finish the race. The
first team who can finish first will be the winner. A
player who will dropped a book will have to start again (Students are shouting out of
from the starting line.” excitement)
- “Are you all ready?” “Yes, sir!”
(The game commences)

(The game is finished)

- “So, we have a winner! Congratulations to team

______!”

B. Developmental Activities
1. Presentation
- “Did you enjoy the game?” “Yes sir.”

- “Okay, so may I ask if how was the bringing of book and First Player: “It was so okay sir, one
travelling for the race? book is just very light to carry.”

Fifth player: “It is somehow okay sir

because I can manage to carry the
books without dropping them while I
ran for the race.”

Last Player: “It is quite difficult sir,

because there’s a lot of books to carry.
It is hard to get hold of the books
without dropping while racing.”
- “Okay, so you have different impression or experience
depending on how many books you carry, right?” “Yes, sir!”

- “That is also true with solutions, the more number of

solute or particles that is dissolved in them, the harder
they get to get boiled or frozen,”
(The students show excitement on the
- “So, today, we will talk about the boiling point elevation
new topic.)
and freezing point depression of solutions.”

2. Importance
- “Calculating the boiling point elevation and freezing
point depression of different solutions is important in
determining at what temperature a certain solution
could boil or could freeze. This knowledge applies to
many technologies such as the antifreeze in automobile
radiators and in cooking”.

3. Lesson Proper
“The objective for lesson is to calculate the boiling point elevation
and freezing point depression of a given solution. Therefore, it is
expected that later, we will be solving problems about these two
properties.”

INTRODUCTION
Boiling point and freezing point are two important properties that
any solution has. Boiling point refers to the temperature at which a
liquid matter turns into a gaseous matter, meaning, there a change
in its physical state from liquid to gas. Meanwhile, freezing point
refers to the temperature at which a liquid matter turns into a solid
matter. Let us take for example, the universal solvent, water. The
boiling point of water is 100 degrees Celsius. This means that water
will turn into water vapor, a gas, at 100 degrees Celsius. The
freezing point of water is 0 degrees Celsius, so water will turn to
ice, a solid matter, at this temperature.
So what will happen to the boiling point and freezing point of water
if we will add and dissolve a solute in it, say, salt or sugar?
Will the boiling point and freezing be the same?
So, this is when boiling point elevation and freezing point
depression comes in.
Just like what you have experienced in the game Carry Me On!, the
players with the most number of books being carried while doing
the race, found it very difficult to travel while carrying the books
without dropping them.
So this is the same idea with solutions. The more concentrated it is,
meaning, the more number of solute particles present in the
solutions, the harder it gets to boil, or to freeze it.
When we add salt or sugar in water, the resulting solution will need
a higher temperature to boil it than pure water without the solute.
In contrast, you will need a much lower temperature just to freeze
the solution, than freezing a normal water.
BOILING POINT ELEVATION AND FREEZING POINT DEPRESSION
These are two colligative properties that are present in solutions.
Boiling point elevation is the amount change in temperature, or a
rise in temperature that is needed to boil a solution that is relative
to the number of particles of solute in a solution. This is not related
to the chemical composition of the solute.

Freezing point depression is the amount of change in temperature,

or a decrease in temperature needed to freeze a given solution.
This is also relative to the number of particles of solute in a solution
and not with the composition of the solute.
Let us go back to our example. Let’s compare the boiling points and
freezing points of pure water versus water with salt (salt solution)
or water with sugar (sugar solution).

As we can see here, the boiling point of solution is higher than the
normal boiling point of water. The freezing point of the solution is
however, lower than the normal freezing point of water.
So, the difference between the normal boiling point of water and
the boiling point of the solution is what we call as the boiling point
elevation, or the increase in temperature needed to boil the
solution in contrast to the normal boiling point of the given
solvent. The difference of the normal freezing point of water and
the freezing point of the solution is also what we call as the
freezing point depression, or the decrease in temperature needed
to freeze the solution in contrast to the normal freezing point of
the given solvent.
HOW DO WE CALCULATE BOILING POINT ELEVATION AND
FREEZING POINT DEPRESSION?
Using the following formula:
Boiling point elevation:

∆𝑇𝑏 = 𝑖𝑘𝑏 𝑚
where: ∆𝑇𝑏 = change in boiling point
𝑖 = the number of particles formed when the solute
dissolves (Van ‘t Hoff factor)
𝑘𝑏 = boiling point elevation constant
 𝑚 = molality of solution

Freezing point depression:

∆𝑇𝑏 = 𝑖𝑘𝑓 𝑚
where: ∆𝑇𝑓 = change in freezing point

𝑖 = the number of particles formed when the solute

dissolves (Van ‘t Hoff factor)
𝑘𝑓 = freezing point depression constant
𝑚 = molality of solution

The Van ‘t Hoff factor represents the number of particles that the
solute will dissociate into the solution upon mixing with the
solvent. This is a correction added to the calculation of the boiling
point elevation and freezing point depression to differentiate the
effect of the ionic and covalent compounds when used as solute in
a solution.

To determine (i), we need to follow some rules:

1. For ionic compounds, determine the number of ions that
will dissociate into the solution. Please be careful with
polyatomic ions, they are just considered as one type of ion.
Example: NaCl will dissociate into the water as Na + and Cl-
ions, therefore, i = 2

LiNO3 will dissociate into the water as Li+ and NO3- ions,
therefore, i = 2

CaCl2 will dissociate into the water as Ca2+ and 2 Cl- ions,
therefore, i=3

2. For covalent compounds, the value of i is always 1, because

covalent compounds do not dissociates in the water and will
stay as is as a molecule.

THE BOILING POINT ELEVATION AND FREEZING POINT CONSTANTS

Here is the table that will show the constants 𝒌𝒃 and 𝒌𝒇 of
common solvents used in calculating boiling point elevation and
freezing point depression:

Solvent Normal Boiling 𝒌𝒃

Point (℃) (℃/𝑚)
Water 100 0.512
 Acetic acid 118.1 3.07
Benzene 80.1 2.53
Carbon tetrachloride 76.8 5.02
Chloroform 61.2 3.63
Ethanol (ethyl alcohol) 78.4 1.22

Solvent Normal Freezing 𝒌𝒇

Point (℃) (℃/𝑚)
Water 0.0 - 1.86
Acetic acid 16.6 - 3.90
Benzene 5.5 - 5.12
Carbon tetrachloride - 22.8 - 29.8
Chloroform - 63.5 - 4.68
Ethanol (ethyl alcohol) - 114.6 - 1.99
Camphor 179 - 39.7
Naphthalene 80.2 - 6.80

“So, to better understand the application of this topic, let us

answer some problems that involves the calculation of boiling point
elevation and boiling point depression”
“Are you ready my dear students?” “Yes, Sir!”
“Alright! So, let us now answer the problems.”
SAMPLE PROBLEMS:
1. At what temperature a 0.20 m of salt solution will boil?
ANSWER:
Step 1: Determine the value of i. Since the solute is salt
(NaCl), an ionic compound, therefore i=2

Step 2: Determine kb based on the table. Since the solvent

used is water, then kb=0.512 ℃/𝒎

Step 3. Determine the molality (m). In the problem, it is

stated that the solution is 0.20 m.

Step 4: Plug in the values in the formulas and solve.

∆𝑇𝑏 = 𝑖𝑘𝑏 𝑚
= (2) (0.512℃/𝒎) (0.2 m)
= 0.2 ℃

Step 5: Since the problem is asking for the specific

temperature at which the solution will boil, our solution
doesn’t end at finding the boiling point elevation. We must
add it to the normal boiling point of the solvent to find the
final temperature.
Temperature needed to boil the solution = Normal boiling
temperature of solvent + boiling point elevation
= 100 ℃ + 0.2 ℃ = 100.2 ℃

Therefore, the 0.2 m salt solution will boil at 100.2 ℃.

 “Are you following, class?”
“Okay, let’s now have another problem” “Yes, sir!”

2. A 1.00-kg sugar (C12H22O11) is dissolved in a 1.00-liter of

water. Find the boiling point elevation and freezing point
depression of the resulting solution. The density of water is
1.00 g/ml.

Step 1: Determine the value of i. Since the solute, sugar, is a

covalent compound, then i is always equals to 1.

Step 2: Determine kb and kf.

kb = 0.512 ℃/𝒎
kf = - 1.86 ℃/𝒎

Step 3: Determine the molality of the solution.

Since m is not given, we should calculate it first.
m = mole of solute/kilogram of solution

Convert 100-g sugar into mole:

1000 𝑔 1 𝑚𝑜𝑙
1.00kg C12H22O11 x x = 2.92 mol
1𝑘𝑔 342 𝑔

Convert 1.00 liter of water into kg of water:

(Density of water = 1.00g/ml)

1000𝑚𝑙 1.00 𝑔 1𝑘𝑔

1.00 liter x x x 1000 𝑔 = 1.00 kg
1𝑙𝑖𝑡𝑒𝑟 𝑚𝑙

Now that we have the moles of solute and kg of solvent, we

can now calculate for the molality:

m = 2.92 mol / 1.00 kg = 2.92 m

Step 4: Plug in the values of i, kb, kf and m to the formula:

Calculating the boiling point elevation:

∆𝑇𝑏 = 𝑖𝑘𝑏 𝑚
= (1) (0.512℃/𝑚)(2.92 m)
= 1.50 ℃
Therefore, the boiling point elevation or increase in the boiling point
of the solution is 1.50 ℃.
“So what does it mean when we get an answer of 1.50 ℃ in the
“Sir, it means that the sugar solution
boiling point elevation”
will boil at 1.50℃ higher than the
boiling point of water. It further
means that the solution will boil at
101.50℃
“Very good! You are really listening to our discussion.”

Calculating the freezing point depression:

∆𝑇𝑏 = 𝑖𝑘𝑓 𝑚
= (1)(- 1.86 ℃/𝑚)(2.92 m)
= - 5.43 ℃
Therefore, the freezing point depression or the decrease in the
temperature to freeze the solution is 5.43 ℃. The negative sign
signifies decrease.

“So, what does it mean to have an answer of -5.43℃ in calculating “It means that the sugar solution in
the freezing point depression?” the problem will freeze at -5.43℃.”
“It should be -5.43℃ because the
“That’s right! Why -5.43℃? " normal boiling point of water is 0
℃. So if you subtract -5.43℃ from
0℃, the answer is -5.43℃.

“Very good!. You are now getting the concept of boiling

point elevation and freezing point depression.”

4. Generalization
- “How do we calculate the boiling point elevation and “In general, we need to determine
freezing point depression of solutions?” the number of particles of the
solute in the solution, then we
multiply it by the constant and the
concentration that is expressed in
molality”.

Activity: (Group Experiment)

- “Instruction: The class will be divided into two groups.
One group will prepare salt solution in varying molality. (The students will carry out the
The other group will prepare sugar solution also in experiment.)
varying molality.

DETERMINING THE BOILING POINTS OF SOLUTIONS

Materials & Equipment:

Bunsen burner Water
Spoon Sugar
Beaker Salt
Volumetric flask
Funnel
Thermometer
Weighing scale

Procedure:
A. Preparing the solutions (use purified water):
1. For salt solution, weigh 58 grams of salt and dissolve
it in a 1.0 liter of water to make 1.0 m of solution.
Double the amount of salt and dissolve it in the
same volume of water in order to make a 2.0 m
solution. Repeat the process by tripling the amount
of salt, and so on with the same amount of water.
 2. For sugar solution, dissolve 342 grams of sugar in a
1.0 liter of water to create a 1.0 m solution. Repeat
the process by doubling, tripling and so on the
amount of sugar with the same volume of water to
make the following molality of solution.
B. Determining the boiling points:
1. You may heat up the solutions simultaneously to
save time.
2. Place the thermometer in the solution while heating
and make sure you recorded the temperature when
you see the first sign of the solution boiling. Boiling
happens when the surface of the liquid is noticeably
disturbed by the bubbles.
3. Record the boiling temperature for each solution on
the table.
Complete the following tables and create a line graph showing the
boiling point elevation (theoretical and experimental). You have to
solve the theoretical value of the boiling points for each solution.

Solute:
Solvent:
Boiling Point
Molality Theoretical Experimental
0.0 m
1.0 m
2.0 m
3.0 m
4.0 m
5.0 m

Graph:

The Boiling Points of Salt/Sugar Solution

120
115
Temperature

110
105
100
95
90
0.0 1.0 2.0 3.0 4.0 5.0
Molality

Theoretical Experimental

IV. EVALUATION
Teacher’s Activity Student’s Activity
A. Calculate the boiling point elevation and freezing point - The students will do the
depression of the following solutions: evaluation.
1. 300-grams of baking soda (sodium bicarbonate)
 dissolved in 500-ml acetic acid
2. 10-grams of calcium chloride dissolved in 100-ml ethyl
alcohol
3. 5 molal concentration of salt solution

B. Challenge Problem: Antifreeze is used in automobile

radiators to keep the coolant from freezing. In
geographical areas where winter temperatures go below
the freezing point of water, using pure water as the
coolant could allow the water to freeze. Since water
expands when it freezes, freezing coolant could crack
engine blocks, radiators, and coolant lines. The main
component in antifreeze is ethylene glycol, C2H4(OH)2.
What is the concentration of ethylene glycol in a solution
of water, in molality, if the freezing point dropped by
2.64℃?

V. ASSIGNMENT
Teacher’s Activity Student’s Activity

In your home, try to make an experiment on the freezing (Students will submit the assignments by
point depression of the solutions that we made during the the next meeting)
experiment. You may take a small amount of the solutions
(either salt solution or sugar solution) that we made in
varying molality. You may try to calculate first the theoretical
freezing points for each solution so that you may have an
idea on what temperature to set in your refrigerator. From
time to time, you may decrease the temperature and
observe which of the molal solutions have frozen. Then using
the same table that we used in our experiment, try to record
the experimental temperature at which the solutions have
frozen. Then graph your results, following the same format in
our experiment. You may do this assignment in pairs.

Prepared by: PABLO B. ATACADOR

Teacher Applicant