Practical Research 2 copy.docx

School GRADE 12 LOG

Teacher Teaching Date and Time

NORTH FAIRVIEW HIGH SCHOOL DAILYI. LESSON  ALISON BARRERO BARRERO

Grade Level

12

Learning Area

January 27, 2018

Semester

PRACTICAL RESEARCH 2 1ST

I. OBJECTIVES  A. Contents Standards

B. Performance Standards

C. Learning Competencies/Objectives. Write the LC code

SESSION 1 The learners demonstrate an understanding of the range of research topics in the area of inquiry.

The learners should be able to formulate clearly the statement of the research problem.

Describes background of research. CS_RS12_Id-e-3  At the end of the lesson, the learners should be able to: 1. define background of research; 2.

II. CONTENT

Background of Research

 A. References 1. Teacher's Guide pages 2. Learner's Materials pages 3. Textbook pages 4. Additional Materials from LR portal B. Other learning Resources

 A. Reviewing previous lesson or presenting the new lesson (RECALL)  ANALOGY: The teacher uses this analogy and guide questions below to guide them that every time there are raw materials mix mi x together, there would result a product and we can predict mathematically. B. Establishing a purpose for the lesson (ENGAGE)

2 wheels + 1 frame → 1 bike Guide Questions: How many wheels and frames do you need to make 5 bikes? If you have 6 wheels and 4 frames, how many bikes can you make? If you have 11 wheels and 3 frames, how many bikes can you make?

Using the equation used during the recall: Here is the “recipe” for water: 2 H2 + O2 → 2 H2O This recipe says: 2 molecules of H2 react with 1 molecule of O2 to produce 2 molecules of water 2 moles of H2 react with 1 mole of O2 to produce 2 moles of water *The balanced chemical equation gives us the “recipe” for how reactants combine to form products C. Presenting examples / instances of the lesson (EXPLAIN)

D. Discussing new concepts and practicing new skills #1

E. Discussing new concepts and practicing new skills # 2

F. Developing mastery (leads to Formative Assessment)

G. Finding practical applications of concepts and skills in daily living (EXPAND)

Students apply their sample using another example:  A. 1. 2. 3. B. 1.

Fe2O3 (s) + 3 CO (g)→ 2 Fe (s) + 3 CO2 (g) Write a mol-mol ratio between the reactants… Write a mol-mol ratio between iron and carbon monoxide Write a mol-mol ratio between the products 2 P + 3Cl2 → 2 PCl3 How many moles of phosphorus are consumed if 12 moles of phosphorus trichloride are produced? 2. How many moles of PCl3 can be formed from 5 moles chlorine and excess phosphorus? 3. How many moles of chlorine are needed to react with 3.25 moles of phosphorus? Using again 2 H2 + O2 → 2 H2O 1. How many moles of water are produced by burning 2.72 mol H2 in an excess of O2? 2. How many moles of O2 are consumed in the complete combustion of 6.86g H2 ? For 2 Ag2CO3 (s) → 4 Ag(s) + 2CO2(g) + O2(g) 1. How many grams of Ag2CO3 must have decomposed if 75.1 grams of Ag were obtained in the reaction? 2. How many grams of carbon dioxide were produced if 25.0 g of oxygen were produced? REINFORCEMENT ACTIVITY: 1. KClO3 + 5 KCl + 6 HNO3 → 6KNO3 + 3Cl2 + 3 H2O How many grams of KClO3 are required to prepare 10.0g of Cl2 ? 2. 2 FeO → 2 Fe + O2 How many grams of FeO are needed to produce 140.0 g of Fe? 3. 2 HCl + 2 Zn → ZnCl2 + H2 How many grams of hydrochloric acid are required to react completely with 1.00g of zinc? RELATE the concepts in BAKING: 3 cups flour + 2 cups sugar + 1 cup butter + 3 eggs = 1 batch Flour 13 cups

Sugar 10 cups

Butter 3 cups

Eggs 20

How many batches of cookies can we make? How did you figure it out? Using the paper strips, students will rearrange the procedures in solving stoichiometric problems in correct order.

H. Making generalization and abstraction about the lesson

I. Evaluating Learning (EVALUATE)

1. Is there a balanced chemical equation? 2. Write down the 2 “givens” (reactants) and the “get” (the product) 3. Set-up Dimensional Analysis equations; 1 for each given g-mol-mol-g 4. Whichever reactant produced the smaller amount of product, that reactant is the limiting reagent 5. Make your concluding statement Get the individual papers of the students for recording.

J. Additional activities for application or remediation (ASSIGNMENT)

Identify other applications of stoichiometry.

V. REMARKS VI. REFLECTION

 A. No. of learners who earned 80% on the formative assessment B. No. of learners who require additional activities for remediation. C. Did the remedial lesson work? No. of learners have caught up w/ the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies work 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 to discover which I wish to share with other teachers?

Prepared by:

 ALISON I. BARRERO Teacher III, North Fairview High School Division of Quezon City