Science Essential Standards Unit Development
Unit Topic Understanding solutions and the solution process
Essential Standards Chm.3.2 Understand solutions and the solution process. Goals and Objectives Chm.3.2.1 Classify substances using the hydronium and hydroxide concentrations. Chm.3.2.2 Summarize the properties of acids and bases. Chm.3.2.3 Infer the quantitative nature of a solution (molarity, dilution, and titration with a 1:1 molar ratio). Chm.3.2.4 Summarize the properties of solutions. Chm.3.2.5 Interpret solubility diagrams. Chm.3.2.6 Explain the solution process. Concepts Being Chm.3.2.1 Studied • Distinguish between acids and bases based on formula and chemical properties.
• Differentiate between concentration (molarity) and strength (degree of dissociation). No calculation involved.
• Use pH scale to identify acids and bases.
• Interpret pH scale in terms of the exponential nature of pH values in terms of concentrations.
• Relate the color of indicator to pH using pH ranges provided in a table.
• Compute pH, pOH, [H+], and [OH-].
Chm 3.2.2
Distinguish properties of acids and bases related to taste, touch, reaction with metals, electrical conductivity, and identification with indicators such as litmus paper and phenolphthalein.
Chm.3.2.3
• Compute concentration (molarity) of solutions in moles per liter.
• Calculate molarity given mass of solute and volume of solution.
• Calculate mass of solute needed to create a solution of a given molarity and volume.
• Solve dilution problems: M1V1 = M2V2.
• Perform 1:1 titration calculations: MAVA = MBVB
• Determine the concentration of an acid or base using titration. Interpret titration curve for strong acid/strong base. Chm.3.2.4
• Identify types of solutions (solid, liquid, gaseous, aqueous).
• Define solutions as homogeneous mixtures in a single phase.
• Distinguish between electrolytic and nonelectrolytic solutions.
• Summarize colligative properties (vapor pressure reduction, boiling point elevation, freezing point depression, and osmotic pressure).
Chm.3.2.5
• Use graph of solubility vs. temperature to identify a substance based on solubility at a particular temperature.
• Use graph to relate the degree of saturation of solutions to temperature.
Chm.3.2.6
• Develop a conceptual model for the solution process with a cause and effect relationship involving forces of attraction between solute and solvent particles. A material is insoluble due to a lack of attraction between particles.
• Describe the energetics of the solution process as it occurs and the overall process as exothermic or endothermic.
• Explain solubility in terms of the nature of solute-solvent attraction, temperature and pressure (for gases).
Essential Questions The essential questions to be answered have been covered in the concepts being studied.
Essential Information Please see notes on these pages:
http://kmacgill.com/lecture_notes/lecture_notes_15.htm
http://kmacgill.com/lecture_notes/lecture_notes_17.htm (URL indicates Chapter 17, but this topic is covered in Chapter 16 of the current textbook.)
Essay Questions There are a number of excellent essay questions in the Zumdahl textbook. Please see the chapters on solutions, which in the current edition of the textbook are Chapters 15 and 16. Project Ideas There are a number of excellent project ideas in the Zumdahl textbook. Please see the chapters on solutions, which in the current edition of the textbook are Chapters 15 and 16.
Technology There are a number of technology-based labs which can be performed in support of the objectives for this unit. Probeware for Vernier systems, laptops, and software can be checked out from the UNCW’s CESTEM:
http://www.uncw.edu/cestem/loan.html
The North Carolina School of Science and Math has a number of flash-based animations which allow a degree of interactivity. They are available on their website, and can be re-posted to the teacher’s professional website with permission. The animations illustrate, for example the salvation process.
http://chemistry.ncssm.edu/department/tiger.html
Labs, Experiments, There are a number of excellent lab experiments and activities in the Zumdahl Activities, etc. textbook. The teacher’s edition of the text has detailed instructions for preparing and storing necessary solutions and reagents. Please see the chapters on solutions, which in the current edition of the textbook are Chapters 15 and 16.
Resources http://www.uncw.edu/cestem/loan.html http://www.eduware.com/index.php
http://chemistry.ncssm.edu/department/tiger.html
http://www.flinnsci.com/teacher-resources/chemistry.aspx
http://kmacgill.com/lecture_notes/lecture_notes_15.htm
http://kmacgill.com/lecture_notes/lecture_notes_17.htm
http://college.cengage.com/chemistry/general/zumdahl/chemistry/6e/students/index.ht ml
http://www.ncpublicschools.org/docs/accountability/testing/eoc/Chemistry/chemistryre ferencetable.pdf
http://www.dpi.state.nc.us/docs/acre/standards/support- tools/unpacking/science/chemistry.pdf
Assessment There are is an extensive test bank of questions available for the Zumdahl textbook. Please see the chapters on solutions, which in the current edition of the textbook are Chapters 15 and 16. These questions in this supplied software are categorized by the old state objectives, but the North Carolina crosswalks document can be used to correlate the new objectives with the old.