Solutions And Solubility SCH3U Unit Plan Overview

Unit Plan completed by: Jiwei Li Tatiana Vrabie Narjis Fatima

COURSE: Grade 11 Chemistry COURSE CODE: SCH3U

Unit of Study: Solutions and Solubility ?

n Unit Rationale: Overall Expectations: r a e l

s The focus of this unit is on the t

n impact of economic and social e

d By the end of this course, students will:

u factors on the valuable natural t s

l resource - water. Learning l i w

about the physical and t

a chemical properties of E1. analyse the origins and effects of water pollution, and a variety of economic, social, h

W different aqueous solutions and environmental issues related to drinking water; :

m will enable students to u l

u investigate them and predict c i

r possible chemical reactions r E2. investigate qualitative and quantitative properties of solutions, and solve related u C between dissolved substances, problems; as well as evaluate them quantitatively. At the end of the Unit students will be able to E3. demonstrate an understanding of qualitative and quantitative properties of solutions. demonstrate an understanding of humans’ factor effect on water supply and to protect the integrity of Earth’s water resources as responsible citizens. Unit Plan completed by: Jiwei Li Tatiana Vrabie Narjis Fatima

Note: A day is one 75 minute period.

The achievement chart categories: K/U- Knowledge &Understanding, T/I-Thinking & Investigation, A- Application, C-Communication

Cluster/Topic Day Concept/Subtopic with Learning Goals for Teaching & Learning (A) Assessment Expectations Each Lesson Strategies (E) Evaluation Addressed Achievement categories

Solutions and Introduction their STSE assignment-Sign up sheet for the (A - Diagnostic) E1.1 Properties culminating task Whole-Class Brainstorm on Agree/Disagree chart E1.2 1 what “solution” means & brainstormed Definition and what are the different types responses Overview of solutions we come across By the end of the lesson, students will be in day to day life K/U-Brainstormed able to explain what is meant by the word What is a solvent and solute? responses “Solution” in a chemistry context. Discussion-Examples

Lecture (brief) Composition of Example: Sea water Whole class discussion (A)- students E3.1 water as a What is Sodium Chloride? responses during solution Students by the end of the lesson will be Activity –Black line Master concept map activity A1.11 able to identify and relate the composition Creating a concept map K/U, C A1.3 of sea water in understanding the nature How is sodium chloride of solutions. important to life? Classifying 2 Types of solution: Lecture (brief) (A)Table 8.1:discuss E2.1 Solutions Aqueous solution, saturated, unsaturated the different states A1.1 and super saturated of matter in 9 types A1.3 of different solutions A1.11 Unit Plan completed by: Jiwei Li Tatiana Vrabie Narjis Fatima

By the end of the lesson students are able Demonstration Activity: Pg#355 E3.3 to differentiate and identify solutions and Figure 8.1 pg#354 K/U, C-Students their types record observation and communicate conclusions

Homework: Solubility & Pg#357 The rate of Questions 3 & 6 Dissolving 3 Using ionic, polar and molecular Whole-class discussion on (A) Exit pass: predict E 3.2 compounds reviewing previous lesson solubility A1.2 A1.9 K/ U, T/I, C A1.11 Activity: Solubility of polar compounds Ask students to fill in water the exit card to gauge By the end of the lesson, students will be Refer to Fig 8.6 & 8.7 their understanding able to: explain predictions about the Pg#361 Building a molecular relative solubility and the rate of dissolving Group work: structure of sucrose Flash cards of non-polar, including eight polar- molecular and ionic OH groups compounds

K/U,A ,C

Cooperative groups discussion

Homework: Pg#368 Unit Plan completed by: Jiwei Li Tatiana Vrabie Narjis Fatima

Question# 8 & 11

4 Predicting Whether a Molecular Whole class discussion (E)Factors affecting E2.1 Compound Is Soluble in Water “Like Dissolves Like” solubility & rate of E2.2 For example non-polar dissolving (quiz) E2.3 substances like grease and oil T/I-Questioning E2.4 are soluble in non-polar E3.2 (A) Designing a organic solvents such as E3.3 Procedure: Hexane and gasoline Students design lab A1.1 to investigate the 5 Perform designed lab) Relative solubility of Whole Class discussion of A1.2 solubility of polar non-polar compounds. intermolecular forces. A1.3 compounds in water A1.4 lab activity PowerPoint Presentation : http://www.chalkbored.com K/U&T/I (Intermolecular-forces.ppt) E2.4 Lab activity: Non-polar In groups brainstorm A1.5 substances on how to design A1.6 Why oil& water don’t mix. experiment A1.7 On Conductivity of Aqueous Solutions C-communicates well Students perform the during performing sections of their designed and recording during labs in which they investigate lab activity A1.11 A1.12 relative solubility of non- (A) Safe and polar compounds appropriate lab A1.13 technique; chart of

results/observations Example: Drinking water YouTube Video link: It’s about how pollution, economic and http://www.youtube.be/watc K/U&A,C social factors effect the environment and Unit Plan completed by: Jiwei Li Tatiana Vrabie Narjis Fatima

the natural resources especially the h? Participation in class drinking water. v=bv22cTudJuQ&feature=rela discussion By the end of the lesson, students will be ted Homework: able to understand the non-polar Discussion: Table 8.3 and molecules effect solubility, On contamination and solubility guidelines use experimental results to identify trends methods of purification of E2.1 in the solubility and investigate how water E2.2 drinking water can be purified http://www.youtube.be/watc K/U, C E2.3 h? Students E2.4

v=BCHhwxvQqxg&feature=rel performance on E3.2 6 Factors affecting rate of dissolving are ated assigned homework E3.3 Temperature, Agitation/Mixing and Drawing process chart. Surface Area C-Participation in Whole class –Discussion class discussion

Difference between Solubility &rate of dissolving Three most important factors are temperature, mixing and K/U,T/I &A A1.1 surface area A1.2 Fig 8.15 Pg#369 Activity: A1.3 Concentrations of Solutions PowerPoint presentation of Mixing using mortar A1.4 the three factors and pestle and observe solid’s rate Concentration = quantity of solute ÷ A brief lecture : of dissolving quantity of solution. Solutions concentration and unit conversion, calculations This lesson focuses on concentration with concentration (mass, calculations (V/V, W/W, W/V, ppm, ppb, volume and concentration) mol/L). K/U&A A1.5 Unit Plan completed by: Jiwei Li Tatiana Vrabie Narjis Fatima

PowerPoint Presentation: Practice: Problem A1.6 (percentages, very-low and solving A1.7 molar concentrations) Pg# 373 http://www.chalkbored.com Solution preparation, standard solutions

PowerPoint Presentation: http://www.chalkbored.com (A) Create a checklist (molar-solutions-liquids.ppt) of safety rules A1.9 A1.10

Lab activity: K/U, T/I, C,A A1.11 Making molar solutions from Activity: Create flash A1.12 solids – procedure and cards of different A1.13 calculations. apparatus used in lab for e.g Making molar solutions from liquids – similar to molar Volumetric flask, solutions from solids except pipette, beaker etc pipettes are used to measure moles {via volume} Homework: Problem on page # 385 Discuss about proper lab safety procedures while preparing solutions

Solubility 7 Start class with brief photo gallery on Create a “Hook” on K/U E 2.1 Introduction phenomena and technologies related to importance of phenomena A - Questioning A1.12 solubility. previous knowledge Solubility of different substances, solid- Demo: potassium nitrate, during slide show liquid, liquid- liquid, saturation, effect of sodium bicarbonate, oil- temperature. water, ethanol – water Unit Plan completed by: Jiwei Li Tatiana Vrabie Narjis Fatima

solubility T/I, C Students record observation Anecdotal notes and communicate conclusions. K/U, A Introduction to the concepts Saturated Concept attainment by small A- PowerPoint Solution, Solubility, Precipitate, group activity flashing cards on Crystallization. Lecture (brief) Concepts definitions, Solubility concept map. By the end of the lesson students will be able to explain the meaning of concepts Saturated Solution, Solubility, Precipitate, Crystallization and use related units for measurement.

Solubility. Investigation 7.1.1. Solubility Curve of a In groups Brainstorm on how T/U, C, A E3.3 Influence of Solid (1, p.314) {2} to design experiment Anecdotal notes A1.1, A1.2, environmental Lab. Activity. Inquiry Performance A1.4, A1.5, factors checklist A1.6, A1.8, A1.10, A1.11, A1.12, A1.13 Take-home assignment: 1) Complete report on Investigation 7.1.1 2) “Gas solubility” activity and Lab Exercise (1, p.317-318) 7.1.1 {2} (Worksheets provided by teacher) 3) Practice p.318#4, p.319#7, 8

By the end of the lesson students will be able to explain the effects of changes in Unit Plan completed by: Jiwei Li Tatiana Vrabie Narjis Fatima

temperature and pressure on the solubility of solids, liquids, and gases (e.g., explain how a change in temperature or atmospheric pressure affects the solubility of oxygen in lake water) Solubility chart 8 Homework discussion and feedback Whole class participation in K/U, A E3.4 of ionic Gas solubility vs temperature clarifying Homework issues A A1.1, A1.11, compounds. http://www.youtube.com/watch? Self assessment A2.2 Quality of v=QeUaL-11TC8&feature=related E. Lab. Reports water Solubility categories and chart, related Lecture submission, check list technologies (Solvay process, Hard water Solubility rules video evaluation treatment) http://www.youtube.com/wa tch?v=dlBE6f4iaNM T/I, C Practice: p.329 #2,3: p.330 #6, 7{2} Cooperative groups, Peer Anecdotal notes on Teaching, Solving problems correct answers and By the end of the lesson students will be level of able to identify, using a solubility table, understanding the formation of precipitates in aqueous solutions Reactions in Particular features of Reactions in Solution Whole class discussion of E2.5 Solution. according to collision theory. possible particularities A A1.1, A1.4, Introduction A1.5, A1.6, K/U, T/I A1.8, A1.10, Investigation 7.3.1. Precipitation Reactions Experimenting, Performance A1.11, A1.12 in Solution. p. 331. {2} Lab. Activity checklist, Pear evaluation Writing net ionic equations related to Problem solving E. Self evaluation of Investigation reactions Think-Pair-Share SIS by rubrics Practice: p.335 #3,4{2} T/I, A Unit Plan completed by: Jiwei Li Tatiana Vrabie Narjis Fatima

Homework: Practice: p.336#7,8; p.337 #3,4{2} By the end of the lesson students will be able to -write balanced net ionic equations to represent precipitation and neutralization reactions

Reactions in 9 Homework analysis and correction Student presentation C, A, K/U E 2.4 Solution. A - Self assessment A1.1, A1.4, Qualitative Qualitative analysis by color exploration. Textbook reading and by achievement A1.5, A1.6, analysis Practice: p.342#1 (a,b,e); p.343.#4{2} practice problem solving in rubric A1.8, A1.10, cooperative groups T/I A1.11, A1.12 “numbered heads together”. A. Observations, students’ Sequential Qualitative Chemical Analysis, Lecture (brief) presentations, limiting reagent, excess reagent. anecdotal notes Video and Activity Computer simulation practice http://www.concord.org/activities/chemic K/U, A al-reactions-and-stoichiometry p.7 Inquiry in small groups A. Flash cards on Investigation 7.5.1. Sequential Chemical Summary of Analysis in Solution Sequential Qualitative Chemical Homework: Practice p.346#2,3. p.347#6, Analysis (anions and 9, 10 cations separately) By the end of the lesson students will be E. Peer evaluation by able to checklist -conduct an investigation to analyse qualitative properties of solutions (e.g., perform a qualitative analysis of ions in a solution) Unit Plan completed by: Jiwei Li Tatiana Vrabie Narjis Fatima

10. Homework check up Questions and answers. K/U, C E 2.2, E 2.6 Students’ presentation in A. Self assessment by A1.1, A1.2, case of difficulties teacher marking A1.4, A1.5, Lecture scheme. Teacher A1.6, A1.8, Quantitative Quantitative Analysis. Solution Computer anecdotal notes. A1.10, A1.11, Analysis Stoichiometry. Simulations/Animations A1.12, A1.13

Video and Activity. http://www.concord.org/activities/chemic Inquiry in lab. simulation al-reactions-and-stoichiometry p.6 Think-Pair-Share Problem Solving T/I, A A. Self-assessment by Lab Exercise 7.6.1 p.349{2} number of correct answers and records in Response Journal. Practice p.353 # 3 (a, b), 4; p.355#1, 3, 5{2} Homework: Gizmo worksheet Stoichiometry. http://www.explorelearning.com/index.cf m? method=Controller.dspPassTimeOut&Reso urceID=515 By the end of the lesson students will be able to -solve problems related to the concentration of solutions by performing calculations involving moles, and express the results in various units (e.g., moles per litre, grams per 100 mL) Unit Plan completed by: Jiwei Li Tatiana Vrabie Narjis Fatima

-use stoichiometry to solve problems involving solutions and solubility

Quantitative 11 Investigation 7.6.1 Percentage Yield of Lab Activity T/I, C E1.1, E 2.2, E Analysis Barium Sulfate. A. Rating Scale for lab 2.6 Problem solving in report A1.1, A1.2, Practice p.355#5, p.358#2 (d, e, f, g), 4, 5, cooperative groups of 3 A1.4, A1.5, 9, 12 p.359 # 18{2} students Numerical problems A1.6, A1.8, Waste water A1.10, A1.11, treatment A1.12, A1.13 T/I, C Wastewater Treatment. Waste water Lecture brief Anecdotal records of Plant video Cooperative groups students discussion http://www.youtube.com/watch?v=GV- discussion about critical point of DoisLwm0 the process and reliability of equipment K/U Flashcards (main By the end of the lesson students will be pollutants and ways able to of removal) -solve problems related to the concentration of solutions by performing calculations involving moles, and express the results in various units (e.g., moles per litre, grams per 100 mL, parts per million or parts per billion, volume per cent) -master use stoichiometry to solve problems involving solutions and solubility -analyse the origins and cumulative effects of pollutants that enter our water systems Unit Plan completed by: Jiwei Li Tatiana Vrabie Narjis Fatima

(e.g., landfill leachates, agricultural run- off, industrial effluents, chemical spills), and explain how these pollutants affect water quality

Solubility and 12 Solubility summary video Stop-run video. K/U Reactions http://www.youtube.com/watch? Questions and answers A. Observing correct Review v=IKimraU21ws&feature=related answers

Solubility and Reactions Review. Questions and Answers T/I, C, A A. Flashcards on Concept Map creation on subunit summary. Solubility, Reactions Observing correct Think-Pair-Share answers. Self assessment, comparing with correct answers. Teacher observation during activity. Short Subunit test K/U, T/I, C No new Learning Goals, consolidation and Problem solving E. Subunit test refining of acquired knowledge evaluation by Rubric Acid – base 13 Introduction Whole-Class Brainstorm on K/U, C Theories Properties of acids and bases Properties of acid and bases concept map for A1.1 and what are the acids or Properties of acid A1.11 The Arrhenius Theory of Acids and Bases bases are used in our daily and bases E3.5 life The BrØnsted-Lowry theory of acids and Lecture on two theories questioning (T/I) bases Whole class discussion By the end of the lesson students are able -Comparing two theories participation on class Unit Plan completed by: Jiwei Li Tatiana Vrabie Narjis Fatima

to know the Properties of acid and bases , discussion (C) Arrhenius Theory of Acids and Bases and its limitations Strong and 14 Check homework and take up questions K/U, C A1.11 weak acids and Jigsaw reading activity on E3.6 bases Strong and weak acids and bases Strong and weak acids and Students bases performance

Use Video for consolidation: Lecture (brief) http://www.youtube.com/watch? v=DQk7f6DksN8&feature=related assign homework

By the end of the lesson students are able to know the difference b/w strong and weak and difference b/w binary and oxo- acid and bases.

15 Check homework and take up questions K/U, T/I, C , A E2.1 questioning A1.2 pH calculation and the effect of dilution on Lecture A1.4 pH of an acid Problem solving A1.6 Lab performance A1.8 Mark lab report A1.9 By the end of the lesson, students will be Lab (in groups): A1.10 able to know the concept and calculation The effect of dilution on the A1.11 of pH, the differences b/w concentrate Ph of an acid Assign homework A1.12 and dilute acid. A1.13 Acid-base 16 Check homework and take up questions K/U, T/I, C E2.1 reactions E2.2 Neutralization reactions and calculations Lecture E2.7 A1.11 Unit Plan completed by: Jiwei Li Tatiana Vrabie Narjis Fatima

practice questions: P.398 #10-13 Problem solving (Paired Peer assessment A1.12 students) Assign homework A1.13 By the end of the lesson, students will be and ask students fill able to do the questions involving the exit card to teat neutralization reaction their understanding 17 Acid – base Titration Titration lab (in groups): To K/U, T/I, C, A E2.7 determine the concentration Performance on E2.1 Show students the steps of doing titration. of acetic acid in vinegar cooperative learning, A1.5 (Or Gizmo activity on Mark the activity A1.6 Review the calculations involved in Titration sheet. A1.7 titration lab. Students in small groups work A1.11 on activity sheet if no A1.12 equipment E. STSE projects A1.13 http://www.explorelearning.c submission om/index.cfm? By the end of the lesson, students will be method=cResource.dspDetail able to use experimental results to &ResourceID=1045&ClassID= determine the concentration of a acid or 2092942 base Culminating 18, Summative; no new learning goals. Lab. activity, debates E. Investigation of Task 19 bottled mineral waters Unit Test 20 Summative; no new learning goals. E. Unit Test

Accommodations for special needs students:

Make basic accommodations for special needs students by providing these students with extra time, computer options, strategic seating, assistive technology, etc. as outlined in their Individual Education Plans (IEPs). The use of the flashcards should be taught and incorporated into solving example problems. Unit Plan completed by: Jiwei Li Tatiana Vrabie Narjis Fatima

EL learners will likely find the flashcards of use to them. They may also write any explanations or words that would be of help to them on their flashcards in their own language. Posting a word wall with the key words like types of solutions, molecular, non-polar and ionic compounds will be of help to the entire class.

Model-building activities have been incorporated into the lessons described above; these will help all students to visualize the abstract structures.

Resources:

1. McGraw Hill Ryerson –Chemistry Text book Course code SCH3U

2. Jenkins, F., van Kessel, H., Davies, L., Lantz, O., Thomas, P. & Tompkins, D. (2002). Nelson chemistry 11. Toronto, Ontario: Nelson Thomson Learning. Web resources www.youtube.com

Gas solubility vs temperature http://www.youtube.com/watch?v=QeUaL-11TC8&feature=related Solubility rules http://www.youtube.com/watch?v=dlBE6f4iaNM Waste water Plant http://www.youtube.com/watch?v=GV-DoisLwm0 Water Changes Everything. http://www.youtube.be/watch?v=BCHhwxvQqxg&feature=related Water planet http://www.youtube.be/watch?v=bv22cTudJuQ&feature=related Solubility summary http://www.youtube.com/watch?v=IKimraU21ws&feature=related Acid and base http://www.youtube.com/watch?v=DQk7f6DksN8&feature=related www.concord.org Limiting reactant http://www.concord.org/activities/chemical-reactions-and-stoichiometry p.7 Balance of chemical reaction http://www.concord.org/activities/chemical-reactions-and-stoichiometry p.6 www.explorelearning.com Stoichiometry (Gizmo) http://www.explorelearning.com/index.cfm?method=Controller.dspPassTimeOut&ResourceID=515

Titration(Gizmo) http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=1045&ClassID=2092942 Unit Plan completed by: Jiwei Li Tatiana Vrabie Narjis Fatima www.chalkbored.com

Chemistry 11. Overview. http://www.chalkbored.com/lessons/chemistry-11.htm