Solubility and Solutions UnitWater as the ‘universal solvent’

By: Eric BoehmDan WostbrockRebecca UdumaRui Gloria

SCE 572

The New Science Frameworkand what it means

• Significant changes to all disciplines

• Blurring the lines between chemistry & physics

• Core ideas presented to students through their

academic careers

• No need for course sequencing

The New Science Frameworkand what it means

• Our task is to help students establish connections between the core ideas

• Interwoven threads will strengthen each other and make a more lasting foundation

• Add to previous knowledge, less review of previous material (more depth, less breadth)

Four Core IdeasPS1: Matter and Its Interactions

• Structure and properties of matter

• Chemical reactions

• Nuclear processes

• Underlined topics will be touched upon in the solution unit

Four Core IdeasPS2: Motion and Stability: Forces & Interactions

• Forces and motion

• Types of interactions

• Stability and instability in physical systems

Four Core IdeasPS3: Energy

• Definitions of energy• Conservation of energy & energy transfer• Relationship between energy and forces• Energy in chemical process and everyday life

Four Core IdeasPS4: Waves and Their Application in Technologies for Information

Transfer

• Wave properties

• Electromagnetic radiation

• Information technologies and instrumentation

Four Core ideas

• No one course will have full ownership or responsibility for any of core ideas

• Each course will be adding to these ideas• Helping students to make connections• Building upon previous work and posing new

questions (mirroring the Nature of Science)

The Unit: Solutions

• Solutions are not listed in the framework

• The concepts within this unit are foundational skills and knowledge

• This unit hits various topics throughout the framework

• No dramatic changes to the lesson other than incorporating connections to previously taught material in chemistry and other classes

• What is a solution; solvent and solute• Types of solutions– Liquid/liquid, liquid/solid, liquid/gas, gas/gas, solid/solid

• Factors in solubility and rates (today’s activity)• Factors in solubility of gases: temperature &

pressure

The Unit: SolutionsLearning Objectives and Targets

The Unit: SolutionsLearning Objectives and Targets Cont.

• Solubility Curves (graph reading)• Unsaturated, saturated and super saturated• Molar concentrations and units of

measurement• Dilution of a solution• New vocabulary dispersed throughout the unit

The Unit: SolutionsCalendar

• Day 1 Introduction to solutions– Detergents and milk

• Day 2 Inquiry Lab– Solubility factors that affect solution formation

• Day 3 Solvents (polarity and water)• Day 4 Dilution of solutions lab• Day 5 Molarity of solutions

The Unit: SolutionsCalendar: continued

• Day 6 Introduction to solubility curves– Demo and quiz

• Day 7 Ions in solution, electrolytes– Demo / lab

• Day 8 Soap and Soap article– Nonfiction reading

• Day 9 Colligative properties• Day 10 Solutions test

Solutions: Interdisciplinary Connections

• Biology– Dissolved gasses in the blood, digestion– ‘the bends’ for divers– Electrolytes in the body, dissolved minerals

• Environmental Science– Transport of pesticides and detergent into oceans– Chemicals ‘leaching’ into water supplies (ppm of As)– Meaning of “the solution to pollution is dilution”

Solutions: Interdisciplinary Connections

• Civics– EPA regulations, what are ppms and ppbs

• English– Non-fiction reading

• Math– Unit conversions and graph reading and

interpreting

Solutions:Modifications / Differentiation / Resources

• Modifications–Much of the math could be removed having more

focus on the general concepts and trends• Differentiation– Unit lends itself to instruction through lecture,

hands on experiments and visuals• Resources– Household materials (repeatable to sibling and

parents)– Soap article and printable solubility graphs