Weeblymrkevinjones7.weebly.com/.../chemistry_20__solutions_unit_pla… · Web viewThe Solutions, Acids and Bases Chemistry 20 unit will contain 20–85 minute classes. This unit

Chemistry 20 Solutions, Acids and Bases

Unit 3

Can we drink ourselves to death [with water]?

Rationale

The Solutions, Acids and Bases Chemistry 20 unit will contain 20–85 minute classes. This unit encompasses 19% of the total grade where assignments, labs and quizzes will be weighted 60%; the unit exam will be weighed 40%. Chemistry provides students with opportunities to develop the knowledge, skills and attitudes they need to become productive and responsible and informed members of society. The programs also allow students to explore interests and prepare for further education and careers. Students graduating from Alberta schools require the scientific and related technological knowledge and skills that will enable them to understand and interpret their world. They also need to develop attitudes that will motivate them to use their knowledge and skills in a responsible manner. Students will be encouraged to develop positive attitudes that support the responsible acquisition and application of knowledge related to science and technology. The following attitude outcomes are to be developed throughout Chemistry 20, in conjunction with the specific outcomes for Knowledge; Science, Technology and Society (STS); and Skills in each unit.

To become scientifically literate, students need to develop knowledge of science and its relationship to technologies and society. They also need to develop the broad-based skills required to identify and analyze problems; to explore and test solutions; and to seek, interpret and evaluate information. To ensure relevance to students as well as to societal needs, a science program must present science in a meaningful context—providing opportunities for students to explore the process of science, its applications and implications, and to examine related technological problems and issues. By doing so, students become aware of the role of science in responding to social and cultural change and in meeting needs for a sustainable environment, economy and society.

The Solutions, Acids and Bases unit is important since it informs students about essential aqueous solutions while introducing the process of dimensional analysis to develop and introduce math into chemistry. Solutions, especially of the liquid variety, are everywhere. All fresh water in streams, rivers, and lakes, salt water in the ocean and even rain that falls from the sky are examples of solution. The characteristics of natural water cam be quite complicated. Various physical chemical, and biological factors must be considered. For example, the color of lakes may result from the dissolved minerals, decomposition of plant materials, and light reflected from the suspended solids. Generally, once we have used or finished with a manufactured solution, we either recycle or dispose of the products they produce. Disposal usually means putting unwanted solutions into the environment with or without treatment and assuming that the environment will take care of our wastes. Our view of the environment needs to change from some external entity that can be exploited, to a more holistic view in which we are part of the system. In other words, our attitude towards the environment needs to become more like the traditional attitudes of Aboriginal peoples.

This unit builds on:

• Grade 8 Science, Unit A: Mix and Flow of Matter

• Grade 9 Science, Unit B: Matter and Chemical Change and Unit C: Environmental Chemistry

• Science 10, Unit A: Energy and Matter in Chemical Change

This unit provides a background for:

• Chemistry 20, Unit D: Quantitative Relationships in Chemical Changes •

Chemistry 30, Unit B: Electrochemical Changes and Unit D: Chemical Equilibrium Focusing on Acid-Base Systems

Key Concepts

Homogenous MixturesWeak Acids and Bases

SolubilityMonoprotic/Polyprotic Acid

Electrolyte/NonelectrolyteMonoprotic/Polyprotic base

ConcentrationArrhenius Theory

DilutionIndicators

Strong Acids and BasesHydronium ion/pH

NeutralizationHydroxide ion/pOH

General Outcomes

Investigate solution, describing their physical and chemical properties

Describe acid and base solutions qualitatively and quantitatively

GLO I: Investigate solutions, describing their physical and chemical properties

Specific Outcomes for Knowledge Students will:

Recall the categories of pure substances and mixtures and explain the nature of homogeneous mixtures

Provide examples from living and nonliving systems that illustrate how dissolving substances in water is often a prerequisite for chemical change

Explain dissolving as an endothermic or exothermic process with respect to the breaking and forming of bonds

Differentiate between electrolytes and nonelectrolytes

Express concentration in various ways; i.e., moles per litre of solution, percent by mass and parts per million

Calculate, from empirical data, the concentration of solutions in moles per litre of solution and determine mass or volume from such concentrations

Calculate the concentrations and/or volumes of diluted solutions and the quantities of a solution and water to use when diluting

Use data and ionization/dissociation equations to calculate the concentration of ions in a solution

Define solubility and identify related factors; i.e., temperature, pressure and miscibility

Explain a saturated solution in terms of equilibrium; i.e., equal rates of dissolving and crystallization

Describe the procedures and calculations required for preparing and diluting solutions

Specific Outcomes for Science, Technology and Society (STS) (Social and Environmental Contexts Emphasis) Students will:

Explain how science and technology are developed to meet societal needs and expand human capability

Provide examples of how solutions and solution concentrations are applied in products and processes, scientific studies and daily life

Explain that science and technology have influenced, and been influenced by, historical development and societal needs

Compare the ways in which concentrations of solutions are expressed in chemistry laboratories, household products and environmental studies

Explain that scientific and technological activity may arise from, and give rise to, such personal and social values as accuracy, honesty, perseverance, tolerance, open-mindedness, critical-mindedness, creativity and curiosity

Explain the Responsible Care program developed by the Canadian Chemical Producers’ Association

Explain how science and technology have both intended and unintended consequences for humans and the environment (SEC3) • explain the significance of biomagnification in increasing the concentration of substances in an ecosystem

Explain that the appropriateness, risks and benefits of technologies need to be assessed for each

GLO II: Describe acid and base solutions qualitatively and quantitatively

Specific Outcomes for Knowledge Students will:

Recall International Union of Pure and Applied Chemistry (IUPAC) nomenclature of acids and bases

Recall the empirical definitions of acidic, basic and neutral solutions determined by using indicators, pH and electrical conductivity

Calculate H3O+ (aq) and OH– (aq) concentrations and the pH and pOH of acidic and basic solutions

Use based on logarithmic expressions; i.e., pH = –log[H3O+ ] and pOH = –log[OH– ]

Use appropriate Système international (SI) units to communicate the concentration of solutions and express pH and concentration answers to the correct number of significant digits; i.e., use the number of decimal places in the pH to determine the number of significant digits of the concentration

Compare magnitude changes in pH and pOH with changes in concentration for acids and bases

Explain how the use of indicators, pH paper or pH meters can be used to measure H3O+ (aq)

Define Arrhenius (modified) acids as substances that produce H3O+ (aq) in aqueous solutions and recognize that the definition is limited

Define Arrhenius (modified) bases as substances that produce OH– (aq) in aqueous solutions and recognize that the definition is limited

Define neutralization as a reaction between hydronium and hydroxide ions

Differentiate, qualitatively, between strong and weak acids and between strong and weak bases on the basis of ionization and dissociation; i.e., pH, reaction rate and electrical conductivity

Identify monoprotic and polyprotic acids and bases and compare their ionization/dissociation.

Specific Outcomes for Science, Technology and Society (STS) (Science and Technology Emphasis) Students will:

Explain that the goal of technology is to provide solutions to practical

Relate the concept of pH to solutions encountered in everyday life, such as pharmaceuticals, shampoo and other cleaning products, aquatic and terrestrial environments, and blood/blood products

Explain that technological problems often require multiple solutions that involve different designs, materials and processes and that have both intended and unintended consequences

(provide examples of processes and products that use knowledge of acid and base chemistry (the pulp and paper industry, the petrochemical industry, food preparation and preservation, cleaning aids, sulfuric acid in car batteries, treating accidental acid or base spills using neutralization and dilution)

explain the significance of the strength and concentration of solutions in everyday life (pharmaceuticals, chemical spills, transportation of dangerous goods, toxicity)

identify examples in Alberta in which holistic practices used by some Aboriginal communities can be used to moderate the impact of development in industries such as the petrochemical industry

Essential Questions:

Inquiry Question: Can we drink ourselves to death [with water]?

Other Essential Questions:

How can we describe and explain matter as solution, acids and bases using empirical and theoretical knowledge?

Why is an understanding of acid-base and solution chemistry important in our daily lives and in the environment?

How does a pH, other than 7, affect organisms in bodies of water such as the ocean or rivers?

How is scientific knowledge of acids and bases applied in industrial, environmental and consumer contexts?

Prerequisite ConceptsPrerequisite Skills

Classes of matter

States of matterWHMIS Symbols

Chemical and physical propertiesLaboratory safety rules

Periodic tableScientific problem solving

Elements and compoundsGraphing/solving linear and exponential equations

Atomic theory

Ions

Chemical reactions

Chemical formulas and equations

Acids and bases

Established Goals:

General Outcome 1

Students will investigate solutions, describing their physical and chemical properties

Understandings:

Students will understand …

How science and technology are developed to meet societal needs and expand human capability.

How solutions are used both in lab and in the environment.

Science has both intended and unintended consequences for humans and the environment

Essential Questions:

How can we describe and explain matter as solution, acids and bases using empirical and theoretical knowledge?

Why is an understanding of acid-base and solution chemistry important in our daily lives and in the environment?

How is scientific knowledge of acids and bases applied in industrial, environmental and consumer contexts?

Students will know…

20–C1.1k recall the categories of pure substances and mixtures and explain the nature of homogeneous mixtures

20–C1.2k provide examples from living and nonliving systems that illustrate how dissolving substances in water is often a prerequisite for chemical change

20–C1.4k differentiate between electrolytes and nonelectrolytes

20–C1.9k solubility and identify related factors; i.e., temperature, pressure and miscibility

Students will be able to …

20–C1.3k explain dissolving as an endothermic or exothermic process with respect to the breaking and forming of bonds

20–C1.5k express concentration in various ways; i.e., moles per litre of solution, percent by mass and parts per million

20–C1.6k calculate, from empirical data, the concentration of solutions in moles per litre of solution and determine mass or volume from such concentrations

20–C1.7k calculate the concentrations and/or volumes of diluted solutions and the quantities of a solution and water to use when diluting

20–C1.8k use data and ionization/dissociation equations to calculate the concentration of ions in a solution

20–C1.10k explain a saturated solution in terms of equilibrium; i.e., equal rates of dissolving and crystallization

20–C1.11k the procedures and calculations required for preparing and diluting solutions.

Formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues

Resources Needed

SmartBOARD, PowerPoint’s, Lab equipment (beakers, flasks, burners, graduate cylinders etc.) lab goggles, graph paper, MIO, volt paper, homogenous liquids, Coke and diet coke, voltmeter, saline solution, KI, H2O2, Lab sheets, Jeopardy game, Nelson Chemistry Text,

Resources Consulted

Nelson Chemistry Teach Guide, Alberta Program of Studies, Nelson Chemistry Text, McGraw Chemistry Text, Pinterest, Chemisrtyintheclassroom.com, http://www.explorelearning.com/index.cfm?method=cResource.dspResourcesForCourse&CourseID=309, http://engagingstudents.blackgold.ca/index.php/division-iv/sci-d4/chemistry-20/

15-02-23 10:14 PM

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ED 3601 – Curriculum and Instruction for Majors: Science

Subject Area

Chemistry

Grade Level

20

Topic

Solutions, Acids, and Bases

Length of Unit (days)

20

Adapted from Wiggins and McTighe (2005)

Learning Out-comes

Assessments

Title

Pre- Assess-

ment

Exit

Slips

Work-

sheets

Mid Unit Checklist

Quizzes

Labs

Case Study

Unit Test

Type (Formative/Summative)

Formative

Form-ative

Form-

ative

Formative

Formative and Summative

Formative and Summative

Summative

Summative

Weight

N/A

N/A

N/A

N/A

20%

25%

15%

40%

20–C1.1k recall the categories of pure substances and mixtures and explain the nature of homogeneous mixtures

20–C1.2k provide examples from living and nonliving systems that illustrate how dissolving substances in water is often a prerequisite for chemical change

20–C1.3k explain dissolving as an endothermic or exothermic process with respect to the breaking and forming of bonds

20–C1.4k differentiate between electrolytes and nonelectrolytes

20–C1.5k express concentration in various ways; i.e., moles per litre of solution, percent by mass and parts per million

20–C1.6k calculate, from empirical data, the concentration of solutions in moles per litre of solution and determine mass or volume from such concentrations

20–C1.7k calculate the concentrations and/or volumes of diluted solutions and the quantities of a solution and water to use when diluting

20–C1.8k use data and ionization/dissociation equations to calculate the concentration of ions in a solution

20–C1.9k define solubility and identify related factors; i.e., temperature, pressure and miscibility

20–C1.10k explain a saturated solution in terms of equilibrium; i.e., equal rates of dissolving and crystallization

20–C1.11k describe the procedures and calculations required for preparing and diluting solutions.

20–C2.1k recall International Union of Pure and Applied Chemistry (IUPAC) nomenclature of acids and bases

20–C2.2k recall the empirical definitions of acidic, basic and neutral solutions determined by using indicators, pH and electrical conductivity

20–C2.3k calculate H3O+ (aq) and OH– (aq) concentrations and the pH and pOH of acidic and basic solutions based on logarithmic expressions; i.e., pH = –log[H3O+ ] and pOH = –log[OH– ]

20–C2.4k use appropriate Système international (SI) units to communicate the concentration of solutions and express pH and concentration answers to the correct number of significant digits; i.e., use the number of decimal places in the pH to determine the number of significant digits of the concentration

20–C2.5k compare magnitude changes in pH and pOH with changes in concentration for acids and bases

20–C2.6k explain how the use of indicators, pH paper or pH meters can be used to measure H3O+ (aq)

20–C2.7k define Arrhenius (modified) acids as substances that produce H3O+ (aq) in aqueous solutions and recognize that the definition is limited

C2.8k define Arrhenius (modified) bases as substances that produce OH– (aq) in aqueous solutions and recognize that the definition is limited

20–C2.9k define neutralization as a reaction between hydronium and hydroxide ions

20–C2.10k differentiate, qualitatively, between strong and weak acids and between strong and weak bases on the basis of ionization and dissociation; i.e., pH, reaction rate and electrical conductivity

20–C2.11k identify monoprotic and polyprotic acids and bases and compare their ionization/dissociation.

Assessment Tool Overview

Assessment Tool Title

Outcomes

Brief Description

%

For

AS

OF

Pre-Assessment

N/A

The pre-assessment will be used during the first lesson of the class to assess where the individuals students stand in terms of prerequisite knowledge as well as where the class stands as a whole. If only a few students are behind in knowledge, then it would seem fit to meet with only these students. The pre assessment is located in the students’ Nelson Text book called “Are you ready?” It would serve as a quiz that has multiple choice answers, short answers, numerical response and long answer questions. Since each question relates to a certain outcome, to be covered in Chemistry 20, it is possible for the teacher to assess where more review is needed.

N/A

*

*

Exit Slips

C1.1k, C1.2k, C1.3k, C1.4k, C1.5k, C1.6k, C1.9k, C1.10k,

C2.1k, C2.2k, C2.3k, C2.4k, C2.5k, C2.6k, C2. 7k, C2.8k, C2.9k, C2.10k, C2.11k

Exit slips would be complete by the students just before the end of class and would be administered almost every class. I would use them as formative assessment to analyze how well my students understood the lesson but also for me to assess how well I taught it. Questions could be short calculations or questions of what went well/what didn’t. This slips will not only be a written task but also a stop light assessment (red: I do not understand, yellow: I am getting there and green: I understand), or the students get four letters a, b, c, d, and I can put multiple choice questions on the SMART board; the students raise their hand with the correct card to answer. Exit slips also work as a form of assessment as learning since they are able to assess their own knowledge and correct work on problems for homework.

N/A

*

*

Worksheets

C1.1k, C1,3k, C1.5k, C1.7k, C1.11k, C2.2k, C2.3k, C2.5k, C2.7k, C2.8k, C2.10k, C2.11k

Worksheets will be worked on during class and after a lesson. These worksheets will mostly comprise of math predominant questions, since these are the ones that need the most practice with. The worksheets will be used as all three types of assessment. Assessment for learning takes place with worksheets that assess knowledge from that day or that week. Assessment as learning occurs when students are able to self-reflect on the knowledge they have and the knowledge that they grapple with. Assessment of learning takes place on a larger scale when the questions will assess a multitude of learning outcomes with type 3 questions. On occasion, these worksheets will be handed in, so that I can assess them, but carry no weighted course grade. At this point, I am able to assess these students and use the worksheets as a form of pre-assessment to see if I am able to move onto the follow lesson that uses prior topics as prerequisite.

N/A

*

*

*

Mid-Unit Checklist

C1.1k, C1.2k, C1.3k, C1.4k, C1.5k, C1.6k, C1.7k, C2.8k, C1.9k, C1.10k, C1.11k

The mid-unit checklist is only a form of assessment as learning. Each student will be hand a checklist that has the learning outcomes in one column and the stoplight colors on the other axis. Students will assess themselves on the learning that has occurred and what they need to continue to work on. This checklist will be used prior to the first quiz and students can use this to target their studying. At the bottom of the checklist will be a place for students to set a goal for their studying and a goal for their quiz.

N/A

*

Quizzes

C1.1k, C1.3k, C1.4k, C1.5k, C1.6k, C1.7k, C2.8k, C1.9k, C1.10k, C1.11k, C2.1k, C2.2k, C2.3k, C2.4k, C2.5k

There will be two quizzes given during this unit. The first quiz will conclude chapter 5 of the two-chapter unit and will encompass the outcomes C1.1k-C1.11k. This quiz will be given just before the Easter break and will have a weight of 15%

. This quiz is assessment of learning and assessment as learning since it assesses the learning of chapter five but also allows students to see how to improve for the much more heavily weighted final. The students will have all 85 minutes to write this quiz but will likely only need half of that.

The second quiz will be administrated midway through chapter 6 since outcomes C2.1k-C2.5k are very mathematical outcome. I believe a quiz should be placed after this so students practice these important concepts before moving on. This quiz is weight much less because it is being used so that students have the ability to practice these difficult math problems in a test scenario.

15%/5%

=

20%

*

*

Labs

C1.5k, C1.6k, C1.7k, C1.11k, C2.2k, C2.3k, C2.4k, C2.5k, C2.6k, C2. 10k, C2.11k

There will be five labs during the course of the unit. Each one will require two-lab partner to work together in an academic and safe setting. Each lab will be weighted as 5% and will be assessed on their hypothesis, ability to follow the procedure, data analysis, neatness, and conclusion. The lab process and the write-ups are forms of assessment as, of, and for learning.

The labs are:

Preparing a Standard Solution from a Solid

The Solubility of Sodium Chloride in Water

Properties of Acids and Bases

Rainbow Indicators Lab

Properties of Strong and Weak Acids

The purpose of these labs is to pose inquiry essential questions and to investigate differing properties of chemistry theories.

25%

*

*

*

Case Studies

C1.2k, C1.6k, C2.1k, C2.3k, C2.4k, C2.5k, C2.9k

Student will work in pairs in the computer lab to investigate environmental factors dealing with concentrations of solutions and strong acids and bases. The students will do a write up of the scenario, environmental factors, the chemical imbalances, preventative strategies and their perspective to fix the situation. The case study can be presented as a video, PowerPoint, song, essay etc.

Case study topics could be

Causes of Acid Rain

The Dead Sea

Acid in Soda Beverages

The Safety of Hot Tubs

Gatorades After Workouts

Benefits of Willow trees to Natives

Hard Water in our Taps

Acid Lakes and Fish

Etc.

The purpose is to approach chemistry with a realistic tone so that students witness the applications of chemistry in the environment and everyday life. This project is an assessment of and for learning since students will use their knowledge to present a topic that they need to research.

15%

*

*

Unit Test

C1.1k, C1.2k, C1.3k, C1.4k, C1.5k, C1.6k, C1.7k, C2.8k, C1.9k, C1.10k, C1.11k

C2.1k, C2.2k, C2.3k, C2.4k, C2.5k, C2.6k, C2. 7k, C2.8k, C2.9k, C2.10k, C2.11k

The students will write a unit test at the end of both chapters to assess their knowledge of the Solution, Acids and Bases unit. The students will be encouraged to examine their quizzes, labs and mid round checklist prior to the test to examine what needs to be reviewed. A review period will be provided to the students prior to the test and the students will write the test the Monday after a weekend so that students have further time to prepare. The test serves as a summative assessment to give closure to the unit. The test also is a form of formative assessment since Unit D relies heavily on the concepts taught in this unit. The test is weighted as 40% since all grade 11 unit tests at the Foothills Composite School are weighted the same. The test will be compiled of multiple choice, numerical response, short answer questions and one long answer question. Students will require a calculator.

40%

*

*

Chemistry 20 - Solutions QuizName:__________________

Each question is worth three marks.

1) Based on the evidence provided, identify the chemicals labeled #1-4 as

CH3COOH(l), C8H18(l), Ca(OH)2(s), and BaCl2(s). Equal amounts of each substance were mixed with equal volumes of water.

Chemical

Solubility

Conductivity

Litmus

Analysis

1

none

none

no change

2

high

high

no change

3

high

low

blue to red

4

high

high

red to blue

2) Each of the following pure substances are placed in water. For each mixture, list the major entities present.

Substance

Entities Present

strontium sulfate

cobalt(II) iodate

hydrochloric acid

3) Write the balanced dissociation equations including states [(s), (l), (aq)] for the following pure substances when they dissolve in water.

Al2(SO4)3

K2Cr2O7

4a) For the compound potassium hydroxide

Determine the molar mass of potassium hydroxide

b) Determine the number of moles if you are given 12.5 g of potassium hydroxide

c) Calculate the amount concentration of potassium hydroxide if the 12.5 g are dissolved in 400 mL of water.

5) Calculate the final concentration if 300 mL of 6.00 M HCl are diluted to a final volume of 900 mL. Use the formula CiVi = CfVf to answer this question.

Chemistry 20 Solutions Worksheet

1) If I have 340 mL of a 0.5 NaBr solution, calculate the concentration if I add 560 mL more water to it? ( 0.2 )

2)If I dilute 250 mL of 0.10 lithium acetate solution to a volume of 750 mL, calculate the new concentration of this solution. (0.033 )

3)If I leave 750 mL of 0.50 sodium chloride solution uncovered on a windowsill and 150 mL of the solvent evaporates, calculate the new concentration of the sodium chloride solution. ( 0.63 )

4)Determine how much water must be added to 500.mL of 0.200 HCl to produce a 0.150 solution. (167mL)

5)Calculate the volume of 12 HCl must be taken to prepare 0.75L of 0.25 HCl. (16mL)

6) Determine how much water must be added to 25.0mL of 0.227 HCl to dilute the solution to 0.105 . (29mL added water)

Chem 5 Solutions Lab Exercise Rubric

Name:________________________________

Task #1 – Lab exercise 5A(Page 195)

Evidence – copy data table

/1

/5

Analysis - Conclusions and explanations for identifying each solution

/4

Task #2 – Lab exercise 5B (Page 202)

Analysis - Conclusions and explanations for identifying each solution

/4

/8

Evaluation - (1) evaluate design and procedure for effectiveness in identifying solutions

(2) sentence answer to problem

/4

Task #3 – Lab exercise 5C (Page 223)

Analysis – subtraction calculation with sentence to answer problem

Graph with conclusion

/4

/4

Total /17

Adapted from Wiggins and McTighe (2005)

Date and Period

Topic

STS and Knowledge

Skills

Resources and Activities

Formal and Informal Assessment

Foundational Concepts

Inquiry/ Essential Question

March 18th

Are you Ready?

~Are you Ready Worksheet

~Dimensional Analysis Sheet

~Inquiry Question

~Hold you Wee for Wii

Pre-assessment

Can we drink ourselves to death with water?

March 19th

5.1 Solutions and Mixtures

20-C1.1k

20-C1.2k

~5.1 PowerPoint

~Nelson Textbook

~Coke Experiment

Exit Slip

Solvents

Solutes

Solution

Is milk really homogenized?

March 23th

5.1 Solutions and Mixtures

5.2 Explaining Solutions

20-C1.3k

20-C1.1k

20-C1.4k

20-C1.1sts

20-C1.2sts

20-C1.1s

~Mini Lab

~Types of mixtures

~Nelson Text

~5.2 Powerpoint

Exit Slip

Electrolyte

Non-electrolyte

Ionization

Dissociation

What really happens when we put salt in water?

March 24

5.2 Explaining Solution

20-C1.3k

20-C1.4k

20-C1.2k

20-C1.3sts

20-C1.1s

20-C1.2s

~Mini-Lab

~Electrolytes

~volt meter

~5.2 Powerpoint

~Nelson Text

Worksheet Assignment

Endothermic

Exothermic

Why do ice packs get so cold instantaneously?

March 25

5.3 Solution Concentration

20-C1.5k

20-C1.6k

20-C1.7k

20-C1.1sts

20-C1.2sts

20-C1.3s

~Mini Lab Salt in Water

~Dimension Analysis

~5.3 Powerpoint

~Nelson Text

Dimensional Analysis Worksheet

Assessment AS Learning Reflection

Concentration

PPM

Amount Conc.

Calculations involving Conc.

How did B.C aboriginals preserve fish and meats with ocean water?

March 26th

5.3 Solution Concentration

20-C1.5k

20-C1.6k

20-C1.7k

20-C1.4sts

20-C1.5sts

20-C1.1s

20-C1.2s

~Nelson Text

`~5.3 Powerpoint

~Native use of Concentrated salt solutions

Exit Slip

Mass Conc.

Ion Conc.

Are hot tubs safe?

March 27rd

5.4 Preparation of Solutions

20-C1.11k

20-C1.5k

20-C1.6k

20-C1.7k

20-C1.3s

20-C1.4s

~MIO Lab

~Nelson Text

~LAB 5.4

Worksheet

Lab Report

Standard solutions

Stock Solution

Solution Prep

What is hard water? How can we prevent it?

March 30th

5.5 Solubility

20-C1.8k

20-C1.9k

20-C1.10k

20-C1.5sts

~5.5 Powerpoint

~Nelson Text

~Mini Lab with precipitates

Hydrogen peroxide and KI

Lab Report

Exit Slip

Saturation

Solubility

Dynamic Equilibrium

What happens to peoples cells when oversaturated?

March 31th

5.5 Solubility

20-C1.5k

20-C1.6k

20-C1.7k

20-C1.1s

20-C1.2s

20-C1.3s

20-C1.4s

~Nelson Text

Solubility Lab

Lab Report

Assessment Checklist

Precipitation

Solubility

Where do we see precipitates in everyday life?

April 1

Review

20-C1.1k –

20-C1.11k

~Review Jeopardy Game

Jeopardy Game

Why are solutions so important in our everyday lives?

April. 2

Solutions Quiz

~Quiz

Quiz

April 13

6.1 Properties of Acids and Bases

20-C2.1k

20-C2.2k

20-C2.1s

20-C2.2s

~Lab Investigation

~Nelson Text

~Acid in your eye Example

~6.1 Powerpoint

Exit Slip

Lab Report

Hydronium

Hydroxide

Litmus

pH scale

Where does litmus paper come from?

April 14

6.2 pH and pOH Calculation

20-C2.3k

20-C2.4k

20-C2.5k

20-C1.1s

20-C2.2s

20-C2.3s

~6.2 Powerpoint

~Nelson Text

~pOh and pH Worksheet

Exit Slip

pH scale

pH +pOH

pH Calc.

What is the lowest pH we can eat?

Date and Period

Topic

STS and Knowledge

Skills

Resources and Activities

Formal and Informal Assessment

Foundational Concepts

Inquiry/ Essential Question

April 15

6.2 pH and pOH Calculations

20-C2.3k

20-C2.4k

20-C2.5k

20-C2.2sts

20-C2.3sts

20-C1.1s

20-C1.2s

20-C1.3s

20-C1.4s

~~Relative Stength Worksheet

~Road map for pH and pOH

~Nelson Text

Gizmo Lab

~6.2 Powerpoint

Exit Slip

pH scale

pH +pOH

pH Calc.

How can we live if our stomachs contain HCl?

April 16

6.3 Acid Base Indicators

20-C2.3k

20-C2.4k

20-C2.5k

20-C2.6k

20-C2.sts

20-C2.2s

~Mini quiz on pH and pOH

~Cabbage Lab Example

~Rainbow Lab

~Indicator Powerpoint

Mini-quiz

Acid-base Indicators

pH Test Strips

What can indicators tell us?

April 17


20-C2.3k

20-C2.4k

20-C2.5k

20-C2.6k

20-C1.1s

20-C1.2s

20-C1.3s

20-C1.4s

~ Rainbow Lab

~Lab Indicators

~phenolphthalein

~Nelson Text

Lab Report

Acid-base Indicators

pH Test Strips

How is cabbage an indicator?

April 20

6.4 Explaining Acids and Bases

20-C2.7k

20-C2.8k

20-C2.9k

20-C2.5k

20-C2.6k

20-C2.4s

~Powerpoint of Arrhenius theory

~Gizmo with Acid and Bases

~Nelson Text

Exit Slip

Arrhenius Theory and Definitions

Acid

Base

Can acid cook food?

April 21

6.4 Acids and Bases

CASE

STUDY

20-C2.5k

20-C2.8k

20-C2.9k

20-C2.1sts

20-C2.2sts

20-C2.4s

~Nelson Text

~Computers

~Individual cases

Case Study Report

Neutralization

Arrhenius Def.

How is acid rain produced?

April 22

6.5 Strength of Acids and Bases

20-C2.10k

20-C2.11k

20-C2.2s

20-C2.3s

~Mini-Lab of acid strength

~Powerpoint of Strengths

~Nelson Text

Mini-Lab Questions

Weak Acids & Bases

Properties of Acids & Bases

How did the willow tree help to aboriginal people?

April 23

6.5 Strength of Acids and Bases

20-C2.10k

20-C2.11k

20-C1.1s

20-C1.2s

20-C1.3s

20-C1.4s

~Nelson Text

Lab 6.3 Comparing the Properties of Acids

Lab Report

Polyprotic Substances

Monoprotic

What is coke doing to our insides?

April 24

UNIT REVIEW

20-C2.1k

-20-C2.11

Assessment Checklist

April 27

UNIT TEST

GLO 1 & GLO 2

TEST

Monday

March 9

Tuesday

March 10

Wednesday

March 11

Thursday

March 12

Friday

March 13

Monday

March 16

Tuesday

March 17

Bonding

EXAM

Wednesday

March 18

START SOL’N

~Are you Ready

Pg. 188-189

~Dimensional Analysis

Worksheet

~Intro. Inquiry

Question

~ Hold your Wee

For a Wii

discussion

Thursday

March 19

~5.1 Solutions

& Mixtures

PowerPoint

~Read Pg. 192-196

~LAB Exercise 5.A

Pg. 195

~Questions 1-7

Pg. 195

C1.1k

Specific Outcome

20-C1.1k

20-C1.2k

Friday

March 20

PD DAY

Monday

March 23

~Mini Lesson

(Hetero, Homo,

Electrolyte etc.)

~Finish Questions

~Assess questions

PowerPoint 5.2

Explaining Solutions

Specific Outcome

20-C1.3k

20-C1.1k

20-C1.4k

20-C1.1sts

20-C1.2sts

20-C1.1s

Tuesday

March 24

5.2 Explaining Sol’ns

~Mini Lab Endo/Exo

~Finish PP

~Read 197-202

Dissociation PP

~Questions 1-2

Pg. 198

~Questions 1-10

202

Specific Outcome

20-C1.3k

20-C1.4k

20-C1.2k

20-C1.3sts

20-C1.1s

20-C1.2s

Wednesday

March 25

5.3 Solution Conc.

~Mini Lab Vinegar

Salt in water

Conc. Vs dilute

~Review Dimension

Analysis

~Powerpoint

Pg. 203-208

Questions 1-6 20

Specific Outcome

20-C1.5k

20-C1.6k

20-C1.7k

20-C1.1sts

20-C1.2sts

20-C1.3s

Thursday

March 26

5.3 Solutions Conc.

~Review Q. 1-6 206

~Powerpoint

~Read 209-212

~ Handout Questions

~Homework Quiz

Specific Outcome

20-C1.5k

20-C1.6k

20-C1.7k

20-C1.4sts

20-C1.5sts

20-C1.1s

20-C1.2s

Friday

March 27

5.4 Preparation of

Solutions

CiVi=CfVf

MIO LAB

~Ques. 1-5 216

~LAB Prep from a

solid Pg. 227

~Worksheet with lab

~Assign Questions

6,7,8 pg 218

Specific Outcomes

20-C1.11k

20-C1.5k

20-C1.6k

20-C1.7k

20-C1.3s

20-C1.4s

Monday

March 30

~Review Questions

~Biomagnification

Sheet

~5.5 Solubility

Pg. 220-226

Powerpoint

Ques. 1-10 Pg 226

Specific Outcomes

20-C1.8k

20-C1.9k

20-C1.10k

20-C1.5sts

Tuesday

March 31

Lab 5.5

Solubility of Sodium

Chloride in water

Specific Outcomes

20-C1.5k

20-C1.6k

20-C1.7k

20-C1.1s

20-C1.2s

20-C1.3s

20-C1.4s

Wednesday

April 1

Review

Powerpoint

Page 231-233

1-18, 22-26,

Specific Outcomes

20-C1.1k 20-C1.7k

20-C1.2k 20-C1.8k

20-C1.3k 20-C1.8k

20-C1.4k 20-C1.9k

20-C1.5k 20-C1.9k

20-C1.6k 20-C1.10k

20-C1.11k

Thursday

April 2

SOLUTIONS

QUIZ

5.1-5.5

Specific Outcomes

20-C1.1k 20-C1.7k

20-C1.2k 20-C1.8k

20-C1.3k 20-C1.8k

20-C1.4k 20-C1.9k

20-C1.5k 20-C1.9k

20-C1.6k 20-C1.10k

20-C1.11k

Friday

April 3

Good Friday

Monday

April 6

Easter

Tuesday

April 7

Easter

Wednesday

April 8

Easter

Thursday

April 9

Easter

Friday

April 10 Easter

Monday

April 13

6.1 Properties of

Acids and Bases

~Investigation 6.1

~Properties of Acids

And Bases

~Pg. 236-237

~Mini Lab

~Powerpoint

Specific Outcomes

20-C2.1k

20-C2.2k

20-C2.1s

20-C2.2s

Tuesday

April 14

6.2PH and pOH Calc.

~Powerpoint

~Mini Lab about acid

strength

~Pages 238-244

~pH and pOH

handout/

worksheet

Specific Outcomes

20-C2.3k

20-C2.4k

20-C2.5k

20-C1.1s

20-C2.2s

20-C2.3s

Wednesday

April 15

6.2 pH and pOH Calc.

~Assess worksheet

~Powerpoint on

relative strengths

~Questions 1-12 244

Virtual pH lab

Q 6-9 Pg 257

Specific Outcomes

20-C2.5k

20-C1.1s

20-C1.2s

20-C1.3s

20-C1.4s

20-C2.2s

20-C2.3s

Thursday

April 16

6.3 Acid Base

Indicator

~Mini Quiz

~Rainbow Lab

~Powerpoint of

Indicators

~Question 1-4 247

Specific Outcomes

20-C2.3k

20-C2.4k

20-C2.5k

20-C2.6k

20-C2.sts

20-C2.2s

20-C2.2s

Friday

April 17


~Cabbage Lab

~LAB Using

Indicators to

Determine pH

Specific Outcomes

20-C2.3k

20-C2.4k

20-C2.5k

20-C2.6k

20-C1.1s

20-C1.2s

20-C1.3s

20-C1.4s

20-C2.4s

Monday

April 20

6.4 Explaining

Acids & Bases

~PP on Arrhenius

Theory

~Gizmo using

Acid & Bases

~Pg 248-250

~Question 1,2 251

Specific Outcomes

20-C2.7k

20-C2.8k

20-C2.9k

20-C2.5k

20-C2.6k

20-C2.4s

Tuesday

April 21

6.4 Acids & Bases

Case Study

~Review of 6.4

~Neut. Mini-Lab

~Book comp. Lab

Specific Outcome

20-C2.5k

20-C2.6k

20-C2.7k

20-C2.8k

20-C2.9k

20-C2.1sts

20-C2.2sts

20-C2.4s

Wednesday

April 22

6.5 Strength of

Acids & Bases

~Mini-lab

Strengths

~Powerpoint

~Read 254-257

~Q. 1-5 255

Specific Outcome

20-C2.10k

20-C2.11k

20-C2.2s

20-C2.3s

Thursday

April 23

6.5 Strength of

Acids and Bases

~Lab 6.3

Comparing the

Properties of Acids

Specific Outcomes

20-C2.10k

20-C2.11k

20-C1.1s

20-C1.2s

20-C1.3s

20-C1.4s

Friday

April 24

UNIT REVIEW

Specific Outcomes ALL

Student Resources

· Nelson Chemistry Textbook

· The Nelson textbook will be used for selected readings and questions as well as an outline for labs. It is a great text that outlines the theories but also the environmental impacts and creates a deep connection with FNMI content.

· Explore Chemistry Gizmo

· The Black Golf Regional School outlines many good labs, teaching materials, worksheets, videos and classroom gizmos to teach with.

BRGS Website

· http://www.ptable.com/

· ptable is an interactive online periodic tables that expands the individual elements when clicked upon. It also gives the historical significance of each element and the impact that is pertains on the environment.

· https://www.youtube.com/watch?v=AN4KifV12DA&list=PL2M-PFp4c0IegqRf1EsrgvMDlNLQJwck0

· This YouTube channel contains many videos about the Solutions unit incase any classes have been missed or for studying purposes.

· http://www.calgary.ca/UEP/Water/Pages/Drinking-water/Annual-water-quality-report/Water-Report.aspx

· This is the Calgary water report. Students will be able to analyze this document during the course to view the changing PPM concentrations and the minerals in the water.

Annotated Bibliography

Teacher Resources

· Nelson Chemistry Textbook

· The Nelson textbook will be used for selected readings and questions as well as an outline for labs. It is a great text that outlines the theories but also the environmental impacts and creates a deep connection with FNMI content.

· Nelson Chemistry Teacher Guide

· The Nelson Teachers guide goes in hand with the textbook but indicates good inquiry questions, mini-assignments, demonstrations labs and much more.

· BGRS Website

· The Black Golf Regional School outlines many good labs, teaching materials, worksheets, videos and classroom gizmos to teach with.

· Learn Alberta

· Learn Alberta outlines the program of study outcome with different resources such as interactive tool and gizmos.

· Alberta Program of Studies

· The Alberta P.O.S outlines the intended learning outcomes as well as the prerequisites ant the learning targets for the course.

· Explore Chemistry Gizmo

· This website has created a gizmo for almost all of the learning outcomes in the Chemistry curriculum. This gizmos include interactive food lines and concentration calculators.

· http://www.pbslearningmedia.org/tools/

· The PBS website includes numerous gizmos, videos, and historical stories about chemistry.

Lesson Plan One

Lesson Title/Focus

5.1

Solutions and Mixtures

Teacher

Mr. Jones

LEARNING OBJECTIVES

Students will:



ASSESSMENTS

Observations:

Are students able to decipher between a homogenous and non-homogenous solution?

Can students define solvent and solute?

Have the students written a proper lab write up?

Have students participate together during their lab?

Can we move onto section 5.2 tomorrow?

Key Questions:

Is milk really homogenized?

Products/Performances:

An exit slip will be administered at the end of class to formatively assess the knowledge that the students learned today. I will also ask of them to include knowledge they are curious about and questions that were not answered in class.

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Nelson Textbook

Nelson Teacher Guide

Alberta Program of Study

McGraw Text

5.1 Powerpoint

Youtube Video

Nelson Textbook

Smart board

PROCEDURE

Introduction

Time

Attention Grabber

Watch the video: Making a 14 pound bowling ball float. This will Segway into our discussion about homogenous solutions and mixtures.

5 minutes

Assessment of Prior Knowledge

This is a review lesson so students should be able to recall the definitions of the words: homogenous, solute, solvent, solution, and mixture.

Expectations for Learning and Behaviour

Students should be respectful of other students and of the teachers.

Students will also have the right to ask questions and seek answers.

Students will conduct their behaviour appropriately.

Students will arrive on time and bring the resources necessary for them to learn.

Advance Organizer/Agenda

Video

Essential Question

PowerPoint

Mystery Liquids

Readings and Questions

Transition to Body

Once the experiment in done, ask the essential question “is milk really homogenized?” 3.25% milk is called homogenized milk but is it actually? Not on a microscopic scale.

Body

Time

Learning Activity #1

PowerPoint on Solutions and Mixtures 5.1

This powerpoint is loaded in the Lexar stick and will require students to write definitions and follow along with specified examples. The powerpoint focuses on solutions and our essential words: homogenous, solute, solvent, solution, and mixture. Hand out the work booklet.

The slides for today analyze the inquiry question can you drink yourself to death[with water]. Shows the small clip of the video and discuss.

Students Can then start to work on questions 1-6,9 on pages 188 and189.

25 minutes

Assessments


Lab Exercise- Mystery Liquids

The students will work in pairs and will need to discover what solution; numbered 1-4 is in what bottle. The students know their solutions are sodium nitrate, methanol, hydrobromic acid and lithium hydroxide. The students will set up a chart on a piece of paper and test each solution with red litmus, blue litmus and a conductivity rod. Once the students are done, they can clean up their station, clean their lab equipment with soap and water and then return to their seat and finish their table and write a conclusion.

25 minutes

Assessments

Students will hand in their lab write up, but there is not an associated graded value. It is simply a formative check to ensure that each student understands the properties of the lab and that they have a good lab write up.


Finish the PowerPoint discussing electrolytes, solvents, ionization and dissociation.

Discuss the purpose of dimensional analysis and go over the worksheet and problems with the students.

25 minutes

Assessments

Students will be able to use assessment as learning and self-reflect on the questions assigned. I will also be able to assess whether or not we need a short or long review tomorrow before we move onto the next section 5.2.

Closure

Time

Sponge Activity

Dimensional Analysis worksheet

5 minutes

Assessment of Learning:

Students will hand in their lab write up as well as their exit slip that will give me some feed back about the class and topic at hand.

2 minutes

Feedback From Students:

Pre-assessment questions

Feedback To Students

Thanks for making it a great first class in solutions.

Transition To Next Lesson

Next class we will talk about the process that happens when substances are in water.

Reflections

What went well? What changes would you make in your planning? What have you learned to improve upon future instruction?

Lesson Plan Two

Lesson Title/Focus

5.2 Explaining Solutions

Teacher

Mr. Jones

LEARNING OBJECTIVES

Students will:




Explain that the goal of technology is to provide solutions to practical


ASSESSMENTS

Observations:

Do the students understand the differences between ionization and dissociation?

Can the students describe what an electrolyte is?

What is the difference between endothermic and exothermic?

Key Questions:

What really happens to salt in water?


An exit slip will be administered at the end of class to formatively assess the knowledge that the students learned today. I will also ask of them to include knowledge they are curious about and questions that were not answered in class.



Nelson Textbook



McGraw Test

BGPS Website

Different Liquids

Powerpoint

Beakers

Textbook

PROCEDURE

Introduction

Time

Attention Grabber

Mini-Lab- Heterogeneous vs. Homogenous

This lab will require 5-6 different types of liquid including water, juice, Gatorade pop etc.

Students will need to state what type of mixture it is and what define it.

10


The attention grabber will work as a review and an assessment of prior knowledge.







Mini-Lab

Powerpoint

Readings and Questions

Exit Slip

Transition to Body

Ask the question has anyone ever drunken salt water? Or pickle juice? Use this to lead the inquiry to the next section.

Body

Time


Powerpoint On Explaining Solutions 5.2

The first powerpoint will have selected definitions and problems involving dissociation and ionization. It is important for students to understand this difference so check to see if they know. A beaker with salt water also makes a really good reference to discuss how the NaCl will dissociate into Na+ and Cl-.

The second powerpoint shows a play-by-play of a silver nitrate and sodium chloride being molecule being dropped into distilled water. It shows that the molecules will break apart and bond with each other while the silver chloride will make a precipitate. It discusses what a skeleton reaction is.

30 minutes

Assessments

Students will respond to questions assessed orally and visually on the board. There is nothing to hand in or the use of Sentios so it is important to formative checks is occurring frequently.


Questions and Readings

The students will work individually and read pages 197-202 in their Nelson textbook as well doing questions 1-10 on page 202. Once the students are done they can take out their cell phones and research rosehips. Aboriginal people in North America used many solutions as medicines, both internal and external. Often, the solutions are like a tea, made by placing parts of plants in hot water. Students will examine why rosehips were important to Aboriginal people of Canada’s northwest with the Dene Tha’ tribe as well as the first Europeans who came into contact with them.

35 minutes

Assessments

The students will work in groups of four to correct these questions and help each other if there is a problem with one student.

They will also, collectively, present the knowledge they found about rosehips to the class.

Closure

Time

Sponge Activity

Students may start to read sections 5.3 on Solution Concentration from pages 203-213.

They will also need to fill out an exit slip with a short answer problem about the dissociation about KCr2O7. Explain to the students that they will see a problem like this on their next quiz.

5


Student will work in groups to assess the knowledge that they acquired in class today.


Exit Slips.

Feedback To Students

If you have time tonight get a head start on reading pages 203-213. It will help for the next few classes.


Next class we will be examining why first aid kits have ice packs that turn cold instantly.

Reflections

Lesson Plan 3

Lesson Title/Focus

5.2 Explaining the Temperature of Solutions

Teacher

Mr. Jones

LEARNING OBJECTIVES

Students will:





ASSESSMENTS

Observations:

What is the difference between endothermic and exothermic?

Are we ready to move to section 5.3 after today’s class?

Key Questions:



The students will complete a worksheet to be handed in and assessed.



Nelson Textbook



McGraw Test

BGPS Website

YouTube

5.2 Powerpoint on Endothermic and Exothermic reactions

Worksheet

Barium Hydroxide

Ammonium Chloride

Magnesium ribbon

Lighter

PROCEDURE

Introduction

Time

Attention Grabber

Ice Breaker game with an ice pack? Toss around the ice pack and describe your worst injury.

10 minutes


The worksheet will assess the knowledge from the last two classes.







Mini-Lab

Powerpoint

Worksheet

Transition to Body


Body

Time


Mini-Lab. This mini-lab is an experiment that mixes Ammonium Chloride which cause an endothermic reaction. This reaction takes place in a beaker placed upon a wet wooden block. Since this reaction is so cold it freezes the beaker to the wood.

The second experiment is the burning of a magnesium ribbon. This combustion is exothermic and will release a lot of heat. Tell the students that these are exothermic and endothermic reactions but do not tell them where to heat is being released or absorb. Let them inquire about it.

15 minutes

Assessments

Students should understand that when bond break and are formed, that energy is gained and released respectively. A formative check should be done now.


PowerPoint on endothermic and exothermic reaction

This PowerPoint contains many examples of previous material as a review and also some new material about the historical significance of endothermic and exothermic reactions. The students should be taking notes and following along with the lecture.

25 minutes


Worksheet on endothermic and exothermic reactions. This worksheet will be handed in and will have question about what we have done so far (in a quiz format) and also questions about something that they did not understand (in exit slip format). The students will work individually on the project since it is an indication of quiz material and should be done in a quiz setting.

25 minutes

Assessments

This is an assessment of learning to ensure that learning has taken place and to ensure that the students understand the concept they must know to move on.

Closure

Time

Sponge Activity

Students may start to read section 5.3 on pages 203-213


Students will hand in their worksheet to be assessed.


The worksheets will have a space where students can voice their concerns in the class.


Next class we will start with a lab so make sure to arrive on time.

5 minutes

Reflections

What went well? What changes would you make in your planning? What have you learned to improve upon future instruction?

Documents

Weeblymrkevinjones7.weebly.com/.../chemistry_20__solutions_unit_pla… · Web viewThe Solutions, Acids and Bases Chemistry 20 unit will contain 20–85 minute classes. This unit