Concept Presentation: Solutions and Solubility Chemistry 11 U

1. Concept Presentation:Solutions and SolubilityChemistry 11U Julie A. Wasylnka

2. Outline of Presentation Background Information on solutions and solubility Curriculum placement Overall and specific expectations Lesson sequence/teaching strategies (A&E embedded) Common misconceptions STSE References

3. Background Information Big Ideas from the Curriculum Properties of solutions can be described qualitatively and quantitatively, and can be predicted. Living things depend for their survival on the unique physical and chemical properties of water. People have a responsibility to protect the integrity of Earth’s water resources

4. Background Information Why study solutions? The majority of chemical processes are reactions that occur in solution. Important industrial processes often utilize solution chemistry. "Life" is the sum of a series of complex processes occurring in solution. Air, tap water, beverages, and household cleaners are common examples of solutions (Lagowski, 2004).

5. Curriculum placement Previously learned concepts essential for success: Intermolecular forces Bonding/lewisstructures Atomic radius/ionic radius Stoichiometry Matter and Bonding Chemical reactions Gases Solutions Stoichiometry September June

6. Curriculum expectations Overall

7. Specific expectations Lesson 1 Lesson 2, 4 Lesson 3 Lesson 5 ,6

8. Lesson Sequence • Unique properties of water and case study • Introduction to solutions • Factors affecting solubility and rates of dissolving • Factors affecting solubility part II • The solubility rules • Mystery compounds mini-lab

9. Lesson 1: Case studyThe use of bottled water and its impact on the environment • Demos on the properties of water • Show video clip • Put students in teacher-chosen groups • Distributes case study • Briefly discusses what students will be doing MI: Interpersonal, Logical A for L: Class discussion and observation

11. Class management of the case study

12. Lesson 2: Introduction to Solutions • Introductory powerpoint slides • Review of terminology (solution, soluble, etc.) • Types of solutions (solid – liquid, liquid-liquid etc.) - Video Clip: http://www.mhhe.com/physsci/chemistry/essentialchemistry/flash/molvie1.swf • Mini-labs • MI: Visual, Tactile, Auditory, Interpersonal • A for L: Exit pass

13. Lesson 3: Factors affecting Solubility and Rates of dissolving • Factors affecting solubility of compounds (temperature, pressure and nature of solute/solvent) • Review intermolecular forces and introduce ion-dipoles • Rates of dissolving (agitation, particle size, temperature) • Polarity and solubility mini-lab • MI: Tactile, Logical, Interpersonal, Visual, Kinesthetic • A for L: Class observation/ discussion

14. Lesson 4: Factors affecting Solubility II: Polar and non-polar solvents mini-lab A as L:Peer assessment

15. Lesson 5: The Solubility Rules, Part I Discussion on atomic size and charge of ions (socratic) How to use solubility tables Mini-Lab on known precipitation reactions MI: Interpersonal, Visual, Tactile, Logical A for L: Exit pass

16. Lesson 6: The Solubility Rules, Part II Teacher Review solubility rules (veritech) Mini-lab with unknown compounds (A of L:structured/guided inquiry) DI Preconstructed data table or ask them to construct their own data tables Hints with the analysis Greater number of unknowns (challenge)

17. Lab Safety Wear goggles when performing labs/mini-labs. Dispose of hazardous chemicals in the appropriate chemical waste containers

18. Misconceptions with this topic: #1 Difficulties determining whether a solvent/solute is polar or non-polar Strategies Review concepts of intermolecular forces Have students draw out lewis structures of the solvents D.I. Students can build the models

19. True or false: Increasing the temperature of a solution increases the solubility of solid and gases solutes. False: The solubility of gaseous solutions decreases with increasing temperature. Suggested Teaching Strategies Demo with carbonated beverages Misconception # 2

20. Misconception #3 • Solubility tables are difficult to read Suggestions • Students create their own tables • Pneumonic? • “CHOPS NAAA.” • Solubility is explained from simple physical principles • Coulomb’s Law • Atomic radii

21. Misconception #4 Dualistic treatment of solubility - Substances are only classified as soluble or insoluble, with no mention of the range of solubility values Suggestions More solubility data is included early in the discussion

22. STSE • Water purification/Waste water treatment • IV solutions • Air quality • Reactions of the human body occur in solution • Metal alloys: brass, bronze, steel

23. Acknowledgements Lakshmi Janine Marty All my colleagues

24. References • Blake, B. 2003. J. Chem. Ed. Solubility Rules: Three Suggestions for Improved Understanding • May, Lindsay Jessica Kotke, and Charles R. Bomar, But It’s Just a Bottle of Water... University of Wisconsin–Stout , 2006. National center for case study teachng in Science. http://www.sciencecases.org/bottled_water/bottled_water.asp • “ Chemistry. Foundations and Applications.” Lagowski, J. J. 2004. http://findarticles.com/p/articles/mi_gx5216/is_2004/ai_n19132971/?tag=content;col1. Retrived July 16, 2010. McGraw Hill Higher Education (Solvation Animation) • http://catalogs.mhhe.com/mhhe/home.do

25. References Solubility Rules and the Mystery Solutions. Ohio Department of Education. http://ims.ode.state.oh.us/ODE/IMS/Lessons/Content/CSC_LP_S06_BA_L11_I01_01.pdf http://www.nclark.net/molecular_polarity_and_solubility_lab/doc http://dwb.unl.edu/Chemistry/MicroScale/MScale26.html#TG%20Description The Water bottle problem: http://www.youtube.com/watch?v=flTbLnn5w_0

26. http://www.northland.cc.mn.us/biology/Biology1111/animations/dissolve.html http://www.northland.cc.mn.us/biology/Biology1111/animations/dissolve.html