Chemistry
2013-2014
Kelly Clark, Kelly Puder, Sheryl Rabinowitz, Sarah Warren
Unit 5: Solutions and Acids and Base
Transfer Goal: I want you to learn that most solids, liquids, and gases are mixtures so that you will be able to understand the effects on industrial,
environmental, and biological systems.
Stage 1 – Desired Results
Established Goals
Common Core Curriculum Standards for Math and English
(http://www.corestandards.org/)
5.1 Science Practices All students will understand that science is both a
body of knowledge and an evidence-based, model-building enterprise that
continually extends, refines, and revises knowledge. The four Science
Practices strands encompass the knowledge and reasoning skills that
students must acquire to be proficient in science.
B. Generate Scientific Evidence Through Active Investigations:
Students master the conceptual, mathematical, physical, and
computational tools that need to be applied when constructing and
evaluating claims.
C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself
over time.
5.2 Physical Science: All students will understand that physical science
principles, including fundamental ideas about matter, energy, and motion,
are powerful conceptual tools for making sense of phenomena in physical,
living, and Earth systems science.
A. Properties of Matter: All objects and substances in the natural world are
composed of matter. Matter has two fundamental properties: matter takes
up space, and matter has inertia.
21st Century Themes
( www.21stcenturyskills.org )
_X__ Global Awareness _X__Financial, Economic, Business and Entrepreneurial Literacy ___Civic Literacy _X__Health Literacy _X__Environmental Literacy 21st Century Skills
Learning and Innovation Skills: _X__Creativity and Innovation _X__Critical Thinking and Problem Solving _X__Communication and Collaboration Information, Media and Technology Skills: ___Information Literacy ___Media Literacy ___ICT (Information, Communications and Technology) Literacy Life and Career Skills: ___Flexibility and Adaptability _X__Initiative and Self‐Direction LRHSD (2011) Adapted from ASCD © 2004
B. Substances can undergo physical or chemical changes to form new
substances. Each change involves energy.
_X__Social and Cross‐Cultural Skills _X__Productivity and Accountability _X__Leadership and Responsibility
Reading
3. Follow precisely a complex multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks; analyze
the specific results based on explanations in the text.
4. Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific scientific or
technical context relevant to grades 11–12 texts and topics.
8. Evaluate the hypotheses, data, analysis, and conclusions in a science
or technical text, verifying the data when possible and corroborating or
challenging conclusions with other sources of information.
9. Synthesize information from a range of sources (e.g., texts,
experiments, simulations) into a coherent understanding of a process,
phenomenon, or concept, resolving conflicting information when
possible.
Writing
1. Write arguments focused on discipline-specific content.
d. Establish and maintain a formal style and objective tone while attending
to the norms and conventions of the discipline in which they are writing.
2. Write informative/explanatory texts, including the narration of historical
events, scientific procedures/ experiments, or technical processes.
b. Develop the topic thoroughly by selecting the most significant and
relevant facts, extended definitions, concrete details, quotations, or
other information and examples appropriate to the audience’s knowledge
of the topic.
4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
9.Draw evidence from informational texts to support analysis, reflection,
and research.
LRHSD (2011) Adapted from ASCD © 2004
Enduring Understandings:
Students will understand that . . .
Essential Questions:
EU 1 Water has unique properties that make it a particularly good solvent,
especially in living things.
EU 1 Why is water essential to life?
Why are aqueous solutions ideal for organisms?
EU 2 Numerous biological processes as well as industrial products and
processes are a function of the acidity or basicity (alkalinity) of aqueous
solutions
EU 2 What impacts do acids and bases have on biological systems?
How stringent should regulations be on industries to minimize their
environmental impact?
Knowledge:
Students will know . . .
Skills:
Students will be able to . . .
EU 1
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EU 1
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EU 2
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Heterogeneous and homogeneous mixtures
Suspensions and colloids
Tyndall effect
Physical and chemical properties of water
Density of ice vs. water
Heat capacity of water
Solubility and factors that affect it
Saturated, Unsaturated, and supersaturated solutions
Intermolecular forces and ” like dissolve like”
Electrolytes
Molarity and molality
Dilutions
Colligative properties
o Freezing point depression and boiling point elevation
Properties of acids and bases
o Arrhenius acids
o Amphoteric (amphoprotic)
Strong and weak Acids and bases
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EU 2
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Develop a method for separating the components of a mixture
Determine whether a substance will dissolve in water, given its
formula or structural formula
Compare and contrast the properties of water with a liquid of
similar molecular weight (i.e. ethanol)
Distinguish between strong, weak, and nonelectrolytes.
Read and interpret a solubility curve
Calculate the molarity or molality of a given solution
Make a solution given a specific molarity of molality
Perform a dilution
Determine freezing points and boiling points based on
concentration (Level 1 & 2 only)
Calculate pH and pOH from concentration data
Calculate concentration from pH or pOH (Level 1 and 2 only)
Determine conjugate acids and conjugate bases
LRHSD (2011) Adapted from ASCD © 2004
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Biological buffers and Industrial buffers
Applications of acids and bases
Acid Rain/pollution
pH balance in consumer chemistry
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Determine pH values for certain consumer products
Relate pH value to function and effectiveness
Stage 2 – Assessment Evidence
Recommended Performance Tasks: Each unit must have at least 1 Performance Task. Consider the GRASPS form.
You are on Top Chef and your challenge this week to demonstrate the use of an Emulsifiers or thickening agents in a food product. Choose a food that
contains and emulsifier or thickening agent and develop a 5” x 7” quick reference card to explain to your team why it is needed is this food product
(EU1)
Visit the waterproject.org and read the background story. Your task is to gather evidence and create a pitch to convince your principal that this project
should be this year’s school-wide charity (letter, video, presentation, poster, etc.). Be sure to include important terms such as potable water, safe
water, fresh water, etc. Why do people need access to potable water? Why is it so hard to find potable water in certain areas? What properties of
water make this a challenge? (EU1)
Why do athletes drink Gatorade? Is it “better” than pure water? Research the ingredients of Gatorade and coordinate with your lab group to bring in
the necessary ingredients to create your own Gatorade. It must address taste, electrolyte content, and consumer appeal. Calculate the molarities of all
your dissolved ingredients. Create a poster outlining your research process and be prepared for a taste test comparing your drink to other groups as
well as Gatorade itself (EU2)
You work for consumer reports and are running an expose on cleaning products. Companies design shampoos, deodorant, and other cleaning
products change the pH to suit the needs of the task. Choose several varieties of a product and test their pH. (For example: baby shampoo, shampoo
for color-treated hair, volumizing, etc.) Research the effects pH has on the hair and rationalize the pH values you recorded based on the purpose of
the shampoo. Also point out any discrepancies in your data. Note the environmental impacts of washing these products down the drain. Using your
research, prepare a 2-3 minute news segment transcript to convince the consumer that the product you selected is the best for the job (EU2).
(An alternate topic here would be to test antacids and their effectiveness on neutralizing acid in the stomach. Include pros and cons to each in terms of
their effect on the balance and health of the rest of the body).
LRHSD (2011) Adapted from ASCD © 2004
Other Recommended Evidence: Tests, Quizzes, Prompts, Self-assessment, Observations, Dialogues, etc.
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Tests and Quizzes on water, solubility and concentrations, acids and bases,
Lab reports
POGIL observations
Think/Pair/Share
Stage 3 – Learning Plan
Suggested Learning Activities to Include Differentiated Instruction and Interdisciplinary Connections: Consider the WHERETO elements.
Each learning activity listed must be accompanied by a learning goal of A= Acquiring basic knowledge and skills, M= Making meaning and/or a T=
Transfer.
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Think/Pair/Share: What is a mixture? What is a solution? Are they one in the same? (A)
Venn Diagram : heterogeneous/homogeneous mixtures (A/M)
WS practicing identifying homogeneous and heterogeneous samples (M)
Students make a chart identifying the properties of Solution, Suspensions, and Colloids (A/M)
How Water Works online reading activity (T)
Teacher led Discussion/Demo about properties of water (A)
o Teacher Density demo with frozen alcohol and water
o Heat capacity of water and how it affects weather
o Hydrogen Bonding and polar attractions
Water Olympics Lab (T)
Carousel Brainstorm: What are Electrolytes? What are nonelectrolytes? What is the difference between a weak electrolyte and a strong
electrolyte? (A)
Demo with conductivity apparatus with various solutions (i.e. salt water, sugar water, pure water, etc) (A/M)
Draw diagram for the solvation of ionic compounds with water and covalent compounds with water (A)
Solubility POGIL (M)
TPS on factors affecting solubility (A)
Saturated and Unsaturated POGIL (M)
Rainbow column demo activity (M/T)
POGIL Molarity (M)
Practice WS for dilutions (A/M)
Practice calculating molality (A/M)
Practice determining freezing point depression and boiling point elevation (A/M)
Ice Cream Lab (M/T)
POGIL Acids and Bases (M)
LRHSD (2011) Adapted from ASCD © 2004
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Cabbage Juice Indicator Lab
Venn Diagram of properties of Acids and Bases (A)
Teacher-Led Discussion on the definitions of Acids and Bases (A)
o Arrhenius acids
o Amphoteric (amphoprotic)
POGIL Strong vs. Weak Acids (M)
POGIL Calculating pH (M)
Acid Rain Article and Discussion (M)
LRHSD (2011) Adapted from ASCD © 2004
LRHSD (2011) Adapted from ASCD © 2004