Stage 1: Desired Results Standards and Elements (Blue Denotes Secondary Standard)

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1 Heard County High School Science Department UbD Unit Plan Course: Chemistry Unit 7: Solutions World of Chemistry Sections: Introductory Chemistry Sections: Days to Cover: 7 Start Date: Stage 1: Desired Results Standards and Elements (Blue Denotes Secondary Standard) Big Ideas: solutions and concentration. SC7. Students will characterize the properties that describe solutions and the nature of acids and bases. a. Explain the process of dissolving in terms of solute/solvent interactions: i. observe factors that affect the rate at which a solute dissolves in a specific solvent, ii. express concentrations as molarities, iii. prepare and properly label solutions of specified molar concentration, iv. relate molality to colligative properties. SC2. Students will relate how the law of conservation of matter is used to determine chemical composition in compounds and chemical reactions. c. Apply concepts of the mole and Avogadro s number to conceptualize and calculate ii. mass, moles and molecules relationships (molarity, molality, & normality) Enduring Understandings (Knows in 10 Years) The student will understand that 1. Knowledge of the properties of solutions makes them useful in everyday life. 2. Solutions can be prepared to have desired properties. 3. The rate of solvation can be changed. 4. Solvation occurs differently for ionic and molecular solutes resulting in differing properties. 5. A change in energy content accompanies solvation. 6. Like dissolve like is an adage that generally governs solubility. What are the useful properties of solutions? Overarching Question(s) Essential/Focus Questions 1. What is a solution? [SC7a.] 2. How do solutions form? [SC7a.] 3. What types of solutions are there? [SC7a.] 4. What factors affect the rate of solvation? [SC7a.i.] 5. What factors affect solubility? [SC7a.] 6. How can the solubility of a solute be described and represented? [SC7a.ii.-iii.] 7. How can the concentration of a solution be represented? [SC2c.ii.] [SC7a.ii.-iii.] 8. How can the properties of solutions be manipulated? [SC2c.ii.] [SC7a.iv.] Page 1 of 7

2 Know: The student will Knowledge and Skills (Red Denotes Beyond Standards) 1. Know the definitions of the vocabulary terms in the context of the unit of study. [FQ1-8] 2. Cite the mathematical relationship among the variables in the formula for molarity. [FQ7] 3. Cite the mathematical relationship among the variables in the formula for molality. [FQ7] 4. Cite the normal boiling and freezing points for water. [FQ8] Do: The student will 5. Identify the parts of a solution. [FQ1] 6. Describe the solvation of ionic and molecular solutes. [FQ2] 7. Identify the three types of solutions and cite examples of each. [FQ3] 8. Identify and explain the effects of the factors affecting the rate of solvation. [FQ4] 9. Identify the factors affecting the solubility of solutes. [FQ5] 10. Explain the adage like dissolves like as it refers to solubility. [FQ5] 11. Distinguish between emulsions and true solutions. [FQ5] 12. Analyze solubility curves and classify solutions as saturated, unsaturated, or [FQ6] supersaturated. 13. Interpret solubility tables. [FQ6] 14. Solve problems using the formula for molarity. [FQ7] 15. Solve problems using the formula for molality. [FQ7] 16. Solve problems using the formula for normality. [FQ7] 17. Describe the effects of changing concentration on the boiling and freezing points of [FQ8] solutions. 18. Solve problems using the formulas for describing the colligative properties of [FQ8] solutions. Science Vocabulary (Italics Denotes Word Wall Terms) The student will define vocabulary terms in fewer than 8 words. 1. boiling point elevation 2. colligative property 3. concentrated 4. concentration 5. dilute 6. emulsifier 7. emulsion 8. freezing point depression 9. gram equivalent 10. immiscible 11. insoluble 12. miscible 13. molality 14. molarity 15. normality 16. saturated 17. solubility 18. solubility curve Page 2 of 7

3 19. soluble 20. solute 21. solvation 22. solvent 23. specific gravity 24. suspension 25. supersaturated 26. unsaturated Stage 2: Assessment Evidence Performance Task for Authentic Assessment (G.R.A.S.P.S.) Students will take on the role of an instructor as they plan and prepare solutions of various molar concentrations. Prior to starting, students will review concepts originally presented in Physical Science. Measurements will be performed and follow-up calculations will analyze percent error. Percent error will determine the final grade. MSDS sheets will be consulted. The CRC Handbook will be used to determine the densities of solutes. Flinn manuals will be used to quickly determine solubilities. Students will apply knowledge of colligative properties of solutions to prove/disprove the claim that adding salt to water when cooking pasta causes it to cook faster. A scenario is set up. Calculations must be performed to support responses. Quizzes QZ: Solubility Curves Quizzes and Tests X: Unit 7 EOU Test Tests Lab, Academic Prompts, Work Samples,Concept Checks and Products Reading R- How the Theory of Solutions Arose R- On the Dissociation of Substances Dissolved in Water Concept Checks CC- Molarity CC- Molality CC- Normality CC- Boiling Point Elevation/Freezing Point Depression Products Worksheets W- Solution Intro Redux (part of Soln. Prep. Lab) W- Molarity Practice W- Molality Practice W- Normality Practice PT/W- Fahsta Pahster W- Colligative Properties Practice W- Mole Fraction W- Percent by Mass W- Reading Solubility Curves Lab Investigations L- Heat of Solution L- Colligative Properties of Solutions L- Solubility of a Salt (Solubility Curve)* L- Molar Enthalpy of Solution L- Molar Mass by Freezing Point Depression Page 3 of 7

4 Informal Assessment and Pre-Assessment 1. Pre-assess knowledge of 2. Teacher observation 3. Teacher questioning 4. Hand signals 5. Question Before Leaving 6. Homework Check Stage 3: Learning Plan Unit Student, Peer, or Parent Assessment 1. Student Study Guide Self-Assessment 2. Parent signatures on unit sheets 3. Peer review or self-editing/evaluation of lab reports Part 0 Part 1 Part 2 Learning Sequence (W.H.E.R.E. and Six Facets) Vocabulary terms Types of activities and assessments Unit Overview Quick intro to performance task Organizing notes and using the self-assessment checklist What is a solution? Kool Aid Story How do solutions form? R- How the Theory of Solutions Arose L- Molar Enthalpy of Solution Part 3 What types of solutions are there? R- On the Dissociation of Substances Dissolved in Water What factors affect the rate of solvation? Part 4 Page 4 of 7

5 What factors affect solubility? Part 5 Part 6 How can the solubility of a solute be described and represented? L- Solubility of a Salt (Solubility Curve)* How can the concentration of a solution be represented? Part 7 Part 8 Part 9 Focus Question(s W- Molarity Practice W- Molality Practice W- Normality Practice W- Mole Fraction W- Percent by Mass CC- Molarity CC- Molality CC- Normality CC- Boiling Point Elevation/Freezing Point Depression How can the properties of solutions be manipulated? L- Colligative Properties of Solutions L- Molar Mass by Freezing Point Depression PT/W- Fahsta Pahster W- Colligative Properties Practice X: EOU Test Part 10 Learning Resources United Streaming: ChemMatters CD-ROM Page 5 of 7

6 Six Facets of Learning Marzano s Big 9 Performance Improvers W.H.E.R.E. G.R.A.S.P.S. Strategy Checkpoints Reflections Direct instruction Experiential learning Independent learning Indirect learning Interactive learning Description Planning References G Goal R Role A Audience S Situation P Product S Standards W How will you help the students know Where the unit is going and Why it s important? H How will the design the students and hold their interest while pointing toward the focus/essential questions, big ideas, and tasks? E What learning experiences will Engage the student? R Will you provide built-in opportunities to Reflect, Rethink, and Revise their understandings and work based on feedback and self-assessment? E How will students Exhibit their understanding through tasks and products? How will you assist students as they Evaluate their work? 1. Students identify similarities and differences. 2. Students respond to cues, questions, and advance organizers. 3. Teachers reinforce efforts and provide recognition. 4. Teachers set objectives for learning and provide student feedback. 5. Students engage in summarizing and note-taking activities. 6. Students use nonlinguistic representations. 7. Students perform practice and homework assignments. 8. Students generate and test hypotheses. 9. Students engage in cooperative learning activities with well-defined roles. Sophisticated and apt explanations and theories, which Explanation provide knowledgeable and justified accounts of events, actions, and ideas. Interpretation Interpretations, narratives, and translations that provide meaning. Application The ability to apply knowledge and skill in new situations and diverse contexts. Page 6 of 7

7 Perspective Empathy Self-knowledge or metacognition Critical and insightful points of view. When one understands, one can get at a distance from what is known and avoid getting caught up in the views and passions of the moment. The ability to walk in another's shoes; to escape one's own beliefs and emotional reactions to grasp another's. The accuracy of self-assessment and awareness of the biases in one's understanding brought about by favored styles of inquiry, habitual ways of thinking, and unexamined beliefs. Accuracy of self-assessment means that one clearly understands what one does not understand. Page 7 of 7

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