Chemistry. Stage 1 Desired Results Kelly Clark, Kelly Puder, Sheryl Rabinowitz, Sarah Warren

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1 Chemistry 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 ( 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. _X Global Awareness _X Financial, Economic, Business and Entrepreneurial Literacy Civic Literacy _X Health Literacy _X Environmental Literacy 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 21 st Century Themes ( ) 21 st Century Skills

2 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 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.

3 Enduring Understandings: Students will understand that... EU 1 Water has unique properties that make it a particularly good solvent, especially in living things. Essential Questions: 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 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 EU 1 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 EU 2 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 EU 2 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

4 Biological buffers and Industrial buffers Applications of acids and bases Acid Rain/pollution ph balance in consumer chemistry 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).

5 Other Recommended Evidence: Tests, Quizzes, Prompts, Self-assessment, Observations, Dialogues, etc. 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. 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)

6 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)

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