Solutions and Solubility

Transcription

1 Unit 4 Solutions and Solubility Table of Contents Unit 4 Solutions and Solubility at a Glance STSE, Skills, and Basic Concepts in Unit Differentiated Instruction Assessment Summative Assessment: Unit 4 Project scienceontario Links in Chemistry 11 for Unit Chapter 8 Chapter 9 Chapter 10 Solutions and Their Properties Specific Expectations Ideas for Launching the Chapter Common Misconceptions Differentiated Instruction Activities and Investigations Quick Reference Activity Notes and Answers Investigation Notes and Answers Reactions in Aqueous Solutions Specific Expectations Ideas for Launching the Chapter Common Misconceptions Differentiated Instruction Activities and Investigations Quick Reference Activity Notes and Answers Investigation Notes and Answers Acids and Bases Specific Expectations Ideas for Launching the Chapter Common Misconceptions Differentiated Instruction Activities and Investigations Quick Reference Activity Notes and Answers Investigation Notes and Answers Curriculum Correlations are found at the end of the Introduction. Answers to all questions not found in activities and investigations are in the Answer Key at the back of this Teacher s Resource. Unit 4 Solutions and Solubility MHR TR 4-1

2 Unit 4 Solutions and Solubility at a Glance 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. STSE Basic Concepts Investigation Skills Quirks & Quarks: Antimony: The New Lead, p. 389 Case Study: What's Going Down the Drain?, pp Chemistry Connections: Acid-base Reactions on the Rise, p Water Quality, pp Water Treatment, pp STSE Investigation 9-C: Testing Drinking Water, p. 441 Chapter 9 Launch Lab: Easy Tests on Hard Water, p. 405 Chapter 10 Launch Lab: Acid Rain in a Petri Dish, p MHR TR Unit 4 Solutions and Solubility

3 8 Activity 8.1: Unsaturated, Saturated, and Supersaturated Solutions, p. 357 Activity 9.1: Reactions in Aqueous Solutions, p. 410 Activity 9.2: Identifying Unknown Aqueous Solutions, p. 413 Activity 10.1: Determining the ph of an Unknown Solution with Indicators, p. 457 Investigation Skills Investigation 8-C: Determining the Concentration of a Solution, p. 395 Investigation 8-D: Preparing and Diluting a Standard Solution, pp Investigation 9-A: Qualitative Analysis, pp Investigation 9-B: Determining the Mass Percent Composition of a Mixture, pp Investigation 9-D: Treating Waste Water, p Investigation 10-A: Physical and Chemical Properties of Acids and Bases, pp Investigation 10-B: The Concentration of Acetic Acid in Vinegar, pp Investigation 10-C: The Percent (m/m) of Ascorbic Acid in a Vitamin C Tablet, pp Chapter 8 Launch Lab: Layered Liquids, p. 353 Activity 8.2 The Effect of Temperature on Dissolved Carbon Dioxide, p. 366 Investigation 8-A Investigating Solutes and Solvents, pp Investigation 8-B Plotting a Solubility Curve, pp Basic Concepts Activity 10.2 Differentiating between Weak and Strong Acids and Bases, p. 462 Activity 9.3 Removing Phosphate Ions from Drinking Water, p Unit 4 Solutions and Solubility MHR TR 4-3

4 STSE, Skills, and Basic Concepts in Unit 4 Relating Science to Technology, Society and the Environment In this unit, students study how chemicals get into our water supply and how they are neutralized or removed. As they move through the unit, students may begin to realize that many substances that are considered pollutants in our water systems were originally used with good intentions to benefit society. Chapter 8 Solutions and Their Properties Chapter 8 looks at the properties of water that make it essential to life but also make it easy for pollutants to get into our drinking water (Expectation E3.1). The STSE focus in chapter 8 starts with the environmental effects of increased water temperatures. Later in the chapter, students examine the role of government agencies in setting acceptable limits for potentially harmful substances in our food and water supply (Expectation E1.2). Chapter 9 Reactions in Aqueous Solutions In the Chapter 9 Launch Lab: Easy Tests on Hard Water, students compare tap water samples to identify the water as hard or soft. They look at the ability of water to carry nutrients as well as harmful substances, and study methods of detecting and treating pollutants in our water supply (Expectations E1.1 and E1.2). In Investigation 9-C Testing Drinking Water, students determine the concentrations of substances dissolved in tap water (Expectation E1.2). Chapter 10 Acids and Bases In the Chapter 10 Launch Lab Acid Rain in a Petri Dish, students investigate the properties of sulfur dioxide gas, and model the formation of acid rain. This introduces the STSE focus in chapter 10, which is how even slight changes in ph of a water system can have drastic effects on the wildlife that depends on the water system for its survival. STSE Features In Quirks & Quarks Antimony: The New Lead (student textbook page 389), students learn that, with the decrease in dangerous levels of lead in the atmosphere, scientists have turned their attention to a second metallic pollutant, antimony. Students research the industrial life cycle of antimony to look at ways to remove it from our environment. The Case Study What s Going Down the Drain? (student textbook page 444) deals with the issue of pharmaceuticals in our waste water (Expectation E1.1). In Chemistry Connections: Acid-base Reactions on the Rise (student textbook page 471), students look at industrial uses of acid-base reactions as they research the chemical properties and relative costs of baking soda and baking powder. Developing Skills of Investigation and Communication Chapter 8 Solutions and Their Properties In Activity 8.1 Unsaturated, Saturated, and Supersaturated Solutions, students apply their learning about aqueous solutions and solubility (Expectation E2.1). In Investigation 8-C Determining the Concentration of a Solution, students determine the concentration of a solution using calculations that involve moles (Expectation E2.2). In Investigation 8-D Preparing and Diluting a Standard Solution, students dilute a standard solution to a specific concentration (Expectation E2.3). 4-4 MHR TR Unit 4 Solutions and Solubility

5 Chapter 9 Reactions in Aqueous Solutions In Activity 9.1 Reactions in Aqueous Solutions, students observe reactions and write a balanced net ionic equation for each reaction (Expectation E2.5). In Activity 9.2 Identifying Unknown Aqueous Solutions, students interpret observations of flame tests, solution colour, and precipitation reactions (Expectation E2.4). They apply this knowledge in Investigation 9-A Qualitative Analysis, in which they identify ions in solutions (Expectation E2.4). In Investigation 9-B Determining the Mass Percent Composition of a Mixture, students plan and conduct a procedure to determine the percent by mass of a substance in a mixture (Expectation E2.6). In Investigation 9-D Treating Waste Water, they investigate methods for cleaning waste water and then evaluate the properties of the treated water (Expectation E2.8). Chapter 10 Acids and Bases Students use appropriate terminology related to aqueous solutions and solubility (Expectation E2.1) in Activity 10.1 Determining the ph of an Unknown Solution with Indicators, and again in Investigation 10-A Physical and Chemical Properties of Acids and Bases. In Investigation 10-B The Concentration of Acetic Acid in Vinegar, and again in Investigation 10-C The Percent (m/m) of Ascorbic Acid in a Vitamin C Tablet, students use the acid-base titration technique to determine the concentration of an acid in a solution (Expectation E2.7). Understanding Basic Concepts Chapter 8 Solutions and Their Properties Chapter 8 starts with the Launch Lab Layered Liquids, in which students determine whether two liquids dissolve in each other (Expectation E3.2). In section 8.2, students study polarity and hydrogen bonding, and explain why these properties make water such a good solvent (Expectation E3.1). Section 8.2 also discusses the effect of temperature on solubility, which prepares students for Activity 8.2 The Effect of Temperature on Dissolved Carbon Dioxide (Expectation E3.3). In Investigation 8-A Investigating Solutes and Solvents, students design and conduct an experiment to test the types of substances that dissolve in two different solvents, water and mineral oil (Expectation E3.1). In Investigation 8-B Plotting a Solubility Curve, students determine the solubility of saturated solutions at various temperatures (Expectation E3.3). Chapter 9 Reactions in Aqueous Solutions In chapter 9, the polarity of water is used to explain precipitation reactions. This leads to the development of solubility rules based on the observation of solubility patterns in compounds (Expectation E3.4). In Activity 9.3 Removing Phosphate Ions from Drinking Water, students identify precipitates in aqueous solutions using a solubility table (Expectation E3.4). Chapter 10 Acids and Bases In chapter 10, the polarity of water is used to explain the concepts associated with acids and bases. In Activity 10.2 Differentiating between Weak and Strong Acids and Bases, students explain the difference between strong and weak acids, and between strong and weak bases, in terms of degree of ionization (Expectation E3.6). Unit 4 Solutions and Solubility MHR TR 4-5

6 Differentiated Instruction Differentiated Instruction is most effective when students are encouraged to become more aware of their level of prior knowledge, their science skills, how they learn best, how they process learning, and what their interests are. They can then better communicate their needs for support. Determining Student Readiness For this unit, students will need a strong foundation of calculations involving the relationships between mass, moles, and molar mass that was developed in chapter 4 of the student textbook. If this understanding is lacking, the student can be referred to sections in this chapter that will fill in the gaps. They can use the Unit 4 Preparation (pages ) and fill in the answers in their notebooks, or use the on-line version at McGraw-Hill Ryerson s CONNECT (The online version provides links to support material.) Throughout this unit, it is important to stress to English language learners the need to understand and use the correct terminology of the unit. Each section gives a listing of the Key Terms that English language learners should add to a vocabulary checklist as they progress through the unit. Any term not fully understood should be addressed as soon as possible to help master the use and understanding of the term. It will also be useful for the student to incorporate each new term in their conversations surrounding the work in this unit as they progress through the content. A second concern throughout this unit is the ability of English language learners to fully understand and appreciate the safety considerations that apply to activities and investigations. Suggestions such as having an English language learner summarize the safety considerations in their own words will help you check for understanding. When procedures for activities and investigations are to be created by students, be sure to check that English language learners have properly expressed the steps in their procedure and have included as many new terms as possible in their work. For all students, ensure that all procedures for activities and investigations include a detailed and correct list of safety considerations. It may be necessary to post some common safety considerations around the classroom until these procedures are incorporated in all student generated procedures. 4-6 MHR TR Unit 4 Solutions and Solubility

7 Unit 4 Preparation Topics Safety in the Chemistry Laboratory and Classroom Classification of Matter Volume Measurement and Unit Conversions Classification of Chemical Reactions The Mole and Stoichiometry Student Knowledge Gaps As you begin this unit, it is important to review lab safety rules and the meanings of all safety symbols. Students may need review of the acronyms MSDS and WHMIS, and to be made aware of WHMIS regulations. It is imperative that students know the proper protocol to handle chemical spills, glassware breakage, and splashes before performing any of the activities and investigations. Students may need to reinforce the differences between pure substances and mixtures, and differences between homogeneous and heterogeneous mixtures. Students may need review of conversions between volume units of measure. Students may need practice with identification of the different types of reactions. Students may need reinforcement of relationships between mass, moles, and molar mass. Students may need practice using stoichiometry to find relationships between reactants and products in a variety of units. Intervention Review BLM G-1 Safety Contract, and BLM G-2 WHMIS and HHPS Symbols. Have students review notes or textbooks from grade 10, where these concepts were first introduced. Students can also consult a scientific dictionary to help with the meaning of each term. Refer students to Appendix A: Measurement, p Have students review Unit 2, Chapters 3 and 4 where each type of reaction was introduced. Have students review Chapter 5, Section 5.2 Mass and the Mole. Have students review Chapter 7, section 7.1 What is Stoichiometry? Acids and Bases Neutralization and the ph scale Refer students to Appendix A: Logarithms and Calculating ph, p.617 Unit 4 Solutions and Solubility MHR TR 4-7

8 Assessment Overall Expectations Assessment FOR Learning Support Assessment OF Learning Relating Science to Technology, Society, and the Environment E1. analyze the origins and effects of water pollution, and a variety of economic, social and environmental issues related to drinking water Quirks & Quarks, p. 389 Chapter 9 Launch Lab, p. 405 Investigation 9-C, p. 441 Case Study, p Chapter 10 Launch Lab, p. 453 Chemistry Connections, p. 471 BLM G-9 Investigation Checklist BLM G-11 Observation Skills Appendix A Using Graphic Organizers, p. 608 BLM 10-1 Activity 10.1 Summary Developing Skills of Investigation and Communication E2. investigate qualitative and quantitative properties of solutions, and solve related problems Activity 8.1, p. 357 Investigation 8-C, p. 395 Investigation 8-D, pp BLM G-36 T-chart BLM 8-1 Activity 8.2 Support BLM G-8 Developing a Hypothesis Appendix A Constructing Graphs, p. 604 BLM G-15 Constructing Line Graphs BLM A-24 Planning an Investigation Activity 9.1, p. 410 Activity 9.2, p. 413 Investigation 9-A, pp Investigation 9-B, pp Investigation 9-D, p BLM G-11 Observation Skills BLM A-9 Laboratory Report Checklist BLM A-27 Interpreting Data BLM A-26 Measuring and Reporting BLM G-12 Creating Data Tables BLM G-10 Experimental Design Worksheet BLM A-6 Planning an Investigation Checklist Activity 10.1, p. 457 Investigation 10-A, pp Investigation 10-B, pp Investigation 10-C, pp Appendix A Performing an Acid-base Titration, p MHR TR Unit 4 Solutions and Solubility

9 Overall Expectations Assessment FOR Learning Support Assessment OF Learning Understanding Basic Concepts E3. demonstrate an understanding of qualitative and quantitative properties of solutions Chapter 8 Launch Lab, p. 353 Activity 8.2, p. 366 Investigation 8-A, pp Investigation 8-B, pp BLM G-11 Observation Skills BLM G-8 Developing a Hypothesis Appendix A Organizing Data in a Table, p. 603 Appendix A Constructing Graphs, p. 604 BLM G-15 Constructing Line Graphs BLM 8-1 Activity 8.2 Support Activity 9.3, p. 423 BLM A-25 Conducting an Investigation Appendix A Using Graphic Organizers, p. 608 Activity 10.2, p. 462 Summative Assessment: Unit 4 Project Eggs -amining the Calcium Carbonate Content of Eggshells (Student textbook pages ) The presence of DDT (a pesticide used in the 1950s) in our environment is still an issue even years after it was banned for use in North America. Bioaccumulation is a process by which chemicals in our environment build up in living things. This is what happened with DDT. Bioaccumulation in birds has resulted in the production of eggshells that are too thin for incubation, causing some bird populations to decrease to near-extinction levels. In the Unit 4 Project, students will add hydrochloric acid to react with the calcium carbonate in eggshells. They will then develop a procedure to determine the percent by mass of the calcium carbonate in the eggshell. Most groups will choose to perform a titration, which they will first encounter in Investigation 10-C. Preparing for the Unit 4 Project To prepare for the unit project, students will need to review the relationships between mass, moles, molar mass, concentration and volume. Introduce the Unit 4 Project during the Section 8.3 Concentrations of Solutions. A reminder of the unit project can be made as students study Section 8.4 Preparing Solutions in the Laboratory, Section 9.2 Solution Stoichiometry, and again when they get to Section 10.2 Neutralization Reactions and Acid-base Titrations. A review of Investigation 10-C The Percent (m/m) of Ascorbic Acid in a Vitamin C Tablet will help students determine a suitable procedure for the project. Have students look ahead to the Unit 4 Project as they study the unit, and direct them to keep a planning folder with notes to help them complete the project in stages as they progress through the unit. Distribute BLM A-38 Unit 4 Project so that students can familiarize themselves with the assessment criteria in advance. Unit 4 Solutions and Solubility MHR TR 4-9

10 scienceontario Links in Chemistry 11 As of the printing of this Teacher s Resource, the following links were established for Chemistry 11 student edition. Chapter 8 Solutions and Their Properties Page 360 Solubility of Ionic Compounds in Water A video demonstration of the concept of hydration. Page 364 Like Dissolves Like A brief tutorial on factors that affect solubility, including some sample problems. Page 389 Quirks and Quarks: Antimony: The New Lead A podcast exploring use of antimony in many common products and the potential health effects of this metalloid. Chapter 9 Reactions in Aqueous Solutions Page 412 Colours of Ions in Solution Absorption of Light An advanced-level discussion explaining the origin of the blue light in solutions containing copper sulfate. Page 432 Desalination A link to a fact sheet from the Canadian Mortgage and Housing Corporation, intended to explain the process and to help home buyers and home owners make informed decisions about water treatment options for the home. Page 434 Municipal Water Treatment A link to Drinking Water Ontario, a comprehensive source of information about Ontario s drinking water Chapter 10 Acids and Bases Page 458 Strong and Weak Acids An animation showing the ionization of strong and weak acids Page 460 Strong Bases An animation showing the ionization of strong and weak bases. Page 467 Acid-base Indicators and Titration A virtual lab on acid-base titration MHR TR Unit 4 Solutions and Solubility

11 Notes Unit 4 Solutions and Solubility MHR TR 4-11