Unit Plan completed by:Jiwei Li

Tatiana VrabieNarjis Fatima

COURSE: Grade 11 Chemistry COURSE CODE: SCH3U

Unit of Study: Solutions and Solubility

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Unit Rationale:

The focus of this unit is on the impact of economic and social factors on the valuable natural resource - water. Learning about the physical and chemical properties of different aqueous solutions will enable students to investigate them and predict possible chemical reactions between dissolved substances, as well as evaluate them quantitatively.At the end of the Unit students will be able to demonstrate an understanding of humans’ factor effect on water supply and to protect the integrity of Earth’s water resources as responsible citizens.

Overall Expectations:

By the end of this course, students will:

E1. analyse the origins and effects of water pollution, and a variety of economic, social, and environmental issues related to drinking water;

E2. investigate qualitative and quantitative properties of solutions, and solve related problems;

E3. demonstrate an understanding of qualitative and quantitative properties of solutions.

Unit Plan completed by:Jiwei Li

Tatiana VrabieNarjis Fatima

Note: A Day is one 75 minute period.

The achievement chart categories: K/U- Knowledge &Understanding, T/I-Thinking & Investigation, A- Application, C-Communication

Cluster/Topic Day Concept/Subtopic with Learning Goals for Each Lesson

Teaching & Learning Strategies

(A) Assessment(E) EvaluationAchievement

categories

Expectations Addressed

Solutions and their Properties

Definition and Overview

1

Introduction STSE assignment-Sign up sheet for the culminating task

By the end of the lesson, students will be able to explain what is meant by the word “Solution” in a chemistry context.

Whole-Class Brainstorm on what “solution” means & what are the different types of solutions we come across in day to day life What is a solvent and solute?

Discussion-Examples

Lecture (brief)

(A - Diagnostic) Agree/Disagree chartbrainstormed responses

K/U-Brainstormed responses

E1.1E1.2

Composition of water as a solution

ClassifyingSolutions

Example: Sea waterWhat is Sodium Chloride?Students by the end of the lesson will be able to identify and relate the composition of sea water in understanding the nature of solutions.

Whole class discussion

Activity –Black line MasterCreating a concept mapHow is sodium chloride important to life?

(A)- students responses during concept map activityK/U, C

E3.1

A1.11A1.3

2 Types of solution:Aqueous solution, saturated, unsaturated and super saturated

Lecture (brief) (A)Table 8.1:discuss the different states of matter in 9 types

E2.1 A1.1A1.3

Unit Plan completed by:Jiwei Li

Tatiana VrabieNarjis Fatima

Solubility &The rate of Dissolving

By the end of the lesson students are able to differentiate and identify solutions and their types

Demonstration Activity:Figure 8.1 pg#354

of different solutionsPg#355K/U, C-Students record observation and communicate conclusions

Homework:Pg#357Questions 3 & 6

A1.11E3.3

3 Using ionic, polar and molecular compounds

By the end of the lesson, students will be able to: explain predictions about the relative solubility and the rate of dissolving

Whole-class discussion on reviewing previous lesson

Activity:Solubility of polar compounds in waterRefer fig 8.6&8.7Pg#361Group work:Flash cards of non-polar, molecular and ionic compounds

(A) Exit pass: predict solubility

K/ U, T/I, C

Ask students to fill the exit card to treat their understanding

Building a molecular structure of sucrose including eight polar-OH groups

K/U,A ,C

Cooperative groups discussion

Homework: Pg#368

E 3.2A1.2A1.9A1.11

Unit Plan completed by:Jiwei Li

Tatiana VrabieNarjis Fatima

Question# 8 & 11

4

5

Predicting Whether a Molecular Compound Is Soluble in Water

Perform designed lab) Relative solubility of non-polar compounds.

Example: Drinking waterIt’s about how pollution, economic and social factors effect the environment and

Whole class discussion“Like Dissolves Like”For example non-polar substances like grease and oil are soluble in non-polar organic solvents such as Hexane and gasoline

Whole Class discussion of intermolecular forces.

PowerPoint Presentation : http://www.chalkbored.com(Intermolecular-forces.ppt)Lab activity: Non-polar substancesWhy oil& water don’t mix.On Conductivity of AqueousSolutionsStudents perform the sections of their designed labs in which they investigate relative solubility of non-polar compounds

YouTube Video link:http://www.youtube.be/watch?

(E)Factors affecting solubility & rate of dissolving (quiz) T/I-Questioning

(A) Designing a Procedure: Students design lab to investigate the solubility of polar compounds in waterlab activity

K/U&T/I

In groups Brainstorm on how to design experiment

C-communicates well during performing and recording during lab activity

(A) Safe and appropriate lab technique; chart of results/observations

E2.1E2.2E2.3E2.4E3.2E3.3

A1.1A1.2A1.3A1.4

E2.4A1.5A1.6A1.7

A1.11A1.12A1.13

Unit Plan completed by:Jiwei Li

Tatiana VrabieNarjis Fatima

6

the natural resources especially the drinking water.By the end of the lesson, students will be able to understand the non-polar molecules effect solubility,use experimental results to identify trends in the solubility and investigate how drinking water can be purified

Factors affecting rate of dissolving areTemperature, Agitation/Mixing and Surface Area

Concentrations of Solutions

Concentration = quantity of solute ÷ quantity of solution. This lesson focuses on concentration calculations (V/V, W/W, W/V, ppm, ppb, mol/L).

v=bv22cTudJuQ&feature=relatedDiscussion: On contamination and methods of purification of water http://www.youtube.be/watch?v=BCHhwxvQqxg&feature=relatedDrawing process chart.

Whole class –Discussion

Difference between Solubility &rate of dissolvingThree most important factors are temperature, mixing and surface areaFig 8.15 Pg#369PowerPoint presentation of the three factors

A brief lecture :Solutions concentration and unit conversion, calculations with concentration (mass, volume and concentration)

PowerPoint Presentation:

K/U&A,CParticipation in class discussion Homework: Table 8.3 and solubility guidelines

K/U, C

Students performance on assigned homework

C-Participation in class discussion

K/U,T/I &A

Activity:Mixing using mortar and pestle and observe solid’s rate of dissolving

E2.1E2.2E2.3E2.4E3.2E3.3

A1.1A1.2A1.3A1.4

A1.5

Unit Plan completed by:Jiwei Li

Tatiana VrabieNarjis Fatima

Solution preparation, standard solutions

(percentages, very-low and molar concentrations)http://www.chalkbored.com

PowerPoint Presentation:http://www.chalkbored.com(molar-solutions-liquids.ppt)

Lab activity:Making molar solutions from solids – procedure and calculations.

Making molar solutions from liquids – similar to molar solutions from solids except pipettes are used to measure moles {via volume}

Discuss about proper lab safety procedures while preparing solutions

K/U&APractice: Problem solvingPg# 373

(A) Create a checklist of safety rules

K/U, T/I, C,A

Activity: Create flash cards of different apparatus used in lab for e.g

Volumetric flask, pipette, beaker etc

Homework: Problem on page # 385

A1.6A1.7

A1.9A1.10A1.11A1.12A1.13

SolubilityIntroduction

7 Start class with brief photo gallery on phenomena and technologies related to solubility. Solubility of different substances, solid-

Create a “Hook” on importance of phenomena

Demo: potassium nitrate,

K/UA - Questioning previous knowledge during slide show

E 2.1A1.12

Unit Plan completed by:Jiwei Li

Tatiana VrabieNarjis Fatima

liquid, liquid- liquid, saturation, effect of temperature.

Introduction to the concepts Saturated Solution, Solubility, Precipitate, Crystallization.

By the end of the lesson students will be able to explain the meaning of concepts Saturated Solution, Solubility, Precipitate, Crystallization and use related units for measurement.

sodium bicarbonate, oil-water, ethanol – water solubility

Students record observation and communicate conclusions.Concept attainment by small group activityLecture (brief)

T/I, CAnecdotal notes

K/U, AA- PowerPoint flashing cards on Concepts definitions, Solubility concept map.

Solubility.Influence of environmental factors

Investigation 7.1.1. Solubility Curve of a Solid (1, p.314) {2}

Take-home assignment:1) Complete report on Investigation 7.1.12) “Gas solubility” activity and Lab Exercise (1, p.317-318) 7.1.1 {2} (Worksheets provided by teacher)3) Practice p.318#4, p.319#7, 8

In groups Brainstorm on how to design experimentLab. Activity. Inquiry

T/U, C, AAnecdotal notesPerformance checklist

E3.3A1.1, A1.2, A1.4, A1.5, A1.6, A1.8, A1.10, A1.11, A1.12, A1.13

Unit Plan completed by:Jiwei Li

Tatiana VrabieNarjis Fatima

By the end of the lesson students will be able to explain the effects of changes in temperature and pressure on the solubility of solids, liquids, and gases (e.g., explain how a change in temperature or atmospheric pressure affects the solubility of oxygen in lake water)

Solubility chart of ionic compounds. Quality of water

8 Homework discussion and feedbackGas solubility vs temperature http://www.youtube.com/watch?v=QeUaL-11TC8&feature=related Solubility categories and chart, related technologies (Solvay process, Hard water treatment)

Practice: p.329 #2,3: p.330 #6, 7{2}

By the end of the lesson students will be able to identify, using a solubility table, the formation of precipitates in aqueous solutions

Whole class participation in clarifying Homework issues

LectureSolubility rules video http://www.youtube.com/watch?v=dlBE6f4iaNM

Cooperative groups, Peer Teaching, Solving problems

K/U, AASelf assessmentE. Lab. Reports submission, check list evaluation

T/I, CAnecdotal notes on correct answers and level of understanding

E3.4A1.1, A1.11, A2.2

Reactions in Solution.Introduction

Particular features of Reactions in Solution according to collision theory.

Investigation 7.3.1. Precipitation Reactions in Solution. p. 331. {2}

Writing net ionic equations related to

Whole class discussion of possible particularities

Experimenting,Lab. Activity

Problem solving

A

K/U, T/IPerformance checklist, Pear evaluationE. Self evaluation of

E2.5A1.1, A1.4, A1.5, A1.6, A1.8, A1.10, A1.11, A1.12

Unit Plan completed by:Jiwei Li

Tatiana VrabieNarjis Fatima

Investigation reactionsPractice: p.335 #3,4{2}

Homework:Practice: p.336#7,8; p.337 #3,4{2}By the end of the lesson students will be able to -write balanced net ionic equations to represent precipitation and neutralization reactions

Think-Pair-Share SIS by rubricsT/I, A

Reactions in Solution.Qualitative analysis

9 Homework analysis and correction

Qualitative analysis by color exploration. Practice: p.342#1 (a,b,e); p.343.#4{2}

Sequential Qualitative Chemical Analysis, limiting reagent, excess reagent. Video and Activity http://www.concord.org/activities/chemical-reactions-and-stoichiometry p.7Investigation 7.5.1. Sequential Chemical Analysis in Solution

Homework: Practice p.346#2,3. p.347#6, 9, 10By the end of the lesson students will be able to-conduct an investigation to analyse

Student presentation

Textbook reading and practice problem solving in cooperative groups “numbered heads together”.

Lecture (brief)

Computer simulation practice

Inquiry in small groups

C, A, K/UA - Self assessment by achievement rubricT/IA. Observations, students’ presentations, anecdotal notes

K/U, AA. Flash cards on Summary of Sequential Qualitative Chemical Analysis (anions and cations separately)E. Peer evaluation by checklist

E 2.4A1.1, A1.4, A1.5, A1.6, A1.8, A1.10, A1.11, A1.12

Unit Plan completed by:Jiwei Li

Tatiana VrabieNarjis Fatima

qualitative properties of solutions (e.g., perform a qualitative analysis of ions in a solution)

Quantitative Analysis

10. Homework check up

Quantitative Analysis. Solution Stoichiometry.Video and Activity. http://www.concord.org/activities/chemical-reactions-and-stoichiometry p.6

Lab Exercise 7.6.1 p.349{2}

Practice p.353 # 3 (a, b), 4; p.355#1, 3, 5{2}Homework: Gizmo worksheet Stoichiometry. http://www.explorelearning.com/index.cfm?method=Controller.dspPassTimeOut&ResourceID=515 By the end of the lesson students will be able to-solve problems related to the concentration of solutions by performing

Questions and answers. Students’ presentation in case of difficultiesLectureComputer Simulations/Animations

Inquiry in lab. simulation

Think-Pair-Share Problem Solving

K/U, CA. Self assessment by teacher marking scheme. Teacher anecdotal notes.

T/I, AA. Self-assessment by number of correct answers and records in Response Journal.

E 2.2, E 2.6A1.1, A1.2, A1.4, A1.5, A1.6, A1.8, A1.10, A1.11, A1.12, A1.13

Unit Plan completed by:Jiwei Li

Tatiana VrabieNarjis Fatima

calculations involving moles, and express the results in various units (e.g., moles per litre, grams per 100 mL) -use stoichiometry to solve problems involving solutions and solubility

Quantitative Analysis

Waste water treatment

11 Investigation 7.6.1 Percentage Yield of Barium Sulfate.

Practice p.355#5, p.358#2 (d, e, f, g), 4, 5, 9, 12 p.359 # 18{2}

Wastewater Treatment. Waste water Plant video http://www.youtube.com/watch?v=GV-DoisLwm0

By the end of the lesson students will be able to-solve problems related to the concentration of solutions by performing calculations involving moles, and express the results in various units (e.g., moles per litre, grams per 100 mL, parts per million or parts per billion, volume per cent)

Lab Activity

Problem solving in cooperative groups of 3 students

Lecture briefCooperative groups discussion

T/I, CA. Rating Scale for lab report

Numerical problems

T/I, CAnecdotal records of students discussion about critical point of the process and reliability of equipmentK/UFlashcards (main pollutants and ways of removal)

E1.1, E 2.2, E 2.6A1.1, A1.2, A1.4, A1.5, A1.6, A1.8, A1.10, A1.11, A1.12, A1.13

Unit Plan completed by:Jiwei Li

Tatiana VrabieNarjis Fatima

-master use stoichiometry to solve problems involving solutions and solubility -analyse the origins and cumulative effects of pollutants that enter our water systems (e.g., landfill leachates, agricultural run-off, industrial effluents, chemical spills), and explain how these pollutants affect water quality

Solubility and Reactions Review

12 Solubility summary video http://www.youtube.com/watch?v=IKimraU21ws&feature=related

Solubility and Reactions Review.

Short Subunit testNo new Learning Goals, consolidation and refining of acquired knowledge

Stop-run video. Questions and answers

Questions and Answers

Concept Map creation on Solubility, ReactionsThink-Pair-Share

Problem solving

K/UA. Observing correct answers

T/I, C, AA. Flashcards on subunit summary. Observing correct answers.Self assessment, comparing with correct answers. Teacher observation during activity.K/U, T/I, CE. Subunit test evaluation by Rubric

Acid – base Theories

13 IntroductionProperties of acids and bases

The Arrhenius Theory of Acids and Bases

Whole-Class Brainstorm on Properties of acid and bases and what are the acids or bases are used in our daily

K/U, C concept map for Properties of acid and bases

A1.1A1.11E3.5

Unit Plan completed by:Jiwei Li

Tatiana VrabieNarjis Fatima

The BrØnsted-Lowry theory of acids and bases

By the end of the lesson students are able to know the Properties of acid and bases , Arrhenius Theory of Acids and Bases and its limitations

life Lecture on two theories

Whole class discussion---comparing two theories

questioning (T/I)

participation on class discussion (C)

Strong and weak acids and bases

14 Check homework and take up questions

Strong and weak acids and bases

Use Video for consolidation: http://www.youtube.com/watch?v=DQk7f6DksN8&feature=related

By the end of the lesson students are able to know the difference b/w strong and weak and difference b/w binary and oxo-acid and bases.

Jigsaw reading activity on Strong and weak acids and bases

Lecture (brief)

K/U, C

Students performance

assign homework

A1.11E3.6

15 Check homework and take up questions

pH calculation and the effect of dilution on pH of an acid

By the end of the lesson, students will be able to know the concept and calculation of pH, the differences b/w concentrate

LectureProblem solving

Lab (in groups):The effect of dilution on the Ph of an acid

K/U, T/I, C , Aquestioning

Lab performanceMark lab report

Assign homework

E2.1A1.2A1.4A1.6A1.8A1.9A1.10A1.11A1.12

Unit Plan completed by:Jiwei Li

Tatiana VrabieNarjis Fatima

and dilute acid. A1.13Acid-base reactions

16 Check homework and take up questions

Neutralization reactions and calculations

practice questions: P.398 #10-13

By the end of the lesson, students will be able to do the questions involving neutralization reaction

Lecture

Problem solving (Paired students)

K/U, T/I, C

Peer assessmentAssign homework and ask students fill the exit card to teat their understanding

E2.1E2.2E2.7A1.11A1.12A1.13

17 Acid – base Titration

Show students the steps of doing titration.

Review the calculations involved in titration lab.

By the end of the lesson, students will be able to use experimental results to determine the concentration of a acid or base

Titration lab (in groups): To determine the concentration of acetic acid in vinegar(Or Gizmo activity on TitrationStudents in small groups work on activity sheet if no equipment http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=1045&ClassID=2092942

K/U, T/I, C, APerformance on cooperative learning,Mark the activity sheet.

E. STSE projects submission

E2.7E2.1A1.5A1.6A1.7A1.11A1.12A1.13

Culminating Task

18, 19

Summative; no new learning goals. Lab. activity, debates E. Investigation of bottled mineral waters

Unit Test 20 Summative; no new learning goals. E. Unit Test

Unit Plan completed by:Jiwei Li

Tatiana VrabieNarjis Fatima

Accommodations for special needs students:

Make basic accommodations for special needs students by providing these students with extra time, computer options, strategic seating, assistive technology, etc. as outlined in their Individual Education Plans (IEPs). The use of the flashcards should be taught and incorporated into solving example problems.

EL learners will likely find the flashcards of use to them. They may also write any explanations or words that would be of help to them on their flashcards in their own language. Posting a word wall with the key words like types of solutions, molecular, non-polar and ionic compounds will be of help to the entire class.

Model-building activities have been incorporated into the lessons described above; these will help all students to visualize the abstract structures.

Resources:

1. McGraw Hill Ryerson –Chemistry Text book Course code SCH3U

2. Jenkins, F., van Kessel, H., Davies, L., Lantz, O., Thomas, P. & Tompkins, D. (2002). Nelson chemistry 11. Toronto, Ontario: Nelson Thomson Learning.

Web resources

www.youtube.com

Gas solubility vs temperature http://www.youtube.com/watch?v=QeUaL-11TC8&feature=relatedSolubility rules http://www.youtube.com/watch?v=dlBE6f4iaNMWaste water Plant http://www.youtube.com/watch?v=GV-DoisLwm0 Water Changes Everything. http://www.youtube.be/watch?v=BCHhwxvQqxg&feature=relatedWater planet http://www.youtube.be/watch?v=bv22cTudJuQ&feature=relatedSolubility summary http://www.youtube.com/watch?v=IKimraU21ws&feature=related Acid and base http://www.youtube.com/watch?v=DQk7f6DksN8&feature=related

Unit Plan completed by:Jiwei Li

Tatiana VrabieNarjis Fatima

www.concord.orgLimiting reactant http://www.concord.org/activities/chemical-reactions-and-stoichiometry p.7Balance of chemical reaction http://www.concord.org/activities/chemical-reactions-and-stoichiometry p.6

www.explorelearning.com Stoichiometry (Gizmo) http://www.explorelearning.com/index.cfm?method=Controller.dspPassTimeOut&ResourceID=515

Titration(Gizmo) http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=1045&ClassID=2092942

www.chalkbored.com

Chemistry 11. Overview. http://www.chalkbored.com/lessons/chemistry-11.htm