Concept Presentation:
Solutions and Solubility
Chemistry 11U
JULIE A. WASYLNKA
Outline of Presentation
 Background Information on solutions and solubility
 Curriculum placement
 Overall and specific expectations
 Lesson sequence/teaching strategies (A&E embedded)
 Common misconceptions
 STSE
 References
Background Information
Big Ideas from the Curriculum
 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
Background Information
Why study solutions?
 The majority of chemical processes are reactions that occur in
solution.
 Important industrial processes often utilize solution chemistry.
 "Life" is the sum of a series of complex processes occurring in
solution.
 Air, tap water, beverages, and household cleaners are common
examples of solutions (Lagowski, 2004).
Curriculum placement
Matter and
Bonding
Chemical
reactions
Stoichiometry
Solutions
Gases
September
Previously learned concepts essential for success:
 Intermolecular forces
 Bonding/lewis structures
 Atomic radius/ionic radius
 Stoichiometry
June
Curriculum expectations
 Overall
Specific expectations
Lesson 1
Lesson 2, 4
Lesson 3
Lesson 5 ,6
Lesson Sequence
1)
Unique properties of water and case study
2)
Introduction to solutions
3)
Factors affecting solubility and rates of dissolving
4)
Factors affecting solubility part II
5)
The solubility rules
6)
Mystery compounds mini-lab
Lesson 1: Case study
The use of bottled water and its impact on the
environment
 Demos on the properties of water
 Show video clip
 Put students in teacher-chosen groups
Distributes case study
 Briefly discusses what students will be doing

MI: Interpersonal, Logical
A for L: Class discussion and observation
Class management of the case study
Step
Task
Time (min)
1
Read Part I of the case.
5
2
Discuss Sally’s mother’s dilemma, using it as a tool to
direct class discussion to the background information
in Part II
3
Read Part II of the case.
4
Groups discuss the questions at the end of Part II—
have them prepare answers to turn in.
15-20
5
Class discussion—emphasize the interrelatedness of
the issues.
20
10-15
5
Lesson 2: Introduction to Solutions




Introductory powerpoint slides
Review of terminology (solution, soluble, etc.)
Types of solutions (solid – liquid, liquid-liquid etc.)
- Video Clip:
http://www.mhhe.com/physsci/chemistry/essential
chemistry/flash/molvie1.swf
Mini-labs

MI: Visual, Tactile, Auditory, Interpersonal

A for L: Exit pass
Lesson 3: Factors affecting Solubility
and Rates of dissolving
Factors affecting solubility of compounds (temperature,
pressure and nature of solute/solvent)

Review intermolecular forces and introduce ion-dipoles
 Rates of dissolving (agitation, particle size, temperature)
 Polarity and solubility mini-lab

 MI: Tactile, Logical, Interpersonal, Visual, Kinesthetic
 A for L: Class observation/ discussion
Lesson 4: Factors affecting Solubility II:
Polar and non-polar solvents mini-lab
Substance
Water soluble
(S, SS, NS)
urea
iodine
Ammonia (dilute)
naphthalene
copper(II) sulfate
sodium chloride
ethanol
A as L: Peer assessment
Oil soluble
(S, SS, NS)
Lesson 5: The Solubility Rules, Part I
 Discussion on atomic size and charge of ions (socratic)
 How to use solubility tables
 Mini-Lab on known precipitation reactions
MI: Interpersonal, Visual, Tactile, Logical
A for L: Exit pass
Lesson 6: The Solubility Rules, Part II
Teacher
 Review solubility rules (veritech)
 Mini-lab with unknown compounds (A of L: structured/guided inquiry)
DI
 Preconstructed data table or ask them to construct their own data tables
 Hints with the analysis
 Greater number of unknowns (challenge)
Lab Safety
 Wear goggles when performing labs/mini-labs.
 Dispose of hazardous chemicals in the appropriate
chemical waste containers
Misconceptions with this topic: #1
Difficulties determining whether a
solvent/solute is polar or non-polar
Strategies
 Review concepts of intermolecular forces
 Have students draw out lewis structures of
the solvents
D.I.
 Students can build the models
Misconception # 2
 True or false: Increasing the temperature of
a solution increases the solubility of solid
and gases solutes.
 False:
•
The solubility of gaseous solutions decreases
with increasing temperature.
 Suggested Teaching Strategies
• Demo with carbonated beverages
Misconception #3
 Solubility tables are difficult to read
Suggestions
 Students create their own tables
 Pneumonic?

“CHOPS NAAA.”
 Solubility is explained from simple physical principles


Coulomb’s Law
Atomic radii
Misconception #4
 Dualistic treatment of solubility
- Substances are only classified as soluble or
insoluble, with no mention of the range of
solubility values
Suggestions
 More solubility data is included early in the
discussion
STSE
 Water purification/Waste water treatment
 IV solutions
 Air quality
 Reactions of the human body occur in solution
 Metal alloys: brass, bronze, steel
Acknowledgements
 Lakshmi
 Janine
 Marty
 All my colleagues
References
 Blake, B. 2003. J. Chem. Ed. Solubility Rules: Three Suggestions for
Improved Understanding
 May, Lindsay Jessica Kotke, and Charles R. Bomar, But It’s Just a
Bottle of Water... University of Wisconsin–Stout , 2006. National
center for case study teachng in Science.
http://www.sciencecases.org/bottled_water/bottled_water.asp
 “ Chemistry. Foundations and Applications.” Lagowski, J. J. 2004.
http://findarticles.com/p/articles/mi_gx5216/is_2004/ai_n19132971/
?tag=content;col1. Retrived July 16, 2010.
McGraw Hill Higher Education (Solvation Animation)
 http://catalogs.mhhe.com/mhhe/home.do
References
 Solubility Rules and the Mystery Solutions. Ohio Department of
Education.
http://ims.ode.state.oh.us/ODE/IMS/Lessons/Content/CSC_LP
_S06_BA_L11_I01_01.pdf
 http://www.nclark.net/molecular_polarity_and_solubility_lab/
doc
 http://dwb.unl.edu/Chemistry/MicroScale/MScale26.html#TG
%20Description
 The Water bottle problem:
http://www.youtube.com/watch?v=flTbLnn5w_0

http://www.northland.cc.mn.us/biology/Biol
ogy1111/animations/dissolve.html