Solubility Unit
April 4- April 14 (2016)
Day 1: Water and its Properties
Objectives (SWBAT):
Physical Science 46- Identify the intermolecular force present in water and describe its effect on water’s properties
Evaluated by:
Water and its Properties Worksheet (15.1 reading)
Class structure:
Do Now: Which of these compounds is polar and how do you know- CH4 or CH3Br?
1. Engage- Class will review the difference between polar and nonpolar compounds how this is related to
intermolecular forces (IMF). Students will identify the IMF for each compound in the Do Now and for
water, the compound of the day.
2. Explore- Students will read chapter 15.1 in the textbook (p.488-p.493).
3. Explain- Students will take notes and answer questions as they read.
4. Elaborate- Students will record definitions and draw pictures for vocabulary terms- solution, solute,
solvent, solvation.
Summary: Water is a very polar molecule meaning that the molecules are very attracted to each other. This attraction
gives it a high surface tension, low vapor pressure, and high boiling point in the liquid state. The solid state is also
exceptional in that it packs so regularly that it is less dense than its liquid form and will float in liquid water.
Day 2: Like Dissolves Like
Objectives (SWBAT):
Physical Science 46- identify intermolecular forces present in compounds and describe their effect on the compounds’
physical properties
Evaluated by:
Like Dissolves Like Worksheet
Class structure:
Do Now: What factors affect how quickly something dissolves?
1. Engage- Class will review collision theory and factors that affect dissolving-stirring/agitation,
temperature, surface area, concentration of reactants. Teacher will introduce one more factor- polarity.
Compounds with similar polarities dissolve better in each other.
2. Explore- Students will complete the intermolecular force review on the front of the work sheet.
3. Explain- Students will explain what a H-bond, dipole-dipole, or London dispersion force is and rank
compounds by strength.
4. Elaborate- Students will use this information and the “like dissolve like” rule to predict the solubility of
various compounds in other compounds.
Summary: Ionic and polar solutes dissolve well in polar solvent and nonpolar solutes dissolves well in nonpolar solvents.
Day 3: Solubility Rules (and product prediction review)
Objectives (SWBAT):
Physical Science 6- Write and name the chemical formula for the products that form from the reaction of selected
reactants
Physical Science 34- Describe chemical changes by developing word equations
Physical Science 35- Predict products (with phase notations) of simple reactions, including acid/base,
oxidation/reduction, and formation of precipitates
Evaluated by:
Start Solubility Rules Worksheet
Class structure:
Do Now: Are each of the compounds soluble in water? Why or why not? – CaCl2, NF3, CH4
1. Engage- Class will review the like dissolve like rule from day 2 in the Do Now then the teacher will
explain that that rule is more of a guideline. Polar dissolves in polar and nonpolar dissolves in nonpolar
but ionic compounds can be tricky-introduce solubility rules.
2. Explore- Students will practice classifying all of the substances in problems 1-8 as aqueous (aq- soluble)
or a precipitate (s- insoluble).
3. Explain- Students will try to spot a pattern in the equations and apply this to the equations on the back.
4. Elaborate- Students will predict the products and their solubilities for the equations on the back of the
worksheet.
Summary: Most ionic compounds are soluble in water which means that water separates the ions of the compound,
causing the compound to dissolve. This mixture is called an aqueous solution. Some ionic compounds are insoluble in
water however and will remain a solid in water (rules for this can be found on the solubility chart).
Day 4: Complete and Net Ionic Equations and Mini Quiz #2
Objectives (SWBAT):
Physical Science 7- Write a balanced symbolic equation from a word equation
Physical Science 34- Describe chemical changes by developing balanced formula equations, complete ionic equations,
and net ionic equations
Evaluated by:
-Water Mini Quiz
-Finish Solubility Rules Page
Class structure:
Do Now: Clear your desk for the water mini quiz.
1. Engage- Class will review the term solvation and what it really means for an ionic compound to dissolve
(with a diagram). Then teacher will introduce how to write complete and net ionic equations.
2. Explore- Students will write complete and net ionic equations for each of the remaining problems on the
worksheet.
3. Explain- Students will show all work on a separate sheet of paper.
4. Elaborate- Students will complete the pre-lab for homework.
Summary: If a substance is aqueous, it is dissolved in water and its ions are separated in solution. Therefore, we can
write the compound as two separate ions. When a compound is insoluble, it remains a solid in water and its ions are
bound to each other. Writing out which ions are free in solution and which are bound is called a complete ionic
equation.
Day 5: Precipitate Lab
Objectives (SWBAT):
Physical Science 34- Describe chemical changes by developing balanced formula equations, complete ionic equations,
and net ionic equations
Physical Science 35-Predict products (with phase notations) of simple reactions, including acid/base,
oxidation/reduction, and formation of precipitate
Evaluated by:
Precipitate Lab
Class structure:
Do Now: Write the complete equation, with phase indications, for the reaction of AgNO3 and Na2CO3. Is a precipitate
formed?
1. Engage- The class will discuss safety precautions and how to use well plates and pipettes properly for
the day’s lab.
2. Explore- Students will perform possible precipitate reactions and record observations.
3. Explain- Students will explain their observations using their answers from the pre-lab and the newly
learned solubility rules.
4. Elaborate- Students will explain the use of net ionic equations.
Summary: A precipitate reaction is a double displacement reaction in which two aqueous solutions are mixed and a
precipitate is formed.
Day 6: Single Replacement Reactions- Rate and States
Objectives (SWBAT):
Physical Science 34-Describe chemical changes by developing word equations, balanced formula equations, and net
ionic equations
Physical Science 35-Predict products (with phase notations) of simple reactions, including acid/base,
oxidation/reduction, and formation of precipitate
Evaluated by:
Single Replacement Reaction Worksheet
Class structure:
Do Now: How is a net ionic equation different from a complete ionic equation?
1. Engage- The class will review how to predict products for single replacement reactions then the teacher
will remind students that different equations have different rates and introduce the activity series as a
way to predict single replacement reaction rates.
2. Explore- Students will use the activity series to predict whether a reaction will happen at all, slowly, or
quickly.
3. Explain- Students will describe the reactants and products of single replacement reactions that occur
with phase notations.
4. Elaborate- Students will write complete and net ionic equations for single replacement reactions.
Summary: In most single replacement reactions, the element acting as a reactant is a metal that replaces the metal
cation in the ionic compound. Some metals are more reactive than others though so reactions only occur if the element
that is reacting is more reactive than the element in the compound.
Day 7: Solubility Graphing
Objectives (SWBAT):
Physical Science 46- identify intermolecular forces present in compounds and describe their effect on the compounds’
solubility
Inquiry 5- Use mathematics and graphing skills to solve problems
Evaluated by:
Solubility Graphing
Class structure:
Do Now: What does it mean for a compound to be soluble? In other words, what does solvation look like?
(Describe and/or draw a picture)
1. Engage- The class will review the terms soluble and insoluble then the teacher will remind students that
compounds can have different levels of solubility at different temperatures and show a solubility graph.
2. Explore- Students will complete the worksheet, comparing the solubilities of different compounds at
various temperatures.
3. Explain- Students will explain how changes to the system affect solubility and teacher will introduce the
terms unsaturated, saturated, and supersaturated in reference to solutions and help students identify
these types of solutions from a graph.
4. Elaborate- Students will apply their understanding of saturation to the video below about rock candy:
http://www.youtube.com/watch?v=4uXQ2Uoaa_M by explaining why the top of the container is uncovered
and why the sugar doesn’t stay part of the liquid mixture when cooled.
Summary: When a substance can be dissolved in water, the substance is said to be soluble but the solubility of a
compound can be affected by pressure, temperature, surface area, agitation, and concentration. The amount of solute
that will dissolve in a given amount of water can be graphed. This is referred to as a solubility graph.
Day 8: Review for Solubility Test
Objectives (SWBAT):
Physical Science 6- Write and name the chemical formula for the products that form from the reaction of selected
reactants
Physical Science 7- Write a balanced symbolic equation from a word equation
Physical Science 34- Describe chemical changes by developing word equations, balanced formula equations, and net
ionic equations
Physical Science 35- Predict products (with phase notations) of simple reactions, including acid/base,
oxidation/reduction, and formation of precipitates
Physical Science 46- identify intermolecular forces present in compounds and describe their effect on the compounds’
physical properties, including solubility
Inquiry 5- Use mathematics and graphing skills to solve problems
Evaluated by:
Review for solubility test
Class structure:
Do Now: Given identical beakers of a saturated and a supersaturated solution, name a test you could do to
distinguish the two.
1.
2.
3.
4.
Engage- Teacher will review the list of study topics on the board with student suggestions.
Explore- Teacher will discuss the answers to the test review.
Explain- Teacher will show all work during the discussion of the review questions.
Elaborate- Teacher will also review vocabulary and test layout.
Summary: When a substance dissolves in water, it is said to be aqueous. Most substances can dissolve in water so it is
referred to as a universal solvent though a good rule to predict solubility of a compound is the phrase “like dissolves
like” referring to charged solutes (ionic and polar) dissolving best in charged solvents (polar) and uncharged solutes
(nonpolar) dissolving best in uncharged (nonpolar) solvents. This rule is generally applicable though some ionic
compounds do not dissolve in water. To know the solubility of ionic compounds, solubility rules must be used. Then,
even if a compound is soluble, its solubility varies with temperature so students must be able to interpret solubility
graphs.
Day 9: Solubility Test
Objectives (SWBAT):
Demonstrate at least 67 % proficiency on the standards of this unit
Evaluated by:
Test- Solubility
Class structure:
Do Now: Take out a calculator and something to write with, open your binder to the table of contents and place
it on the back bench, move your bags to the A/C, and clear your calculator RAM
TEST
Summary: This unit will be the foundation for understanding the next two (last two) units. Be sure that you have a
sound understanding of these topics. Do not allow yourself to fall behind now because with upcoming testing and the
building nature of these units, it will be difficult to catch up.
GLE
Testing Preparation
Objective
Day(s) Addressed
Inquiry 5
Utilize mathematics, organizational tools, and graphing skills to solve problems
7, 8
Physical
Science 6
Write and name the chemical formula for the products that form from the reaction
of selected reactants
3, 8
Physical
Science 7
Write a balanced symbolic equation from a word equation
4, 8
Physical
Science 34
Describe chemical changes by developing word equations, balanced formula
equations, and net ionic equations
3, 4, 5, 6, 8
Predict products (with phase notations) of simple reactions, including acid/base,
oxidation/reduction, and formation of precipitates
identify intermolecular forces present in compounds and describe their effect on
the compounds’ physical properties, including solubility
3, 5, 6, 8
Physical
Science 35
Physical
Science 46
Vocabulary
Soluble
Insoluble
Aqueous Solution
Precipitate
Spectator Ion
Assessment Design
Basic: 6 Questions
Solute
Solvent
Solvation
Like dissolve like
Saturated
Standard: 12 Questions
1, 2, 7, 8
Unsaturated
Supersaturated
Activity Series
Expanded: 6 Questions
Essential Skills and Learning Objectives
Type of
Question
(MC, CR, P)
Predict the products of single and double replacement
reactions
MC/CR
Write balanced symbolic equations, complete ionic
equations, and net ionic equations from word equations
MC/CR
Use phase notations to describe products of chemical
reactions
Basic
(Remember &
Understand)
Standard
(Apply &
Analyze)
Expanded
(Evaluate &
Create)
2 CR
1 CR
1 MC
1 CR
2 MC
1 CR
1 CR
CR
2 MC
2 CR
1 CR
Identify intermolecular forces present in compounds and
describe their effect on the compounds’ physical
properties, including solubility
CR
1 MC
3 CR
1 CR
Interpret a solubility graph
CR
1 MC
1 MC
1 CR
2 CR