Unit Plan completed by:
Jiwei Li
Tatiana Vrabie
Narjis Fatima
COURSE: Grade 11 Chemistry
COURSE CODE: SCH3U
Unit of Study: Solutions and Solubility
Curriculum: What will students learn?
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 Vrabie
Narjis 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
Solutions and
their
Properties
Concept/Subtopic with Learning Goals for
Each Lesson
Introduction
STSE assignment-Sign up sheet for the
culminating task
1
Definition and
Overview
By the end of the lesson, students will be
able to explain what is meant by the word
“Solution” in a chemistry context.
Teaching & Learning
Strategies
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?
(A) Assessment
(E) Evaluation
Achievement
categories
(A - Diagnostic)
Agree/Disagree chart
brainstormed
responses
Expectations
Addressed
E1.1
E1.2
K/U-Brainstormed
responses
Discussion-Examples
Lecture (brief)
Composition of
water as a
solution
Classifying
Solutions
2
Example: Sea water
What 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.
Types of solution:
Aqueous solution, saturated, unsaturated
and super saturated
Whole class discussion
Activity –Black line Master
Creating a concept map
How is sodium chloride
important to life?
Lecture (brief)
(A)- students
responses during
concept map activity
K/U, C
E3.1
(A)Table 8.1:discuss
the different states
of matter in 9 types
of different solutions
E2.1
A1.1
A1.3
A1.11
A1.11
A1.3
Unit Plan completed by:
Jiwei Li
Tatiana Vrabie
Narjis Fatima
By the end of the lesson students are able
to differentiate and identify solutions and
their types
Solubility &
The rate of
Dissolving
Demonstration Activity:
Figure 8.1 pg#354
Pg#355
K/U, C-Students
record observation
and communicate
conclusions
E3.3
Homework:
Pg#357
Questions 3 & 6
3
Using ionic, polar and molecular
compounds
Whole-class discussion on
reviewing previous lesson
(A) Exit pass: predict
solubility
K/ U, T/I, C
Activity:
Solubility of polar compounds
in water
Refer fig 8.6&8.7
By the end of the lesson, students will be
Pg#361
able to: explain predictions about the
relative solubility and the rate of dissolving Group work:
Flash cards of non-polar,
molecular and ionic
compounds
Ask students to fill
the exit card to treat
their understanding
Building a molecular
structure of sucrose
including eight polarOH groups
K/U,A ,C
Cooperative groups
discussion
Homework:
Pg#368
Question# 8 & 11
E 3.2
A1.2
A1.9
A1.11
Unit Plan completed by:
Jiwei Li
Tatiana Vrabie
Narjis Fatima
4
5
Predicting Whether a Molecular
Compound Is Soluble in Water
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
Perform designed lab) Relative solubility of Whole Class discussion of
non-polar compounds.
intermolecular forces.
PowerPoint Presentation :
http://www.chalkbored.com
(Intermolecular-forces.ppt)
Lab activity: Non-polar
substances
Why oil& water don’t mix.
On Conductivity of Aqueous
Solutions
Students perform the
sections of their designed
labs in which they investigate
relative solubility of nonpolar compounds
Example: Drinking water
It’s about how pollution, economic and
social factors effect the environment and
the natural resources especially the
(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 water
lab 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
YouTube Video link:
http://www.youtube.be/watc K/U&A,CParticipation
h?v=bv22cTudJuQ&feature=r in class discussion
elated
E2.1
E2.2
E2.3
E2.4
E3.2
E3.3
A1.1
A1.2
A1.3
A1.4
E2.4
A1.5
A1.6
A1.7
A1.11
A1.12
A1.13
Unit Plan completed by:
Jiwei Li
Tatiana Vrabie
Narjis Fatima
6
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
Discussion:
On contamination and
methods of purification of
water
http://www.youtube.be/watc
h?v=BCHhwxvQqxg&feature=
related
Drawing process chart.
Factors affecting rate of dissolving are
Temperature, Agitation/Mixing and
Surface Area
Whole class –Discussion
Concentrations of Solutions
Difference between Solubility
&rate of dissolving
Three most important factors
are temperature, mixing and
surface area
Fig 8.15 Pg#369
PowerPoint presentation of
the three factors
A brief lecture :
Solutions concentration and
unit conversion, calculations
Concentration = quantity of solute ÷
with concentration (mass,
quantity of solution. This lesson focuses on volume and concentration)
concentration calculations (V/V, W/W,
W/V, ppm, ppb, mol/L).
PowerPoint Presentation:
(percentages, very-low and
molar concentrations)
http://www.chalkbored.com
Homework:
Table 8.3 and
solubility guidelines
K/U, C
Students
performance on
assigned homework
E2.1
E2.2
E2.3
E2.4
E3.2
E3.3
C-Participation in
class discussion
K/U,T/I &A
Activity:
Mixing using mortar
and pestle and
observe solid’s rate
of dissolving
K/U&A
Practice: Problem
solving
A1.1
A1.2
A1.3
A1.4
A1.5
A1.6
Unit Plan completed by:
Jiwei Li
Tatiana Vrabie
Narjis Fatima
Pg# 373
Solution preparation, standard solutions
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}
Solubility
Introduction
7
Start class with brief photo gallery on
phenomena and technologies related to
solubility.
Solubility of different substances, solidliquid, liquid- liquid, saturation, effect of
temperature.
A1.7
(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
Discuss about proper lab
safety procedures while
preparing solutions
Homework: Problem
on page # 385
Create a “Hook” on
importance of phenomena
K/U
A - Questioning
previous knowledge
during slide show
Demo: potassium nitrate,
sodium bicarbonate, oilwater, ethanol – water
solubility
A1.9
A1.10
A1.11
A1.12
A1.13
T/I, C
E 2.1
A1.12
Unit Plan completed by:
Jiwei Li
Tatiana Vrabie
Narjis Fatima
Introduction to the concepts Saturated
Solution, Solubility, Precipitate,
Crystallization.
Students record observation
and communicate
conclusions.
Concept attainment by small
group activity
Lecture (brief)
Anecdotal notes
In groups Brainstorm on how
to design experiment
Lab. Activity. Inquiry
T/U, C, A
Anecdotal notes
Performance
checklist
K/U, A
A- PowerPoint
flashing cards on
Concepts definitions,
Solubility concept
map.
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.
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 7.1.1
2) “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
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
E3.3
A1.1, 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 Vrabie
Narjis Fatima
Solubility chart
of ionic
compounds.
Quality of
water
8
how a change in temperature or
atmospheric pressure affects the solubility
of oxygen in lake water)
Homework discussion and feedback
Gas solubility vs temperature
http://www.youtube.com/watch?v=QeUa
L-11TC8&feature=related
Solubility categories and chart, related
technologies (Solvay process, Hard water
treatment)
Practice: p.329 #2,3: p.330 #6, 7{2}
Reactions in
Solution.
Introduction
Whole class participation in
clarifying Homework issues
Lecture
Solubility rules video
http://www.youtube.com/wa
tch?v=dlBE6f4iaNM
Cooperative groups, Peer
Teaching, Solving problems
By the end of the lesson students will be
able to identify, using a solubility table,
the formation of precipitates in aqueous
solutions
Particular features of Reactions in Solution
according to collision theory.
Whole class discussion of
possible particularities
Investigation 7.3.1. Precipitation Reactions
in Solution. p. 331. {2}
Experimenting,
Lab. Activity
Writing net ionic equations related to
Investigation reactions
Practice: p.335 #3,4{2}
Problem solving
Think-Pair-Share
Homework:
Practice: p.336#7,8; p.337 #3,4{2}
K/U, A
A
Self assessment
E. Lab. Reports
submission, check list
evaluation
E3.4
A1.1, A1.11,
A2.2
T/I, C
Anecdotal notes on
correct answers and
level of
understanding
A
K/U, T/I
Performance
checklist, Pear
evaluation
E. Self evaluation of
SIS by rubrics
T/I, A
E2.5
A1.1, A1.4,
A1.5, A1.6,
A1.8, A1.10,
A1.11, A1.12
Unit Plan completed by:
Jiwei Li
Tatiana Vrabie
Narjis Fatima
By the end of the lesson students will be
able to
-write balanced net ionic equations to
represent precipitation and neutralization
reactions
Reactions in
Solution.
Qualitative
analysis
9
Homework analysis and correction
Student presentation
Qualitative analysis by color exploration.
Practice: p.342#1 (a,b,e); p.343.#4{2}
Textbook reading and
practice problem solving in
cooperative groups
“numbered heads together”.
Sequential Qualitative Chemical Analysis,
limiting reagent, excess reagent.
Video and Activity
http://www.concord.org/activities/chemic
al-reactions-and-stoichiometry p.7
Investigation 7.5.1. Sequential Chemical
Analysis in Solution
Lecture (brief)
Homework check up
E 2.4
A1.1, A1.4,
A1.5, A1.6,
A1.8, A1.10,
A1.11, A1.12
Computer simulation practice
Inquiry in small groups
Homework: Practice p.346#2,3. p.347#6,
9, 10
By the end of the lesson students will be
able to
-conduct an investigation to analyse
qualitative properties of solutions (e.g.,
perform a qualitative analysis of ions in a
solution)
10.
C, A, K/U
A - Self assessment
by achievement
rubric
T/I
A. Observations,
students’
presentations,
anecdotal notes
Questions and answers.
K/U, A
A. Flash cards on
Summary of
Sequential
Qualitative Chemical
Analysis (anions and
cations separately)
E. Peer evaluation by
checklist
K/U, C
E 2.2, E 2.6
Unit Plan completed by:
Jiwei Li
Tatiana Vrabie
Narjis Fatima
Quantitative
Analysis
Quantitative Analysis. Solution
Stoichiometry.
Video and Activity.
http://www.concord.org/activities/chemic
al-reactions-and-stoichiometry p.6
Students’ presentation in
case of difficulties
Lecture
Computer
Simulations/Animations
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.cf
m?method=Controller.dspPassTimeOut&R
esourceID=515
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)
-use stoichiometry to solve problems
involving solutions and solubility
11
Investigation 7.6.1 Percentage Yield of
A1.1, A1.2,
A1.4, A1.5,
A1.6, A1.8,
A1.10, A1.11,
A1.12, A1.13
Inquiry in lab. simulation
Think-Pair-Share Problem
Solving
Quantitative
A. Self assessment by
teacher marking
scheme. Teacher
anecdotal notes.
Lab Activity
T/I, A
A. Self-assessment by
number of correct
answers and records
in Response Journal.
T/I, C
E1.1, E 2.2, E
Unit Plan completed by:
Jiwei Li
Tatiana Vrabie
Narjis Fatima
Analysis
Barium Sulfate.
Practice p.355#5, p.358#2 (d, e, f, g), 4, 5,
9, 12 p.359 # 18{2}
Problem solving in
cooperative groups of 3
students
Waste water
treatment
Wastewater Treatment. Waste water
Plant video
http://www.youtube.com/watch?v=GVDoisLwm0
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)
-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 runoff, industrial effluents, chemical spills),
and explain how these pollutants affect
water quality
Lecture brief
Cooperative groups
discussion
A. Rating Scale for lab 2.6
report
A1.1, A1.2,
A1.4, A1.5,
Numerical problems A1.6, A1.8,
A1.10, A1.11,
A1.12, A1.13
T/I, C
Anecdotal records of
students discussion
about critical point of
the process and
reliability of
equipment
K/U
Flashcards (main
pollutants and ways
of removal)
Unit Plan completed by:
Jiwei Li
Tatiana Vrabie
Narjis Fatima
Solubility and
Reactions
Review
12
Solubility summary video
Stop-run video. Questions
http://www.youtube.com/watch?v=IKimra and answers
U21ws&feature=related
K/U
A. Observing correct
answers
Solubility and Reactions Review.
T/I, C, A
A. Flashcards on
subunit summary.
Observing correct
answers.
Self assessment,
comparing with
correct answers.
Teacher observation
during activity.
K/U, T/I, C
E. Subunit test
evaluation by Rubric
K/U, C
concept map for
Properties of acid
and bases
Questions and Answers
Concept Map creation on
Solubility, Reactions
Think-Pair-Share
Acid – base
Theories
13
Short Subunit test
No new Learning Goals, consolidation and
refining of acquired knowledge
Introduction
Properties of acids and bases
The Arrhenius Theory of Acids and Bases
The BrØnsted-Lowry theory of acids and
bases
Strong and
14
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
Check homework and take up questions
Problem solving
Whole-Class Brainstorm on
Properties of acid and bases
and what are the acids or
bases are used in our daily
life
Lecture on two theories
Whole class discussion
---comparing two theories
A1.1
A1.11
E3.5
questioning (T/I)
participation on class
discussion (C)
K/U, C
A1.11
Unit Plan completed by:
Jiwei Li
Tatiana Vrabie
Narjis Fatima
weak acids and
bases
Strong and weak acids and bases
Use Video for consolidation:
http://www.youtube.com/watch?v=DQk7f
6DksN8&feature=related
Jigsaw reading activity on
Strong and weak acids and
bases
E3.6
Students
performance
Lecture (brief)
assign homework
By the end of the lesson students are able
to know the difference b/w strong and
weak and difference b/w binary and oxoacid and bases.
15
Check homework and take up questions
K/U, T/I, C , A
questioning
pH calculation and the effect of dilution on Lecture
pH of an acid
Problem solving
Lab performance
Mark lab report
Acid-base
reactions
16
By the end of the lesson, students will be
able to know the concept and calculation
of pH, the differences b/w concentrate
and dilute acid.
Check homework and take up questions
Lab (in groups):
The effect of dilution on the
Ph of an acid
Neutralization reactions and calculations
Lecture
practice questions: P.398 #10-13
Problem solving (Paired
students)
By the end of the lesson, students will be
able to do the questions involving
Assign homework
K/U, T/I, C
Peer assessment
Assign homework
and ask students fill
the exit card to teat
E2.1
A1.2
A1.4
A1.6
A1.8
A1.9
A1.10
A1.11
A1.12
A1.13
E2.1
E2.2
E2.7
A1.11
A1.12
A1.13
Unit Plan completed by:
Jiwei Li
Tatiana Vrabie
Narjis Fatima
17
neutralization reaction
Acid – base Titration
Show students the steps of doing titration.
Review the calculations involved in
titration lab.
Culminating
Task
18,
19
Unit Test
20
By the end of the lesson, students will be
able to use experimental results to
determine the concentration of a acid or
base
Summative; no new learning goals.
Summative; no new learning goals.
Titration lab (in groups): To
determine the concentration
of acetic acid in vinegar
(Or Gizmo activity on
Titration
Students in small groups work
on activity sheet if no
equipment
http://www.explorelearning.c
om/index.cfm?method=cRes
ource.dspDetail&ResourceID=
1045&ClassID=2092942
Lab. activity, debates
their understanding
K/U, T/I, C, A
Performance on
cooperative learning,
Mark the activity
sheet.
E. STSE projects
submission
E2.7
E2.1
A1.5
A1.6
A1.7
A1.11
A1.12
A1.13
E. Investigation of
bottled mineral
waters
E. Unit Test
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.
Unit Plan completed by:
Jiwei Li
Tatiana Vrabie
Narjis Fatima
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=related
Solubility rules http://www.youtube.com/watch?v=dlBE6f4iaNM
Waste water Plant http://www.youtube.com/watch?v=GV-DoisLwm0
Water Changes Everything. http://www.youtube.be/watch?v=BCHhwxvQqxg&feature=related
Water planet http://www.youtube.be/watch?v=bv22cTudJuQ&feature=related
Solubility summary http://www.youtube.com/watch?v=IKimraU21ws&feature=related
Acid and base http://www.youtube.com/watch?v=DQk7f6DksN8&feature=related
www.concord.org
Limiting reactant http://www.concord.org/activities/chemical-reactions-and-stoichiometry p.7
Balance 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
Unit Plan completed by:
Jiwei Li
Tatiana Vrabie
Narjis Fatima
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