Tatiana Vrabie, Jiwei Li, Narjis Fatima
Culminating Task
SCH3U
E. Solutions and Solubility
SUMMARY
Introduction:
The most important Earth solutions are aqueous ones. Water and water solutions considerations are
enormous in the frames of Science, Technology, Society and Environment. Drinking water as bottled or tap is
a great part of everyday students’ experience. Taking into account that first strategy of teaching science is
through investigation and hands-on experience our culminating task was build on an inquiry based analysis of
bottled mineral water with “lost” label. Other two parts of activity are problem solving worksheet and debates,
related to quality of Water.
Learning expectations: A1.2 – A1.8, A1.10- A1.13, E1.2, E2.1 – E2.7, E3.4
A1.2 select appropriate instruments (e.g., a balance, glassware, titration instruments) and materials (e.g.,
molecular model kits, solutions), and identify appropriate methods, techniques, and procedures, for each
inquiry
A1.3 identifies and locates a variety of print and electronic sources that enable them to address research
topics fully and appropriately
A1.4 apply knowledge and understanding of safe laboratory practices and procedures when planning
investigations by correctly interpreting Workplace Hazardous Materials Information System (WHMIS)
symbols; by using appropriate
Techniques for handling and storing laboratory equipment and materials and disposing of laboratory
materials; and by using appropriate personal protection (e.g., wearing safety goggles)
A1.5 conduct inquiries, controlling relevant variables, adapting or extending procedures as required, and
using appropriate materials and equipment safely, accurately, and effectively, to collect observations and data
A1.6 compile accurate data from laboratory and other sources, and organize and record the data, using
appropriate formats, including tables, flow charts, graphs, and/or diagrams
A1.7 select, organize, and record relevant information on research topics from a variety of appropriate
sources, including electronic, print, and/or human sources, using suitable formats and an accepted form of
academic documentation
A1.8 synthesize, analyse, interpret, and evaluate qualitative and quantitative data; solve problems involving
quantitative data; determine whether the evidence supports or refutes the initial prediction or hypothesis and
whether it is consistent with scientific theory; identify sources of bias and error; and suggest improvements to
the inquiry to reduce the likelihood of error
A1.9 analyse the information gathered from research sources for logic, accuracy, reliability, adequacy, and
bias
A1.10 draw conclusions based on inquiry results and research findings, and justify their conclusions with
reference to scientific knowledge
A1.11 communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic
presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports,
presentations, debates, simulations, models)
A1.12 use appropriate numeric, symbolic, and graphic modes of representation, and appropriate units of
measurement (e.g., SI and imperial units)
A1.13 express the results of any calculations involving data accurately and precisely, to the appropriate
number of decimal places or significant
Tatiana Vrabie, Jiwei Li, Narjis Fatima
E1.2 analyse economic, social, and environmental issues related to the distribution, purification, or use of
drinking water (e.g., the impact on the environment of the use of bottled water) [AI, C]
E2.1 use appropriate terminology related to aqueous solutions and solubility, including, but not limited to:
concentration, solubility, precipitate, ionization, dissociation, pH, dilute, solute, and solvent [C]use a
precipitate, ionization, dissociation, pH, dilute, solute, and solvent [C]
E2.2 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, mass, volume per cent) [AI, C]
E2.3 prepare solutions of a given concentration by dissolving a solid solute in a solvent or by diluting a
concentrated solution [PR]
E2.4 conduct an investigation to analyse qualitative and quantitative properties of solutions (e.g., perform a
qualitative analysis of ions in a solution) [PR, AI]
E2.5 writes balanced net ionic equations to represent precipitation and neutralization reactions [AI, C]
E2.6 use stoichiometry to solve problems involving solutions and solubility [AI]
E2.7 determine the concentration of an acid or a base in a solution (e.g., the concentration of acetic acid in
vinegar), using the acid–base titration technique [PR, AI]
E3.4 identify, using a solubility table, the formation of precipitates in aqueous solutions (e.g., the use of iron
or aluminum compounds to precipitate and remove phosphorus from wastewater)
Objectives:
To apply and consolidate knowledge and skills acquired in the Unit Solutions and Solubility and further
develop learning skills.
Class Setting:
Lab. Investigation (Laboratory) and Problem Solving (Computer Class):
Class is divided in groups of 4-5 students each. “Sample” or Mineral Water distribution is described in the
chart below:
Group #
1
Sample
Gize
2
3
4
5
6
SaintBerg
Gize
SaintBerg
Geron
Geron
Groups are formed from different levels of achievement and different types of intelligence students.
Debates (Regular Classroom): Half of the students actively participate in the first debate, other half – in the
second
Plan of Culminating Activities (two periods – 150 min)
Activities
Activity sequencing
Teaching &
Learning
Strategies
Assessment
F- formative
S- summative
Learning
Skills
Expecta
tions
Address
ed
Tatiana Vrabie, Jiwei Li, Narjis Fatima
1. Lab.
Investigatio
n
(85 min in
two days)
1. Task Introduction
2. Analysing and Choosing
chemical compounds for
investigation
Brainstorm
in groups
3. Designing the experiment to
solve the task
Inquiry
S. Group
Cooperative Observation Form
learning
for critical and
creative thinking
behaviors,
Checklist for peer
evaluation,
Anecdotal Notes,
K/U, T/I
T/I. A
A. Creating Procedure
a) pH indicator paper
b) pH meter
c) Calcium
B. Investigation of Safety
Measures
C. Planning of Equipment and
Materials
4. Solution preparation,
Problem
solving
S. Numerical
Problem, T/I
5. Lab. performing
Lab.
activities
student
presentation
S. Students
Performance list,
K/U, A
S. Checklist,
Finding answer to problems,
using textbook and different
Internet recourses
problem
solving,
cooperative
learning,
group
discussion
S. Achievements
by rubric K/U,
T/I, A
1. Fluorides in Water
2. Bottled and Tap Water
literacy
study
through
debating
and
discussion
See the detailed
rubric
6. Lab. Report
2. Problem
Solving
(Worksheet 15 min)
3. Debates
(~50 min)
F. Journal entries
T/I
Instruction see attached Debate
Activity
R, O, IW,
C, SR, I
(Selfassessment,
teacher
notes,
observing
students)
A1.2,
A1.3,
A1.4,
A1.5,
A1.6,
A1.8,
A1.10.
A1.11,
A1.12,
A1.13,
E2.1,
E2.2,
E2.3,
E2.4,
E2.5,
E2.6,
E2.7,
E3.4
R, O, IW,
C, SR, I
(Selfassessment,
teacher
notes,
observing
students)
R, O, IW,
C, SR, I
(Selfassessment)
A1.3,
A1.6,
A1.7,
A1.8,
A1.10.
E1.2,
A1.3,
A1.9,
A1.10,
A1.11,
E1.2
Tatiana Vrabie, Jiwei Li, Narjis Fatima
LAB. INVESTIGATION: Find the name of Natural Mineral Water
Instructions for students
1. You will investigate unlabeled mineral water (4 identical bottles without labels, 0.5 L each) in your group
of 4-5 students. It is one of three mineral waters described below in the Table 1.
http://www.finewaters.com/Bottled_Water
Table 1. Chemical composition (mg/L) of
Chemical composition (mg/L)
Gize, Canada
Berg, Canada
Saint-Géron, France
1170 TDS*
10 TDS
1158 TDS
8.1 pH
7.8 pH
6.0 pH
286 Calcium
0.2 Calcium
79.3 Calcium
9.5 Magnesium
0.3 Magnesium
53.7 Magnesium
1.9 Potassium
N/D Potassium
18.4 Potassium
36.1 Sodium
2.6 Sodium
225.5 Sodium
692 Sulphates
20.4 Sulphates
*TDS – Total Dissolved Solids
Your general task is to find the name of your Water (sample) by designing chemical experiment (should
be approved by teacher), writing the procedure (Equipment, Glassware, Reagents, and Solutions, Safety
Measures) and answering related questions.
You can use textbooks and internet and ask teacher for tips.
Total Marks – 60 (50 marks for group and 10 marks Lab. Report of each student)
2. Look at the Table 1. And discuss in group what chemical analysis can help you distinguish your water from
others. Ask for teacher approval. {Marks - /10 – T/I}
a) pH measurement, indicator paper
b) pH measurement, pH meter
c) Quantitative analysis of calcium by precipitation with Na2SO4
Approved:
Approved:
Approved:
3. Design approved experiments, before start doing ask teacher to check up and sign.
A. Procedure, make reference to textbook {Marks - /10 –T/I, A, C}
a) pH measurement, using indicator paper
 See instruction on the box
Make suggestion about possible brand of your sample
b) pH measurement using pH meter (use two 100 ml beakers –dist. water and sample)
 See attached to pH meter instruction
 Calibrate pH meter before measurement, applying standard buffers
Make suggestion about possible brand of your sample
c) Quantitative analysis of calcium by precipitation with Na2SO4 (see table of solubility, Nelson, Chemistry
11, p.324)
 Transfer 500 ml of sample into Erlenmeyer flask
 Prepare 8% w/v solution of Na2SO4
 Add 8 ml of 8% w/v solution of Na2SO4 to 500 ml of sample into Erlenmeyer flask
Tatiana Vrabie, Jiwei Li, Narjis Fatima






Mix well using glass road and wait the precipitate to be formed
Weigh the filter paper, using analytical balance, record the weight
Prepare funnel with weighed filter paper and place it on the top of clean Erlenmeyer flask
Filter sample with precipitate into Erlenmeyer flask. Make sure you transfer all the sample
quantitatively with 3-times rinsing of sample container and filter
After filtration is done, place the funnel with filter in a 100 ml clean beaker, then put the beaker in
oven at 1050C to dry the filter.
Weight the filter with precipitate, record the weight, and calculate amount of precipitate and calcium
in it.

Make conclusion about brand of your sample.
B. Safety, make reference to MSDS {Marks - /10 – K/U, A}
a) General requirements
 Revise general safety requirement in a Lab.
 Wear safety goggles, gloves, and lab. coat
 Keep order and appropriate behavior in a Lab.
 Remove contact lenses
 If have a doubt, ask teacher
b) Sodium Sulfate http://www.sciencelab.com/msds.php?msdsId=9927278





Eye contact - irritant, flush eyes with plenty of water for at least 15 minutes.
Slightly hazardous in case of skin contact, of ingestion, of inhalation
Wash skin with soap and water
If inhaled, remove to fresh air
If ingested, get medical attention if symptoms appear
c) Waste dispoasal http://www.rbnainfo.com/MSDS/CANADA/Calgonite_CAN.pdf

Diluted solutions may be washed into sewage
C. Equipment and Materials {Marks - /10 – K/U, T/I}
1. Equipment
1. Analytical balance
2. Oven with thermostat and air blowing
3. pH meter
4. Universal pH indicator paper- strips.
5. Weighing paper
6. Filter paper
7. Spatula for weighing
8. Washing Bottle
2. Glassware
1.Two beakers 100 ml
2.Cylinder 500 ml
3.Two 500-mL Erlenmeyer flasks
4.Two 10-mL graduated pipettes with rubber bulb
5.Volumetric flask – 50 mL
6.Glass road
Tatiana Vrabie, Jiwei Li, Narjis Fatima
7.Two funnels
3. Reagents
1. Aqua distillata
2. Sodium Carbonate, solid, powder
3. Sodium Sulphate, solid, powder
4. Solution preparation with supporting reactions and calculations {Marks - /10- T/I, A}
a) What quantity of Na2SO4 (aq) and at what concentration is necessary to precipitate all calcium in 500 ml of
Mineral Water.
Ca 2+ (aq) + Na2SO4 (aq) →CaSO4 (s) + 2 Na+ (aq)
Given:
Concentration of Ca – 286mg/L
V = 500 ml
Calculate:
Minimum Quantity (g) of Na2SO4, necessary for precipitation of calcium ions
Minimum Concentration and quantity of Na2SO4 in water solution
CALCULATIONS:
 Min Quantity of Na2SO4 = (0.286g/40g * 2) *142.04g =0.507793g≈0.51 g
 Dissolve about 4 g of Na2SO4 in about 40 ml distilled water in 50 ml volumetric flask. Adjust volume
with water to the mark, mix well.
 Concentration of obtained Na2SO4 solution = 4 g/50ml =0.08 g/ml
 Amount of Na2SO4 in 8 ml solution = 0.08 g/ml * 8 ml = 0.64 g, which is more (in excess) than min
amount 0.51 g
Answer: Add 8 ml of 8% solution of Na2SO4 to 500 ml of Mineral Water
4. At the end of next class you (each student in the group) should hand in your Lab. Report.
{Marks - /10 – K/U, T/I, C, A}
Tatiana Vrabie, Jiwei Li, Narjis Fatima
Accommodations /Modifications for ELL and Special need students:
Activity#1:Lab Investigation (Laboratory):
In the class and group activity such as this the following accommodations and modifications are usually
needed to make sure that all students including ELL’s, ELD and special need students revise and follow the
safety rules and procedures before proceeding to the lab.
ELL student accommodations
1. By having access to computers and internet, students will have access to different translational services
(e.g. Google Translate) and explanatory dictionaries (e.g. Wikitionary) which will help them understand asked
requirements.
2. A Teacher Assistant (if available), who speaks the language most ELL students are comfortable with might
be invited to help with the activity.
3. Groups will be arranged in such a way that ELL students can be together with English proficient student,
who speak their language.
4. Lab safety instructions (and operating instructions for apparatuses and reagents) translated in another
language(s) or illustrated lab safety procedures (and operating instructions for apparatuses and reagents) with
little amount of writing.
5. Simplifying the language of procedural writing
Special needs student
1. An educator or TA (if available) who have knowledge and/or experience in dealing with special needs
students might be invited to help in the activity.
2. As much as possible, creating groups such that all members feel comfortable with each other.
3. Illustrated lab safety with little amount of writing and more pictures.
4. Providing additional time
5. Simplifying the language of procedural writing
The use of high level of visual support as pictures, posters, word wall and signs for proper use of safety
materials like goggles, gloves and coats, handling glassware will surely help the ELL and special need
learners to understand the given task in a better way and perform it with ease along with other mainstream
students and with lowered affective filters, enhanced motivation and confidence.
Tatiana Vrabie, Jiwei Li, Narjis Fatima
Students Worksheet
Activity: Problem Solving related to Investigation
(Computer Class, Internet connection)
1) Explain how Universal Indicator paper works, right the reaction (Marks - /6, K/U)
Universal indicators are used to demonstrate acidity or basicity of solutions. It is a mix of different substances
that show distinct colours for different pH in the range of 1-14.
For more information:
http://www.nelsonthornes.com/secondary/science/scinet/scinet/reaction/acids/uindicat.htm
H3O+ + Ind- ⇌ HInd + H2O, were
Ind (indicator) and HInd (protonated form) have different colors
2) Geological conditions and mineral composition of Water (Marks - /7, T/I)
A. Explain Chemical Composition of “Berg” Water http://www.finewaters.com/Bottled_Water
Berg - Iceberg
Low concentration of salts
B. Relate origin of Waters Gize and Saint-Geron to Dolomite or Gypsum, explain your choice
http://en.wikipedia.org/wiki/Dolomite
http://en.wikipedia.org/wiki/Gypsum
Gize - Gypsum, CaSO4
High content of calcium and sulphates
Saint-Geron – Dolomite, (MgCa) (CO3)2
Almost equal content of calcium and magnesium, low of sulphates
3) (Marks - /7, T/I, A)
A. Classify your sample according to hardness and TDS. Compare hardness with Toronto municipal tap
water.
 Nelson, Chemistry 11, 2002
 http://www.toronto.ca/health/hphe/pdf/chemicals_in_drinking_water_technical.pdf
 http://www.finewaters.com/Bottled_Water
Berg - Hardness low, TDS - low
Gize - Hardness moderately hard, TDS –high
Saint-Geron - Hardness slightly hard, TDS -high
Toronto’s tap water is slightly hard, with average level of hardness of 123 mg/L
Health considerations of TDS in water, explain in a few sentences.
 http://www.hc-sc.gc.ca/ewh-semt/pubs/water-eau/tds-mdt/index-eng.php
Controversial data from different regions
B. List five Health Risks from drinking demineralised water
 http://www.who.int/water_sanitation_health/dwq/nutdemineralized.pdf
1. Direct effects on the intestinal mucous membrane, metabolism and mineral homeostasis or
other body functions.
2. Practically zero calcium and magnesium intake.
3. Low intake of other essential elements and microelements.
4. Loss of calcium, magnesium and other essential elements in prepared food.
5. Possible increased dietary intake of toxic metals leached from water pipe.
6. Possible bacterial re-growth.
Tatiana Vrabie, Jiwei Li, Narjis Fatima
Accommodations /Modifications for ELL and Special need students:
Activity#2:Problem Solving:
Alternative methods of assessment to solve the given problem by these learners include the following
modifications:
 Simplifying language in the student worksheet to make them understand more comprehensibly
 Reducing number of questions to respond
 Allotting extra time in computer lab.
Accommodation of these special learners may be done by modifying instruction, allowing them to use graphic
organizers, concept maps and flow charts as scaffolds for organizing the solution step by step and finding the
answers for the geological conditions, mineral composition, hardness using text book and different internet
resources in their home language for the ELLs, which will enhance comprehension and help them to identify
the problem and solve it.
Tatiana Vrabie, Jiwei Li, Narjis Fatima
Debate Activity
Topics:
1. Should we add fluoride to our drinking water?
2. Should we drink tap water or bottled water?
Procedure:
1. Assign the following positions from each topic
Affirmative Team 5-6 students
Opposing Team 5-6 students
Judges -3 students
Facilitator -1 student
2. Do the research and find the references to support your position.
Submit your brief research result (1-2 pages) to teacher before debate, include all the references.
3. Debate:
 One person from affirmative position present for their position.
(2 minutes)
 One person from negative position present for their position.
(2 minutes)
 Affirmative position offers first rebuttal (3 minutes)
 Negative position offers first rebuttal (3 minutes)
 Negative position offers second rebuttal and affirmative position disprove (5 minutes)
 Affirmative position offers second rebuttal and negative position disprove (5 minutes)
 Audience asks questions for both positions. (5 min)
Assessment:
Each group will be evaluated based on the rubric.
Use rubric: teacher evaluation
Tatiana Vrabie, Jiwei Li, Narjis Fatima
Accommodations /Modifications for ELL and Special need students:
Activity#3:Debate Activity:
Students are allowed to use Cueing system as accommodation/modification for ELLs and special need
learners. By this students will have support to enhance their comprehension of the content of the debate
activity by bolding and underlining the important points of the debate activity. Incorporating Flash cards in
the activity for these special learners will allow them to write details and important discussion points about
use of tap water versus bottled and also about adding fluorides to municipal water in their own/home language
and this will aid them in participating by communicating their thoughts at a more sophisticated level. This
encourages ELLs and special need students to actively participate in identifying and communicating important
ideas in a class debate activity.
Tatiana Vrabie, Jiwei Li, Narjis Fatima
DEBATE RUBRIC
Criteria
Level 3
Level 2
Level 1
- Well-organized and
Argumentation complete
presentation of
arguments and
evidence
- Responds to issues
raised by opponents
with accurate and
generally concise
answers
- Challenges the
arguments made by
opponents;
challenges are
generally effective
- Demonstrates a
sophisticated
Effective use
understanding of the
of historical
issues, events and
evidence /
facts relevant to the
content
topic
knowledge
-Demonstrates
thorough and
accurate
understanding of
details as well as the
ability to make
original connections
and interpretations
-Organized and
generally complete
presentation of
arguments and
evidence
- Responds to most
of the issues raised
by opponents with
generally accurate
answers
- Offers arguments,
but no evidence, to
counter the
arguments made by
opponents
-Demonstrates a
basic and accurate
understanding of
the issues, events
and facts relevant to
the topic.
-Demonstrates the
ability to make
basic connections
between facts and
concepts
-Arguments are
unorganized,
incomplete, or
completely
lacking in
evidence
-Is unable to
respond to
issues raised by
opponents in a
meaningful or
accurate way
Uses logical,
emotional and ethical
appeals to enhance
effectiveness of
argument
Uses some appeals
to make argument
more persuasive,
but may not include
a mix of logical,
emotional and
ethical appeals
-Somewhat
organized
presentation of
arguments and
evidence
-Seems to be caught
off-guard by
opponents; offers
tentative, somewhat
accurate, but
possibly vague or
illogical responses
-Attempts to
challenge arguments
of opponents
-Demonstrates a
generally accurate
understanding of
relevant issues,
events and facts, but
may exhibit minor
confusion or
misunderstandings
seem to understand
general ideas, but do
not support their
ideas with relevant
facts; OR, seem to
understand facts but
are unable to connect
them into coherent
arguments
Makes minimal use
of persuasive appeals
- Exhibits
confidence and
energy in the course
of the hearing
-Maintains
respectful tone
- Uses preparation
materials effectively
- Appears nervous,
yet somewhat
confident, before
the court
- Maintains
respectful tone
- Use of preparation
materials does not
distract
-Lacks confidence
-Maintains respectful
tone
- Use of preparation
materials distracts
from quality of
performance
-Demonstrates
little or no
preparation
-Fails to
maintain
respectful tone
Use of
persuasive
appeals
Performance
Level 4
-Demonstrates
an inadequate
understanding of
the history
content relevant
to the topic
-Supports
statements with
vague or
irrelevant
information, or
no information
at all
Does not use
persuasive
rhetoric
Tatiana Vrabie, Jiwei Li, Narjis Fatima
RESOURCES
1. Jenkins, F., van Kessel, H., Davies, L., Lantz, O., Thomas, P. & Tompkins, D. (2002). Nelson
chemistry 11. Toronto, Ontario: Nelson Thomson Learning.
2. Growing Success, 2010. Learning Skills classification
http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf
3. The Fluoride Debate website www.fluoridedebate.com
4. Research on the Bottled Water Debate, 2009.
www.canadians.org/water/documents/bottled_water_Waterloo.pdfSimilar
5. Health Canada about water quality http://www.hc-sc.gc.ca/ewh-semt/pubs/water-eau/tds-mdt/indexeng.php
6. Municipal water quality
http://www.toronto.ca/health/hphe/pdf/chemicals_in_drinking_water_technical.pdf
7. Mineral Waters of the World http://www.finewaters.com/Bottled_Water
8. World Health Organisation about water quality
http://www.who.int/water_sanitation_health/dwq/nutdemineralized.pdf
9. Nelson Thornes educational website with resources on different subjects.
http://www.nelsonthornes.com/secondary/science/scinet/scinet/reaction/acids/uindicat.htm