Unit 5: Water and Aqueous Systems
Standards
Content/Essential Questions
Time ( 15 days): 1.5 month
Instructional Activities/Strategies
Resources
Assessments
what is expected for learning activities and assessments
3.2.C.A1
Differentiate
between
homogeneous
and
heterogeneous
solutions
How can you account for the high
surface tension and low vapor
pressure of water?
Introduction and review of vocabulary
of water and aqueous systems (large
group discussion)
What is the difference between a
solvent and a solute?
PowerPoint introductory notes on
water in the liquid state, water in the
solid state, solvents and solutes,
heterogeneous aqueous solutions,
suspensions and colloids. (structured
note taking, active listening)
What happens in the solution process?
Why are ionic compounds
electrolytes?
What is the difference between a
suspension and a solution?
What distinguishes a colloid from a
suspension and a solution?
Student Activity – Is it possible to read
by the light of a glowing pickle? In
small groups, have the students
discuss what about the pickle allows it
to produce light. Report ideas to the
class.
Class activity – working in pairs
Develop an I-movie or PowerPoint,
research the current methods of oil
spill recovery. Based on what you
have learned concerning the
properties of water, develop a method
to contain, clean-up or recover oil
from a release. Reflect on the
vocabulary for chapter 15.
Project will be presented to class.
(independent work, think-pair-share)
Teacher Demo – Observation of the
Tyndall Effect. Students will observe
the path of light through various
aqueous media and record what they
see. (large group discussion,
summarizing)
Text - Prentice Hall
Chemistry
Internet – Previously
created web-based
activities and minilabs
Chemistry Alive and
Chemistry Field Trips
DVD
Go Online Internet
Resources
Moodle –
documents/assignments
(self created Word
documents with guided
notes, PowerPoint
presentations,
discussion
assignments, and
comprehension
questions.
Lab Equipment –
Various lab equipment
including chemicals,
measuring devices and
models.
Formative:
Continual
assessment of
content
comprehension(active
questioning during
presentation, small
and large group
discussion, informal
observations in
laboratory, think-pairshare activities in
class and concept
mapping.
Summative:
Chapter Test on
water in both the
liquid and solid state,
solutes and solvents,
solutions and
suspensions,
homogeneous and
heterogeneous
solutions, colloids ,
Tyndall effect and
coagulation.
Class Activity – Working in small
groups, have students define why a
colloid is a heterogeneous solution
.Research dispersed phase and
dispersion medium and identify the
phase and medium of various
materials. (large group discussion,
summarizing)
Differentiated Instruction: Have the
students look up via their laptop
computers, the various uses of the
word disperse or dispersion. Ask the
students to explain how the seeds of
a plant being dispersed by the wind
are related to the dispersed phase
and dispersion medium of a colloid.
Section assessment sheets (teacher
created materials, comprehension
sheets)