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)