Factors That Affect Rate of Dissolving and Solubility

Topics: Solubility, Water, Scientific method Pages: 8 (1203 words) Published: March 16, 2013
Lesson Plan Title: Factors that Affect Rate of Dissolving and Solubility

Overview, Expectations and Rationale

1. Big Ideas:
• Properties of solutions can be described qualitatively and quantitatively, and can be predicted

2. Ministry Expectations:
Scientific Investigation Skills and Career Exploration
A1.1 - formulate relevant scientific questions about observed relationships, ideas, problems, or issues, make informed predictions, and/or formulate educated hypotheses to focus inquiries or research 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 A1.8 - 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

Specific Expectations
E2.1- use appropriate terminology related to aqueous solutions and solubility, including, but not limited to: solubility, precipitate, ionization, dissociation, dilute, solute, and solvent [C] E3.3 - explain the effects of changes in temperature and pressure on the solubility of solids, liquids, and gases (e.g., explain how a change in temperature or atmospheric pressure affects the solubility of oxygen in lake water)

3. Student Learning Goals:
By the end of this lesson students will be able to:
- explain some important properties of water
- describe the relationship between solubility and temperature for solids, liquids, and gases - communicate understanding of rate of dissolving, hydrates, hydrogen bonding

4. Prior Knowledge:
• Classifying mixtures
• Predicting molecular polarity
• Inter- vs. intramolecular forces
• Shape and bonding of the water molecule
• Calculating molar mass and molar amounts

5. Rationale for Teaching and Learning Strategies:
Direct Instruction (Demonstrations, and Socratic Dialogue) → introduce new concepts Cooperative Learning (Think Pair Share, Discussion) → allow students to consider question carefully before answering Inquiry-Based Learning (Lab) -

Sex-Grouping - promote gender equity in labs
Independent Learning (Homework) - reinforce concepts

Summary Chart for Lesson
|Time |Teaching/Learning Strategies |What the teacher will do |What students will do |Assessment Strategies and Tools |Ready-to-use support materials, | | | | | |(AfL, AaL, AoL) |supplies and equipment for the | | | | | | |lesson | |Minds On (Elicit and Engage) | | |Hook: Three factors that affect the rate |Write chart on board and pose the |Think-Pair-Share (3 min) |AfL - Thumbs up/thumbs down |A1: Chalkboard notes | |10 min...

References: Mustoe et al.. Chemistry 11. pp. 290-300. 2001. McGraw Hill Ryerson.
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