Module+4

Standard: CAf: The Interactions of Matter and Energy • The student will demonstrate an understanding of the nature, conservation, and transformation of energy.
 * Module 04 – The Universal Solvent (lens: Equilibrium)**

Indicators: 1. CAf.1 Summarize the process by which solutes dissolve in solvents, and the effects of varying pressure and temperature on solubility. 2. CAf.2 Compare solubility of various substances in different solvents (including polar and nonpolar solvents). 3. CAf.5 Interpret solubility curves to determine saturation at different temperatures. 4. CAf.6 Use a variety of procedures for separating mixtures (including distillation, crystallization, and filtration).

Concepts: 1. Interactions 2. Identity

Essential Understandings: 1. Equilibrium reflects dynamic interactions. 2. Energy transforms but is always conserved. Essential Understandings: **  **Lesson 1 A Special Substance** Standard: CAf.2 Compare solubility of various substances in different solvents (including polar and nonpolar solvents) 1. Why are fish, plants, and other water-dwelling organisms able to survive when a lake freezes? 2. Why are we able to dissolve substances such as salt, sugar, or vinegar into water when others do not dissolve?
 * 
 * Equilibrium relate to external environmental influences. **
 * Composition of substances affect the ability to interact with other substances. **
 * Indicators:**
 * Guiding Questions:**

Water is less dense as a solid than it is as a liquid. Water’s density is 1.0 g/mL. Polar and ionic solutes dissolve in polar solvents. Nonpolar solutes dissolve in nonpolar solvents.
 * Topics/Facts:**
 * Water exhibits many special qualities in regard to physical properties.**
 * Like dissolves like.**

Students should be able to experiment with water’s special properties. For example, they can put drops of water on a penny after guessing how many will fit (surface tension) or try to float an object like a needle on top of the water. They can also predict what will dissolve in water and what will not and try their combinations to see if they are right. Finally they can play a version of “will it float” making predictions of which substances have higher density than water and will sink or lower density than water and float. N/A Formative Assessment Differentiated Instruction**
 * Suggested Lab (Inquiry) Activities:**
 * Resources

Standard: CAf.1 Summarize the process by which solutes dissolve in solvents, and the effects of varying pressure and temperature on solubility CAf.2 Compare solubility of various substances in different solvents (including polar and nonpolar solvents) 1. Why would one substance dissolve more quickly or more thoroughly than another? 2. How can stains be removed from laundry? 3. Do the current stain removers on the market have further implications in terms of waste water disposal into the environment?
 * Lesson 2 Why me?**
 * Indicators:**
 * Guiding Questions:**

Nonpolar molecules are surrounded by solvent particles and spread apart. Ionic substances break into ions which are surrounded by solvent particles. Stirring, heating and crushing (increasing surface area) all increase how fast something dissolves. Polar and ionic solutes dissolve in polar solvents. Nonpolar solutes dissolve in nonpolar solvents. Most stains on clothes are nonpolar and don’t wash out in polar water.
 * Topics/Facts:**
 * How something dissolves on a molecular level**
 * Factors influencing rates of dissolution**
 * Like dissolves like.**

Solutes dissolving in solvents lab – have various types of solutes and students experiment with various solvents to see what will dissolve in what. N/A Formative Assessment Differentiated Instruction**
 * Suggested Lab (Inquiry) Activities:**
 * Resources

Standard: CAf.5 Interpret solubility curves to determine saturation at different temperatures. 1. What can we tell about a solution from a solubility curve? 2. How can a solubility curve be used to determine how much of a substance can be dissolved in a lake or stream before it becomes hazardous to the ecosystem?
 * Lesson 3 Solubility Curves**
 * Indicators:**
 * Guiding Questions:**

Unsaturated – Less solute dissolved than solution is capable of holding at a given temp. Saturated – No more solute can be dissolved stably in the given solution at that temperature. Supersaturated – More solute than can be stably dissolved in solution at that temperature. When the point is above the line, the solution is supersaturated. When the point is on the line, the solution is saturated. When the point is below the line, the solution is unsaturated. When a solution is unsaturated, the amount of solute that can be added stably to the solution at that temperature is the difference between the point and the line. Solids are more soluble as temperature rises. Gases are less soluble as temperature rises.
 * Topics/Facts:**
 * Different levels of saturation**
 * Reading a solubility curve graph**
 * How solubility is affected by temperature**

Graph a solubility curve for some substance in water – have samples that increase incrementally (and can be proportional to an amount on a solubility curve) and graph crystallization temperature for each sample to create a solubility curve N/A Formative Assessment Differentiated Instruction**
 * Suggested Lab (Inquiry) Activities:**
 * Resources

Standard: CAf.2 Compare solubility of various substances in different solvents (including polar and nonpolar solvents) 1. What differentiates a healthy aquarium from a “sick” aquarium? 2. What is the difference between distilled and tap water, and why do we not use distilled water for every purpose?
 * Lesson 4 Does pure water exist?**
 * Indicators:**
 * Guiding Questions:**

Pure water would not have any dissolved substances in it. Tap water has minerals dissolved in it. Gases dissolve into open water. Distilled water is water that has had the dissolved impurities removed. Some substances dissolved in water allow it to conduct electricity.
 * Topics/Facts:**
 * What is pure water?**

Comparison of conductivity of different samples of water (tap, distilled, salt) **Resources N/A Formative Assessment Differentiated Instruction**
 * Suggested Lab (Inquiry) Activities:**

Standard: CAf.6 Use a variety of procedures for separating mixtures (including distillation, crystallization, and filtration) 1. How do different separation methods relate to different types of solutions? 2. If you had to analyze a sample of water for impurities, what scientific inquiry steps would you follow so as not to destroy or eliminate any impurities present before they were identified?
 * Lesson 5 What’s In It For Me?**
 * Indicators:**
 * Guiding Questions:**

Different methods of separation are appropriate to different kinds of mixtures. Filtration works for larger particles. Filtration can be through filter paper or through other items (such as sand or screening). Chromatography separates substances by their affinity for a medium such as chromatography paper. Distillation is separation by boiling points. Crystallization is separation of solute from solvent by solidifying, but usually means the solvent is “lost.”
 * Topics/Facts:**
 * Methods of separation**

Given a sample of water contaminated with various substances of different particulate size, students must separate them into their component parts and try to achieve water as pure as possible. Then they should evaluate their sample for its purity.
 * Suggested Lab (Inquiry) Activities:**

N/A Formative Assessment**
 * Resources

Design a mixture seperation procedure which will prevent the loss of any parts of your mixture. (synthesis)


 * Differentiated Instruction**