Grade/Subject: Science 10

Unit: Energy and Matter in Chemical Change

Lesson Duration: 15 minutes

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes: To give students a basic understanding of the polarity of molecules Specific Learning Outcomes: 1. A understanding of what polar and non-polar molecules are 2. A understanding of how a molecules polarity affects its solubility

LEARNING OBJECTIVES
Students will: 1. Learn about what makes a polar molecule and what makes a molecule non-polar 2. Learn about solubility - That different molecules are soluble in different types of liquids - That there are different forces (polar and non-polar that affect how soluble solutes are in different solvents)

ASSESSMENTS
Observations: the Quiz as well as the assignment during
the Lab portion of this lesson.

Key Questions: What is the difference between polar and non polar
molecules and how does this affect solubility?

Written/Performance Assessments:

Lab Worksheet

LEARNING RESOURCES CONSULTED

Resource #1: http://www.nuigalway.ie/chemistry/kitchenchemistry/experiments/lavalamp.html June 2, 2013 Resource #2: http://elmhurst.edu/~chm/CHM110/Labs/lab1H97.html June 2, 2013 Resource #3:

MATERIALS AND EQUIPMENT

Worksheet ( attached) PowerPoint Several clear plastic cups Water Vegetable oil Solutes (Table salt, Baking soda, Arm & Hammer, Calcium supplement tablets, ROLAIDS, Sugar, Butter) Non-polar solute or other oils. Alkaseltzer tablets Food colouring

PROCEDURE Prior to Lesson ( ~3 min.):

Prepare Lecture and as Much lab set up as possible - Start up power point -Includes Agenda (States that there is a lecture, a lab and then clean up) -Ask students to only have a pen and a paper (minimize desk clutter) -Put Lab materials in boxes in the middle of the students tables under their lava lamps so the pre-prepared lab materials can be easily assessed when required clean up is closing the boxes and removing them from the students tables.

Introduction ( ~2-3 min.):

Ask everyone to be quiet and clear off their desks except for maybe a piece of paper and a pencil. When they do, they will be allowed to drop an alkaseltzer into the lava mixture to start off the discussion of liquids and why this occurs. Say: It's kinda cool how those bubbles move into the other layer but they do not mix, reminds me of a lava lamp Ask: Who thinks that this is cool? Ask: does anyone have any ideas why this occurs possible answers might include (density, someone might talk about polarity, though there are many others) Ask (potentially): now why do these two liquids form two seperate layers rather than make one single mixture of two liquids? So to understand this we have to go back to the basics Power point put up agenda slide. So the plan for the day is that I'm going to talk for a bit and then we're going to move into a Lab, now this lab is a really fun hands on experiment, BUT in order for us to get to it I need to remind you guys -When I'm talking no one else is

-If you have questions please ask -be respectful of each other Ask: does everyone understand? Say: Okay lets get started. Assessment of Prior Knowledge: Ask: Who here knows what an atom is? If required ask someone to explain what an atom is. Answer. an atom is the basic unit of matter. Ask: Who knows what a molecule is? Answer: a molecule is a group of atoms that are bonded together Behaviour Expectations -When I'm talking no one else is -If you have questions please ask -Students will work in groups I expect you to be respectful of eachother -Students to keep an appropriate volume -Students to follow the instructions -No eating the experiment Advance Organizer/Agenda: 1. Introduction (Lesson title Solubility and Polarity) 2. Lecture 3. Experiment and worksheet. Transition to Body: Today we are going to be discussing some properties of liquids that allow the lava lamps at your tables to work

Body ( ~7-11 min.):

Power Point Presentation; Learning Activity #1: (Auditory and Visual learners) Teacher: Will be doing a powerpoint presentation and addressing any questions that the students may have on the material Students: listening and taking notes at their desks if they want Key Questions. 1. What is a non-polar liquid? A. A non-polar liquid is a liquid whose molecule is not polar and has a even charge distribution 2. What is a polar liquid? A. A polar liquid is a liquid whose molecule is polar and has a un-even charge distribution 3. What will dissolve in a polar liquid? What is the rule of thumb that goes along with this? A. A polar molecule : Like dissolves like.
L.A. #1 Assessments/Differentiation: Ask some quick questions, but mostly observe students in the Lab portion of the lesson. Questions Ask:If two polar liquids are added together will they have two liquid layers? Answer: No, they will form a single liquid mixture.

Ask:If a polar liquid and a nonpolar liquid are added together what will they look like Answer: they will form two layers Ask: if a nonpolar solid and a nonpolar liquid are added together will the solid dissolve in the liquid? Answer: Yes it will L.A. #1 Transition: Alright now to the fun part of this lesson, put your lava lamps in your waste beaker and open

up the box underneath them Hands on Experiment; Learning Activity #2: (Visual and Inter-personal) Students in their assigned groups will be able to test the solubility of various household compounds in oil or water and describe if they did, did not, or partially dissolved. 1. 2. 3. (Explain while handing out worksheets) These are your lab materials keep everything in the boxes, cups have been marked as oil or non-polar and water or polar. You will be marking your observations of your unknowns for their solubility in these liquids and then deducing an idea about the polarity of the unkown. Do a quick example of what the students are supposed to do.

Students will work as a table to discover which solutes will dissolve in what solvents and how this reflects the solutes physical characteristics. -Each table will have a row of oil cups and water cups. -Each row of oil and water cups will have a row of the unknowns (numbered) -Spoons will be provided -Student will then put the unknowns into the cups and observe the results. Teacher: Walking around the class room talking to students and helping them with any quesitons that they may have, Ask: So if unknown #1 dissolves in water this means that unknown #1 must be what? (this can be adapted for the different unknowns) Students: working together, and maintaing a reasonable volume, as well as staying at their own tables. Work Sheet; L.A. #2 Assessments/Differentiation: Assesment occurs in a Tabulated worksheet with a list of the unknown solutes
and the two solvents with two rows / observation of students during the activity.

Observations
Unknown Initial Observations of Solute (colour, clarity, Etc) Observations in Water (is it soluble has the water changed at all?) Observations in Oil (is it soluble has the oil changed at all?)

#1

#2

#3

Clean up Students will use a waste beaker and stack cups putting all remaining cups into their tray which one individual will put at the side table when done.

Closure ( 2 min.):
Ask: so now does everyone understand how our lava lamps worked? Ask: Will someone explain to me how they work? Answer: students should discuss about the polarity of liquids and how that stops them from being soluble in eachother which allows the effect of a Lava lamp to occur. Say: good job everyone thank you for being patient and working together for the lab. Ask: Did everyone enjoy about todays lesson? Tomorrow we will be looking at how a liquids polarity can affect some of its physical properties based on other similar molecules (such as boiling point)

Sponge ( ~1 Min.):
Will do the application of water being bent by a magnetic field if time permits.

REFLECTION
After the lesson, the teacher will look back and ask what went well, what needs improvement and where do I go from here?