Bailey Sisson

Chemistry 20: Solutions Acids, & Bases

Rationale:
This unit was developed to create scientifically literate students by focusing on inquiry,
discovery, and engagement. Through this unit students will develop critical thinking and
become aware of the importance of solutions in their everyday lives. A large aspect of
this unit is exploring the ways in which humans rely on solutions, specifically the ocean
as the largest solution on Earth. This unit was designed to helps students make
connections between science, technology, society and environment (STSE focus). The
unit is designed to develop stewardship for the Earth among students, as we will discuss
ways in which humans influence the state of the ocean as a solution and potential ways in
which scientific advancement can remedy these situations. This unit was also developed
with healthy living aspects in mind. The foods we eat can be acidic or basic so we will
look at the implications these properties have for our health. This unit encourages
students to actively engage in the material through hands on investigation and problem
solving. This unit will help student develop skills required for science related pursuits in
the future such as in university or as a career. Finally, this unit was created to cultivate a
sense of curiosity about the natural world in students.
Key Questions:

How is matter as solutions, acids and bases differentiated on the basis of theories,
properties and scientific evidence?
Why is an understanding of acid-base and solution chemistry important in our
daily lives and in the environment?
Is the ocean acidifying?
o How do humans contribute to this?
Is there scientific merit behind an alkaline diet?
o Why are lemons acidic outside the body but alkaline within?
o Why are oranges different?

Key Concepts:

Homogenous mixtures
Solubility
Dilution
Concentration
Electrolyte/nonelectrolyte
Strong acids and bases
Weak acids and based
Mono/polyprotic acid

Mono/polyprotic base
Arrhenius (modified) theory of acids and
bases
Indicators
Hydronium ion/pH
Hydroxide ion/pOH
Neutralization

Bailey Sisson

Investigate solutions, describing their physical and chemical

properties
Knowledge
Students will:
20C1.1k recalls the categories of pure substances and mixtures and explains the nature
of homogeneous mixtures
20C1.2k provide examples from living and nonliving systems that illustrate how
dissolving substances in water is often a prerequisite for chemical change
20C1.3k explain dissolving as an endothermic or exothermic process with respect to the
breaking and forming of bonds
20C1.4k differentiate between electrolytes and nonelectrolytes
20C1.5k express concentration in various ways; i.e., moles per litre of solution, percent
by mass and parts per million
20C1.6k calculates, from empirical data, the concentration of solutions in moles per
litre of solution and determines mass or volume from such concentrations
20C1.7k calculate the concentrations and/or volumes of diluted solutions and the
quantities of a solution and water to use when diluting
20C1.8k use data and ionization/dissociation equations to calculate the concentration of
ions in a solution
20C1.9k define solubility and identify related factors; i.e., temperature, pressure and
miscibility
20C1.10k explain a saturated solution in terms of equilibrium; i.e., equal rates of
dissolving and crystallization
20C1.11k describes the procedures and calculations required for preparing and diluting
solutions.
Science, Technology and Society (STS) (Nature of Science Emphasis)
Students will:
20C1.1sts explain how science and technology are developed to meet societal needs and
expand human capability
Provide examples of how solutions and solution concentrations are applied in
products and processes, scientific studies and daily life
20C1.2sts explain that science and technology have influenced, and been influenced by,
historical development and societal needs
Compare the ways in which concentrations of solutions are expressed in
chemistry laboratories, household products and environmental studies
20C1.3sts explain that scientific and technological activity may arise from, and give rise
to, such personal and social values as accuracy, honesty, perseverance, tolerance, openmindedness, critical-mindedness, creativity and curiosity

Bailey Sisson

Explain the Responsible Care program developed by the Canadian Chemical

Producers Association

20C1.4sts explain how science and technology have both intended and unintended
consequences for humans and the environment
Explain the significance of biomagnification in increasing the concentration of
substances in an ecosystem
20C1.5sts explain that the appropriateness, risks and benefits of technologies need to be
assessed for each potential application from a variety of perspectives, including
sustainability
Explain the role of concentration in risk-benefit analyses for determining the safe
limits of particular substances, such as pesticide residues, heavy metals,
chlorinated or fluorinated compounds and pharmaceuticals
Skills (Nature of Science Emphasis)
Initiating and Planning
20C1.1s formulate questions about observed relationships and plan investigations of
questions, ideas, problems and issues
Design a procedure to identify the type of solution
Design a procedure to determine the concentration of a solution containing a solid
solute
Describe procedures for the safe handling, storage and disposal of materials used
in the laboratory, with reference to WHMIS and consumer product labelling
information
Performing and Recording
20C1.2s conduct investigations into relationships among observable variables and use a
broad range of tools and techniques to gather and record data and information
Use a conductivity apparatus to differentiate solutions
Perform an experiment to determine the concentration of a solution
Use a balance and volumetric glassware to prepare solutions of specified
concentrations
Perform an investigation to determine the solubility of a solute in a saturated
solution
Analyzing and Interpreting
20C1.3s analyze data and apply mathematical and conceptual models to develop and
assess possible solutions
Use experimental data to determine the concentration of a solution

Bailey Sisson

Evaluate the risks involved in the handling, storage and disposal of solutions
commonly used in the laboratory and in the home

Communication and Teamwork

20C1.4s work collaboratively in addressing problems and apply the skills and
conventions of science in communicating information and ideas and in assessing results
Compare personal concentration data with the data collected by other individuals
or groups
Select and use appropriate numeric, symbolic, graphical and linguistic modes of
representation to communicate ideas, plans and results
Use integrated software effectively and efficiently to incorporate data, graphics
and text
Conduct, collectively, a risk-benefit analysis of the pollution of waterways by the
release of effluents and propose a plan for reducing the impact on the ecosystem

Bailey Sisson

Describe acidic and basic solutions qualitatively and

quantitatively
Knowledge
Students will:
20C2.1k recall International Union of Pure and Applied Chemistry (IUPAC)
nomenclature of acids and bases
20C2.2k recalls the empirical definitions of acidic, basic and neutral solutions
determined by using indicators, pH and electrical conductivity
20C2.3k calculate H3O+ (aq) and OH (aq) concentrations and the pH and pOH of
acidic and basic solutions based on logarithmic expressions; i.e., pH = log[H3O+ ] and
pOH = log[OH ]
20C2.4k use appropriate Systme international (SI) units to communicate the
concentration of solutions and express pH and concentration answers to the correct
number of significant digits; i.e., use the number of decimal places in the pH to determine
the number of significant digits of the concentration
20C2.5k compare magnitude changes in pH and pOH with changes in concentration for
acids and bases
20C2.6k explain how the use of indicators, pH paper or pH meters can be used to
measure H3O+ (aq)
20C2.7k define Arrhenius (modified) acids as substances that produce H3O+ (aq) in
aqueous solutions and recognize that the definition is limited
20C2.8k define Arrhenius (modified) bases as substances that produce OH (aq) in
aqueous solutions and recognize that the definition is limited
20C2.9k define neutralization as a reaction between hydronium and hydroxide ions
20C2.10k differentiate, qualitatively, between strong and weak acids and between
strong and weak bases on the basis of ionization and dissociation; i.e., pH, reaction rate
and electrical conductivity
20C2.11k identify monoprotic and polyprotic acids and bases and compare their
ionization/dissociation.
Science, Technology and Society (STS) (Nature of Science Emphasis)
Students will:
20C2.1sts explain that the goal of technology is to provide solutions to practical
problems
Relate the concept of pH to solutions encountered in everyday life, such as
pharmaceuticals, shampoo and other cleaning products, aquatic and terrestrial
environments, and blood/blood products
20C2.2sts explain that technological problems often require multiple solutions that
involve different designs, materials and processes and that have both intended and
unintended consequences
Provide examples of processes and products that use knowledge of acid and base
chemistry (the pulp and paper industry, the petrochemical industry, food

Bailey Sisson

preparation and preservation, cleaning aids, sulfuric acid in car batteries,

treating accidental acid or base spills using neutralization and dilution)
Explain the significance of the strength and concentration of solutions in
everyday life (pharmaceuticals, chemical spills, transportation of dangerous
goods, toxicity)
Identify examples in Alberta in which holistic practices used by some Aboriginal
communities can be used to moderate the impact of development in industries
such as the petrochemical industry.

Skills (Nature of Science Emphasis)

Initiating and Planning
20C2.1s formulate questions about observed relationships and plan investigations of
questions, ideas, problems and issues
Design an experiment to differentiate among acidic, basic and neutral solutions
Design an experiment to differentiate between weak and strong acids and between
weak and strong bases
Describe procedures for the safe handling, storage and disposal of materials used
in the laboratory, with reference to WHMIS and consumer product labelling
information
Performing and Recording
20C2.2s conduct investigations into relationships among observable variables and use a
broad range of tools and techniques to gather and record data and information
Construct a table or graph to compare pH and hydronium ion concentration,
illustrating that as the hydronium ion concentration increases, the pH decreases
Use a pH meter to determine the acidity and/or alkalinity of a solution
Analyzing and Interpreting
20C2.3s analyze data and apply mathematical and conceptual models to develop and
assess possible solutions
Use indicators to determine the pH for a variety of solutions
Assess, qualitatively, the risks and benefits of producing, using and transporting
acidic and basic substances, based on WHMIS and transportation of dangerous
goods guidelines
Communication and Teamwork
20C2.4s work collaboratively in addressing problems and apply the skills and
conventions of science in communicating information and ideas and in assessing results
Research, collectively, the relationship between sulfuric acid and industrialization
Evaluate technologies used to reduce emissions that lead to acid deposition

Bailey Sisson

FNMI Connections:
This unit has been designed with the unique cultural perspectives of FNMI peoples in
mind. From a First Nations perspective everything on Earth is connected though the
movement of water. In this unit we will discuss water as the universal solvent. We will
discuss solutions on Earth as being connected in terms of the water cycle. First Nations
people have strong ties and believe in stewardship of the environment. During this unit
we will focus on stewardship of our Earth and oceans by discussing both ways that
humans influence the oceans and potential solutions.
Differentiation:
This unit has been designed to accommodate the diverse needs of learners in the
classroom. Each lesson incorporates both collaborate and individual work to ensure that
all students will be able to learn in an environment that is most beneficial for them.
Information in this unit will be provided both verbally along with written notes on a
PowerPoint to account for different learning styles. Students will also be provided with
fill-in-the blank style notes. This allows students to hear the content, see it on the board,
and also to add their own notes to. When required, certain students will be provided with
a full set printed notes. Notes can easily be modified with larger fonts to aid visually
impaired students. Information is also supplemented with a variety of YouTube videos on
Google class relevant to solutions and chemical reactions. A number of labs have been
incorporated into this unit. Many students learn best by working hands on so these labs
give students the opportunity to work with the types of solutions we will be discussing.
All assessment in this unit will be differentiated to ensure that each individual student is
given a fair opportunity to demonstrate their learning. Constant formative assessment will
be implemented throughout the unit to ensure that the teaching and learning strategies
used in each lesson are benefiting the students.
Potential Activities:

Mind Map solutions

Brainstorm/mind map how we rely on the ocean
Ocean acidification research
Identifying solutions using pH indicators & conductivity
Investigation 5.1 Page 222: Qualitative Chemical Analysis
Testing endothermic & exothermic reactions lab
Research fuel combustion in vehicles
Investigation 5.2: A Standard Solution from a Solid
Investigation 5.3: A Standard Solution by Dilution
Investigation 5.5: The Iodine Clock Reaction
Investigation 5.5: The Solubility of Sodium Chloride in Water
Make elephant toothpaste

Bailey Sisson

Resources
Crash Course Videos
Solutions
https://www.youtube.com/watch?v=9h2f1Bjr0p4
Water & Solutions
https://www.youtube.com/watch?v=AN4KifV12DA
Buffers
https://www.youtube.com/watch?
v=8Fdt5WnYn1k&list=PL8dPuuaLjXtPHzzYuWy6fYEaX9mQQ8oGr&index=31
pH & pOH
https://www.youtube.com/watch?
v=LS67vS10O5Y&list=PL8dPuuaLjXtPHzzYuWy6fYEaX9mQQ8oGr&index=30
Teacher Resources
Blue Planet:
http://www.sprword.com/videos/blueplanet6/
Elephant Toothpaste
https://sciencebob.com/fantastic-foamy-fountain/
Chemical Reactions
https://www.youtube.com/watch?v=FofPjj7v414
Assessment Plan:
Assessment Piece
Practice Assignments:
Assignment 1

Assignment 2
Assignment 3
Assignment 4
Assignment 5
Assignment 6
Qualitative Chemical
Analysis Lab Write
Up
Endothermic Vs.
Exothermic Reaction
Lab Write Up

Outcomes
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STS
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Skills
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Bailey Sisson
20C1.5sts
Ocean Research
Project

Quiz

Summative
Assignment

Test

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