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Solutes and Solubility

Investigation 3 – PreLab

 

 

 

 

 

 

 

Back to Investigation 3

ZERO-IN

Italicized font represents information to be shared orally or physically completed with the students at this time.

The non-italicized font represents additional information included to support the teacher’s understanding of the content being introduced within the CELL.

ASK WHY

Remind students that we live in a world of solutions. The atmosphere is a gaseous solution. The oceans are saline solutions and, even our bodies, are largely aqueous solutions. To understand the world in which we live and the organisms that inhabit it, we need to know about solutions.

BRANCH OUT

Remind students that forensic scientists use a method called chromatography to determine what is in a mixture or solution. A sample may be analyzed to determine what chemicals are present in the dead body and possibly indicate if there is a poisonous substance present that may have killed them, or whether they were on drugs or drunk at the time of their death. It may also be used to analyze samples taken from crime scenes to find out if any unusual substances are present that might indicate where something came from or where someone may have been prior to entering the crime scene.

GET FOCUSED

Inform students that the Investigation is designed to help them to answer the following Focus Questions:

  • What affects the solubility of a solute? Changing the temperature of the solvent affects the solubility of a solute.
  • Can you change the rate of solubility of a solute? Yes, the rate of solubility of a solute can be changed by using a solvent of a different temperature. The rate of solubility increases as the temperature of the solvent increases and decreases as the temperature of the solvent decreases.

Note: These questions are located in students’ SDRs at the beginning and end of the Investigation.

Note: These are succinct responses to the Focus Questions and are placed here for your reference at this time. Fully developed responses to the Focus Questions can be found on the PostLab page.

GO DEEPER

As a class, read the Background(s) in the Investigation. Have students read the information aloud or silently to themselves. When students have finished, discuss the following concepts as a class:

  • Stirring the solute and the solvent increased the rate of solubility of the solute.
  • If stirring causes the rate of solubility of the solute to increase, then increasing the movement of the solute and solvent particles in other ways should also increase the rate of solubility.

Note: These concepts are integrated into the Background(s) and are used to deepen students’ comprehension of the big ideas.

 

LEARN THE LabLearner LINGO

  •  There are no new Key Terms introduced in Investigation 3.

Note: Additional words may be bolded within the Background(s). These words are not Key Terms and are strictly emphasized for exposure at this time.

SET FOR SUCCESS

  • Direct students to complete the Recall section in their SDRs. Student answers may vary.
    • Will a solute always require the same amount of time to dissolve in a solvent?
    • Can the way that solute particles and solvent particles interact be changed?
  • Play the video below. Stop to ask students questions or answer students’ questions when necessary. Remind students to follow along with their SDRs and make any notes that they think might be helpful.
  • After the video, direct students to divide into their lab groups to discuss their strategy for the lab. For example, they may assign certain group members to perform specific functions during the lab.

Note: The purpose of the video is to allow students to anticipate the laboratory experience they will soon encounter. Students should leave this PreLab session with a firm idea of what to expect and how to perform in the lab.

Note: Homework is posted below the video.

HOMEWORK

Tell students that they should review the Investigation in preparation for the Lab.