1. Unit 2, Chapter 22

2. Georgia Performance Standard:
SPS6. Students will investigate the properties of solutions.
a. Describe solutions in terms of
solute/solvent
conductivity
concentration
b. Observe factors affecting the rate a solute dissolves in a specific solvent.
c. Demonstrate that solubility is related to temperature by constructing a solubility curve.

3. The Big Idea: Solutions—How solutions form Essential Question: How do you know which substance is the solute in a solution?

5. Solutions—How solutions form
Solution—mixture that has the same composition, color, density and taste throughout. solute—substances being dissolved solvent—substances doing the dissolving *Solutions can also be gaseous, like the air you breath, or even solid, like brass and sterling silver.
Watch Solvent, Solute and Solvent video

6. Solutions—How solutions form
When forming a solution, there are 3 ways to speed up the rate of the dissolving process:
Stirring—brings more solvent in contact w/solute
Increase surface area—by breaking up a solid, such as by crushing it into a powder, allows more solvent to come in contact w/ solute
Increase temperature—increasing temperature speeds up particles causing them to bump each other, breaking apart and coming in contact w/ solvent

7. Solutions—How solutions form
Solution is a homogeneous mixture of particles that never settle to the bottom of their container.

8. Lab: Dissolving rates of salt water solutions

9. Georgia Performance Standard:
SPS6. Students will investigate the properties of solutions.
a. Describe solutions in terms of
solute/solvent
conductivity
concentration
b. Observe factors affecting the rate a solute dissolves in a specific solvent.
c. Demonstrate that solubility is related to temperature by constructing a solubility curve.

10. The Big Idea: Solubility and Concentration Essential Question: What is solubility?

12. Solubility and Concentration
Solubility—maximum amount of a solute that can be dissolved in a given amount of solvent at a temperature.
Concentration—present by volume of solute in solvent.
Concentrated—large amount of solute in solvent
Dilute—small amount of solute in solvent

13. Solubility and Concentration
TYPES OF SOLUTIONS
Saturated
Unsaturated
Supersaturated
Contains all solute it can hold at given temperature
Able to dissolve more solute at a given temperature
Contains more solute than a saturated one
Solution is unstable

14. Solubility and Concentration
Solubility Curve
Each line is called a solubility curve for a particular substance
Solubility curve shows how much solute, sill dissolve at any temperature on graph.

15. * Complete Solutions worksheet * Glue in your notebook

16. The Big Idea: Acids, Bases and Salts Essential Question: Why should you never use a taste test to identify acids and bases?

17. Georgia Performance Standard:
SPS6. Students will investigate the properties of solutions. d. Compare and contrast the components and properties of acids and bases. e. Determine whether common household substances are acidic, basic, or neutral.

19. Acids, Bases and Salts
Acid—substance that produces hydrogen ions (H+) in solution.
Four properties of acids:
Acids taste sour
Acids are electrolytes (can conduct electricity in a solution)
Acids are corrosive
Acids react with indicators to produce a predictable color change

20. Acids, Bases and Salts
Base—substances that produces hydroxide ions (OH-) in solution; also accepts H+ from acids
Five properties of bases:
In undissolved state, many bases are crystalline solid
In solution, bases feels slippery
Bases have a bitter taste
Strong bases are corrosive
Bases react with indicators

21. Acids, Bases and Salts
Indicator—organic compound that changes color in the presence of acid or base.
ex. Litmus paper
Neutralization—chemical reaction between an acid and a base in a water solution which results in formation of salt and water
Salt—compound formed when negative ions of an acid combine with positive ions from a base.

22. The Big Idea: Strength of Acids and Bases Essential Question: What does the strength of an acid or depend on?

23. Georgia Performance Standard:
SPS6. Students will investigate the properties of solutions. d. Compare and contrast the components and properties of acids and bases. e. Determine whether common household substances are acidic, basic, or neutral.

25. Strength of Acids and Bases
The strength of an acid or base depends on how many acid or base particles dissociate into ions in water.
Strong acid—ionizes almost completely in water
Weak acid—only partly ionizes in solution
Strong base—dissociates completely in solution
Weak base—does not completely dissociate

26. Strength of Acids and Bases
Vs.
Concentration
The terms strong and weak refers to the ease which an acid or base dissociates in a solution.
The terms dilute and concentrated are used to indicate the amount of acid or base dissolved in solution.
* It is possible to have dilute solutions of strong acids and bases, as well as concentrated solutions of weak acids and bases.

27. Strength of Acids and Bases
pH—measure of concentration of H+ ions in a solution or how acidic or basic it is pH scale typically ranges from 0-14.

28. An Advertisement for a New Solution
Scenario:
Role: Students take the role of an advertising agency employee for a company that specializes in advertising chemical products such as cosmetics, cleaners, beverages, etc. (This solution will be the hypothetical creation of the student).
Audience: general public/ consumers
Scenario: The advertising agency has gotten the account for a major chemical industry. The job is to develop an ad campaign for one of their new products.
Product:
The product is a two minute commercial advertisement that describes the solute/solvent components and its physical state at room temperature.
The commercial should tell whether the solution is a poor or good conductor of electricity and how its conductivity (or lack of conductivity) makes it a useful product.
The commercial should include whether the solution is acidic, basic, or neutral and how its hydrogen or hydroxide ion concentration makes it useful.

29. Student Directions:
Develop a two-minute advertisement for a newly developed solution.
In the advertisement describe the solute/solvent components.
Answer the following questions or complete the following task before you begin writing your commercial.
What is the name of your solution?
What is the primary compound/substance that is dissolved in this solution?
What is this compound’s formula?
Describe your solution’s physical state at room temperature.
Tell whether the solution is a poor or good conductor of electricity and how its conductivity (or lack of conductivity) makes it a useful product.
What is your product’s pH? Tell whether the solution is acidic, basic, or neutral and how its hydrogen or hydroxide ion concentration makes it useful?
Your commercial must be two minutes in length and incorporate the information from the above questions.
Resources: