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The host introduces solutions, acids and bases and their importance in chemistry. The students begin a lab, adding different salts to water at different temperatures and observing the conditions under which the salts dissolve.

Premiere Date: August 8, 2016 | Runtime: 00:11:51

The host introduces solutions, acids and bases and their importance in chemistry. The students begin a lab, adding different salts to water at different temperatures and observing the conditions under which the salts dissolve.

Support Materials

Toolkit  
Solubility Lab
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Unit 7A Note Taking Guide & Questions
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Crosscutting Concepts  
System and System Models

Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering.

Patterns

Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them.

Cause and Effect

Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts.

Science & Engineering Practices  
Asking Questions and Defining Problems

Students at any grade level should be able to ask questions of each other about the texts they read, the features of the phenomena they observe, and the conclusions they draw from their models or scientific investigations. For engineering, they should ask questions to define the problem to be solved and to elicit ideas that lead to the constraints and specifications for its solution. (NRC Framework 2012, p. 56)

Constructing Explanations and Designing Solutions

The goal of science is the construction of theories that provide explanatory accounts of the world. A theory becomes accepted when it has multiple lines of empirical evidence and greater explanatory power of phenomena than previous theories.”(NRC Framework, 2012, p. 52)

Generating a Hypothesis and Developing a Model

Modeling can begin in the earliest grades, with students’ models progressing from concrete “pictures” and/or physical scale models (e.g., a toy car) to more abstract representations of relevant relationships in later grades, such as a diagram representing forces on a particular object in a system. (NRC Framework, 2012, p. 58)

Planning and Carrying Out Investigations

Students should have opportunities to plan and carry out several different kinds of investigations during their K-12 years. At all levels, they should engage in investigations that range from those structured by the teacher—in order to expose an issue or question that they would be unlikely to explore on their own (e.g., measuring specific properties of materials)— to those that emerge from students’ own questions. (NRC Framework, 2012, p. 61)

Georgia Standards of Excellence  
SC6

Obtain, evaluate, and communicate information about the properties that describe solutions and the nature of acids and bases.

a

Develop a model to illustrate the process of dissolving in terms of solvation versus dissociation.

b

Plan and carry out an investigation to evaluate the factors that affect the rate at which a solute dissolves in a specific solvent.

Request Teacher Toolkit  

The Chemistry Matters teacher toolkit provides instructions and answer keys for labs, experiments, and assignments for all 12 units of study. GPB offers the teacher toolkit at no cost to Georgia educators. Complete and submit this form to request the teacher toolkit. You only need to submit this form one time to get materials for all 12 units of study.