Karma Bucknor Inquiry Lesson Plan

 Karma Bucknor

Grade 8

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The student understands that all matter has observable, measurable properties.

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...knows that objects can be described, classified, and compared by their composition (e.g., wood or metal) and their physical properties (e.g., color, size, and shape).

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...determines that the properties of materials (e.g., density and volume) can be compared and measured (e.g., using rulers, balances, and thermometers).

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...identifies various ways in which substances differ (e.g., mass, volume, shape, density, texture, and reaction to temperature and light).

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The student understands that types of motion may be described, measured, and predicted.

Solubility

A substance is soluble if it is able to dissolve in another substance; a substance is insoluble if it cannot dissolve into a specific solvent. Stirring, solute particle size, and temperature of the solvent all affect the rate of dissolving. Solubility is the measure of how much solute can be completely dissolved in a solvent; temperature of the solvent affects solubility.

More on Solubility

This website provides the basics of what is solubility and gives an explanation as to why do some things dissolve and some not?

Definition of Substance

Website provides multiple definitions of what is a substance?

 This lesson will provide students with the opportunity to study Solubility. The student will be given the opportunity to research and find different types of substances that are soluble and insoluble through an in class activity. The student will learn why do somethings dissolve and some can not, as well as what affects the rate of dissolving.

Attachments

 Some Key Terms and definitions that the students will be introduce to are:

Substance - that of which a thing consists; the actual matter of a thing; physical matter or material; as opposed to the appearance or shadow; reality.

Soluble - ability of a substance to dissolve into another substance.

Insoluble - inability of a substance to dissolve into a specific solvent.

Solubility - a measure of how much solute can be completely dissolved in a solvent.

Saturated Solution - a solution that has dissolved all the solute it can at a specific temperature.

Solute - the substance which is being dissolved.

Solvent - the substance in which the solute is dissolved.

Solution - a mixture of solute and solvent.

 By the end of the lesson, the student will accurately define the vocabulary key terms: Substance, Soluble, Insoluble, Solubility, Saturated Solution, Solute, Solvent and Solution. The student is expected to accurately define 6 out of 8 vocabulary key terms on a teacher made test.

By the end of the lesson, the student will indentify substances that are Soluble. The student is expected to accurately identify 3 out of 4 substances that are Soluble on a teacher made test.

By the end of the lesson, the student will identify substances that are Insoluble. The student is expected to accurately identify 3 out of 4 substances that are Insoluble on a teacher made test.

By the end of the lesson, the student will write a four sentence paragraph explaining why do some things  dissolve and some do not. The student is expected to identify 2 out of 3 specific reasons as to why somethings dissolve and some do not on a teacher made test.

By the end of the lesson, the student will write a four sentence paragraph identifying things that affect the rate of a substance dissolving. The student is expected to identify 2 out of 3 things that affect the rate of dissolving on a teacher made test.

 The lesson will begin with the students arriving into the class room seeing a bottle of chocolate syrup, a jar of sugar, a jar of oil, a package of Tropical fruit punch Kool-Aid along with four  8oz jars  fill with water. The teacher will show a brief 4 minutes and 15 seconds video titled, "Solubility" to the students. Through this video the students will learn that a substance is soluble if it is able to dissolve in another substance, a substance is insoluble if it cannot dissolve into a specific solvent, that stirring, solute particle size, and temperature of the solvent all affect the rate of dissolving, that solubility is the measure of how much solute can completely dissolved in a solvent and why is it that somethings dissolve and some do not.

The teacher will ask the students the following questions:

1.     What is a substance?

2.     Does anyone know what is a soluble or insoluble substance?

3.     What is an example of a soluble substance?

4.     What is an example of an insoluble substance?

5.     Does anyone know why is it that somethings can dissolve and some can not?

6.     What do you think affects the rate of how a substance dissolves?

 The teacher will provide the students with the following example hypotheses; however the students are expected to generate their own.

1.     If the temperature of the solvent is related to the rate of a substance dissolving, then an increase in the temperature of the solvent will result in a faster rate of the substance dissolving.

2.     If the temperature of the solvent is related to the rate of a substance dissolving, then a decrease in the temperature of the solvent will result in a slower rate of the substance dissolving.

3.     If there is a relationship between the temperature of water and the solubility level of salt, then an increase in the temperature of the water will result in an increase of the salt's level of solubility.

4.     If there is a relationship between the stirring of chocolate syrup and the level of its solubility, then a decrease of stirring will result in a lower level of the solubility of chocolate syrup.

The students will work together in small collaborative groups of three in order to come up with solutions to their hypothesis. Each group will be given eight jars filled with water at room temperature, with the accessability to the use of a microwave to heat their water for two minutes only to get their increase temperature. Each group will receive ice cubes and is allowed to placed one cube in each jar to receive their decrease temperature. Each group wil receive 1 ounce of the following items: salt, sugar, chocolate syrup, kool aid, oil, a capsule, sand and a tablet pill. Groups will also be provided with a thermometer, and a stop watch for timing.

The students will asked to perform the neccessary steps (mixing the solute and the solvent) in order to complete the Student Data and Analysis Table provided to each group. (An example of the table is provided below and the actual worksheet is attached.)

Student Data and Analysis Table

Attachments

• STUDENT_DATA_AND_ANALYSIS_TABLE.docx

 The student will present to the classroom the evidence found when performing the activity and prove or disprove the hypothesis. The student will explain their different methods of finding the data that was collected.

 The student will make a statement to prove or disprove the hypothesis based upon the research and conclusion.

For example: Having found the relationship between the temperature of water and the solubility of salt, we can conclude that an increase in temperature of the water results in an increase of the salt's level of solubility.

 As a result of this lesson, the student will learn:

• The definitions to the words: substance, soluble, insoluble, solubility, saturated solution, solute, solvent, solution.
• Some substances that are soluble and be able to identify other substances that are soluble.
• Some substances that are insoluble and be able to identify other substances that are insoluble.
• Why is it that somethings can dissolve and some can not.
• That stirring, particle size and increase in temperature can affect the rate of dissolving.
• How to formulate their hypothesis and come up with their conclusion. 

 An evaluation of each group will be done using the attached rubrics for their group presentation and their collection of data. The students will also complete peer evalutations to evaluate the sucess of their collaborative group.

Attachments

• PEER_EVALUATION_SHEET.pdf
• GROUP_PRESENTATION_RUBRIC.pdf
• DATA_COLLECTION_RUBRIC.docx