SC6 Obtain, evaluate, and communicate information about the properties that describe solutions and the nature of acids and bases.

SC6.a Develop a model to illustrate the process of dissolving in terms of solvation versus dissociation.

• I can define solute and solvent. (Knowledge)

• I can identify the solute and solvent in a solution. (Knowledge)

• I can explain the difference between solvation and dissociation. (Knowledge)

• I can compare and contrast the process of dissolving in terms of solvation versus dissociation. (Reasoning)

• I can develop a model to illustrate the process of dissolving in terms of solvation versus dissociation. (Product)

SC6.b Plan and carry out an investigation to evaluate the factors that affect the rate at which a solute dissolves in a specific solvent.

• I can distinguish between solute and solvent and identify each in a variety of solutions. (Knowledge)

• I can identify and describe factors that increase the rate at which a solid solute dissolves into a solvent: agitation, increased temperature, increasing surface area of a solute. (Knowledge)

• I can describe factors that increase the rate at which a gas solute dissolves into a solvent: increased pressure, decreased temperature. (Knowledge)

• I can explain why the factors for increasing the rate of dissolving solids and gases are not the same. (Reasoning)

• I can compare the solubility patterns of compounds based on the solubility curve. (Reasoning)

• I can predict the solubility of different compounds based on solubility curve. (Reasoning)

• I can estimate the amount of solute that can be present in different amount of solvent. (Reasoning)

• I can use the principle of like dissolves like to predict and explain why some substances are miscible with each other and some substances are immiscible with each other. (Reasoning)

• I can explain a phenomena in terms of energy concepts for the dissolution process. (Reasoning)

• I can plan and carry out an investigation to evaluate the factors that affect the rate at which a solute (solid or gas) dissolves in a specific solvent. (Skill)

SC6.c Use mathematics and computational thinking to evaluate commercial products in terms of their concentrations (i.e., molarity and percent by mass).

• I can distinguish between molarity and molality. (Knowledge)

• I can distinguish between a concentrated solution and diluted solution. (Knowledge)

• I can evaluate the concentration of a solution by using the molarity of a solution. (Reasoning)

• I can calculate the molarity of a solution using mass of solute and volume of solution. (Skill)

• I can calculate the concentration of a solution using percent by mass, given the mass of solute and the mass of solvent. (Skill)

• I can use mathematical and computational thinking to evaluate commercial products based on the concentration of their primary solutes. (Skill)

SC6.d Communicate scientific and technical information on how to prepare and properly label solutions of specified molar concentration.

• I can distinguish between a concentrated solution and diluted solution. (Knowledge)

• I can evaluate the concentration of a solution by using the molarity of a solution. (Reasoning)

• I can calculate mass of solute needed to prepare a given molarity of solution of a given volume. (Skill)

• I can describe how to prepare a solution of a given molarity, using solute and solvent and proper laboratory equipment. (Skill)

• I can communicate and critique information on how to prepare and label solutions of specified molar concentration. (Skill)

SC6.e Develop and use a model to explain the effects of a solute on boiling point and freezing point.

• I can recall molality and molarity. (Knowledge)

• I can describe the effect of adding solute to solvent on the boiling point on the solvent. (Reasoning)

• I can describe the effect of adding solute to solvent on the freezing point on the solvent. (Reasoning)

• I can compare boiling and freezing points of a solution to the pure solvent. (Reasoning)

• I can relate the number of particles dissolved to the degree with which freezing point and boiling point of the solvent are altered. (Reasoning)

• I can apply the concepts of elevation in boiling and depression in freezing point to a real life scenario. (Reasoning)

• I can develop and use a model to explain the effects of a solute on boiling and freezing points (Product)

SC6.f Use mathematics and computational thinking to compare, contrast, and evaluate the nature of acids and bases in terms of percent dissociation, hydronium ion concentration, and pH.

• I can state the relationship between pH, pOH, [OH-] and [H+]. (Knowledge)

• I can estimate pH of solutions using an indicator. (Reasoning)

• I can categorize solutions as either acids or bases based on the pH, pOH, [OH-] or [H+] values. (Reasoning)

• I can estimate the percent dissociation of weak acids and bases. (Reasoning)

• I can classify a given acid or base as weak based on the pH values. (Reasoning)

• I can use pH concepts to solve non- routine problems. (Reasoning)

• I can calculate the pH, pOH, [OH-] or [H+] of solutions.(Skill)

• I can use mathematical and computational thinking to determine the concentration of acid /base including the use of pH calculations and percent dissociation. (Skill)

• I can develop a logical argument identify strong, weak acids and bases. (Product)

SC6.g Ask questions to evaluate merits and limitations of the Arrhenius and Bronsted-Lowry models of acid and bases.

• I can define Arrhenius and Bronsted-Lowry acids and bases. (Knowledge)

• I can define conjugate acid and conjugate base. (Knowledge)

• I can identify substances as Arrhenius acids or bases. (Knowledge)

• I can identify the Bronsted acid, Bronsted base, conjugate acid, and conjugate base in a Bronsted acid-base reaction. (Knowledge)

• I can describe how an Arrhenius acid behaves in water and how an Arrhenius base behaves in water. (Reasoning)

• I can compare the Arrhenius and Bronsted-Lowry models of acids and bases. (Reasoning)

• I can ask questions to evaluate the merits and limitations of Arrhenius and Bronsted-Lowry model of acids and bases. (Skill)

SC6.h Plan and carry out an investigation to explore acid-base neutralization.

• I can state the properties of acids and bases. (Knowledge)

• I can label household items as acids or bases. (Knowledge)

• I can compare and contrast properties of acids and bases (Reasoning)

• I can identify the pattern in neutralization reactions. (Reasoning)

• I can calculate and analyze the neutralization calculations. (Skill)

• I can perform an investigation to explore neutralization of acids and bases.

• I can plan and carry out an investigation to explore neutralization of acids and bases. (Product)