SPS6 Obtain, evaluate, and communicate information to explain the properties of solutions.

SPS6.a Develop and use models to explain the properties (solute/solvent, conductivity, and concentration) of solutions.

• I can define the terms solution, solute, and solvent. (Knowledge)

• I can define concentration in terms of solute per unit solvent (i.e. dilute, concentrated, saturated, unsaturated, super-saturated). (Knowledge)

• I can recognize that when placed in a solution, solutes will affect the conductivity of that solution. (Knowledge)

• I can compare and contrast solutes, solvents, and solutions. (Reasoning)

• I can differentiate between a solute and a solvent within a solution. (Reasoning)

• I can determine if a given solution is unsaturated, saturated, or supersaturated. (Reasoning)

• I can explain how a solute can be made to dissolve faster in a solution. (Reasoning)

• I can determine the relative concentration of a solution when given the mass of the solute and the volume of the solvent. (Reasoning)

• I can develop and use models to explain the properties of solutions. (Product)

SPS6.b Plan and carry out investigations to determine how temperature, surface area, and agitation affect the rate solutes dissolve in a specific solvent.

• I can recognize the factors that affect the solubility rate of a solute within a solution. (Knowledge)

• I can list variables that affect the solubility of a substance. (Knowledge)

• I can explain how temperature, surface area, and agitation affect the rate solutes dissolve in a specific solvent. (Reasoning)

• I can explain the effect that changing each variable will have on the solubility of a substance. (Reasoning)

• I can predict the approximate rate of solution given the physical conditions of the solution. (Reasoning)

• I can predict the rate of dissolving in a specific solvent based on the conditions of temperature, surface area, and agitation. (Reasoning)

• I can plan and carry out investigations to determine how temperature, surface area, and agitation affect the rate solutes dissolve in a specific solvent. (Skill)

• I can communicate data from investigations to provide evidence of how temperature, surface area, and agitation affect the rate solutes dissolve in a specific solvent. (Product)

SPS6.c Analyze and interpret data from a solubility curve to determine the effect of temperature on solubility.

• I can recall that heat affects the rate of solubility of a solute. (Knowledge)

• I can explain the purpose of a solubility curve. (Knowledge)

• I can define concentration in terms of saturated, unsaturated, and supersaturated. (Knowledge)

• I can compare the solubility of different solutions. (Reasoning)

• I can use a solubility curve to relate temperature and the solubility of a solute in a solution. (Reasoning)

• I can use a solubility curve to make predictions about the amount of a solute within a solution. (Reasoning)

• I can analyze and interpret data from a solubility curve to determine the effect of temperature on solubility. (Reasoning)

SPS6.d Obtain and communicate information to explain the relationship between the structure and properties (e.g., pH, and color change in the presence of an indicator) of acids and bases.

• I can list properties of acids, bases, and neutral substances. (Knowledge)

• I can explain how pH is related to acids and bases. (Knowledge)

• I can explain how the structure of an acid or base is related to the type of ion present. (Knowledge)

• I can describe the role of an indicator in classifying substances as acids, bases, or neutral. (Knowledge)

• I compare and contrast simple acids and bases. (Reasoning)

• I can compare the pH level of acids and bases. (Reasoning)

• I can classify acids and bases as strong or weak depending on their location on the pH scale. (Reasoning)

• I can obtain and communicate information to explain the relationship between the structure and properties of acids and bases. (Reasoning)

SPS6.e Plan and carry out investigations to detect patterns in order to classify common household substances as acidic, basic, or neutral.

• I can recognize that household substances can be classified as acidic, basic, or neutral. (Knowledge)

• I can compare the physical and chemical properties of acids and bases. (Reasoning)

• I can describe patterns in the information provided to classify common household substances as acidic, basic, or neutral. (Reasoning)

• I can plan and carry out investigations to detect patterns in order to classify common household substances as acidic, basic, or neutral. (Skill)