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- This BUNDLE consists of a year's worth of Chemistry Problem-Based Learning Units. They are also sold separately on TPT.All of the units have two sets of files. The "Classroom" files should be used in an in-person classroom setting. The "Absent" files can be used for long-term distance learning, home$76.10$84.55Save $8.45
An Aquatic Apocalypse: A Problem-based "Solutions Chemistry" Unit (PBL) for High School Chemistry
Millions of fish are dead along a stretch of the White River that passes through Indiana. So what happened? This problem-based unit asks students to complete a series of experiments to determine the possible cause of the fish kill.
See the Preview for a list of materials and other background information as well as the first day activities.
Both the classroom version and the distance learning version follow the outline below. In the distance learning option, the case is presented using readings, virtual simulations, and videos.
This product is also part of a BUNDLE found here.
Previous knowledge: Students should have already learned stoichiometry.
This problem-based unit was designed to teach the required objectives for solution chemistry in the state of Texas. It would likely work with or without modification in many other venues.
(A) describe the unique role of water in chemical;
(B) develop and use general rules regarding solubility through investigations with aqueous solutions;
(C) calculate the concentration of solutions in units of molarity;
(D) use molarity to calculate the dilutions of solutions;
(E) distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions;
(F) investigate factors that influence solubilities and rates of dissolution such as temperature, agitation, and surface area;
(G) define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water;
(H) understand and differentiate among acid-base reactions and precipitation reactions;
(I) define pH and use the hydrogen or hydroxide ion concentrations to calculate the pH of a solution; and
(J) distinguish between degrees of dissociation for strong and weak acids and bases.
NGSS: HS-PS1-2, HS-PS1-5, HS-PS1-7, HS-ESS2-5
-Introduction: Story background information
-River Water and Solution Vocabulary: Students make observations of the river water while practicing vocabulary.
-Pollutants: Students practice solution vocabulary while learning about possible pollutants.
-Solubility Rules Part I : Students experiment to determine solubility rules.
-Solubility Rules Part II: Students use solubility rules to rule out the presence of three ions in river water.
-Practice with Solubility WS
-Concentration and Dilutions Part I: Students calculate the concentration of a possible metal ion pollutant in the river water.
-More Practice with Solubility Rules WS
-Concentration and Dilutions Part II: Students perform a serial dilution to model the concentration of the pollutant in the river.
-Practice with Molarity WS
- Solubility vs Temperature Part I: Students experiment to determine the relationship between solid solubility and temperature.
- Solubility vs Temperature Part II: Students look at solubility data to determine if nitrates and phosphates were the cause of the fish kill.
- Solubility Graphs WS
- Solubility of Gases: Students experiment to determine how temperature affects gas solubility to determine if thermal pollution caused the fish kill.
- More Solubility Graphs WS
- Acids and Bases Part I: Students experiment to learn about properties and definitions of acids and bases.
- Acids and Bases Part II: Students experiment to determine the difference between strong and weak acids and bases.
- Acids and Bases WS
- Acids and Bases Part III: Students use a micro-scale titration to determine the pH of the river water.
- Report (Included in Day 11 folder)
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