Chemistry Instructional Guide

Compounds and Mixtures

Chemistry

Quarter 2

HMHUnit 3

● Provide an evidence-based decision of which solution is optimum, based on prioritized criteria, analysis of the strengths and weaknesses (costs and benefts) of each solution, and barriers to be overcome. Refning and/or optimizing the design solution In their evaluation, students describe* which parts of the complex real-world problem may remain even if the proposed solution is implemented. *When “describe” is referenced, any of the following descriptions could be used: written, oral, pictorial, and kinesthetic.

Standard 3.1 What does it look like to demonstrate profciency on this standard? Representation Students clearly defne the system, including:

● The solute(s) ● The solvent ● The solution Mathematical modeling Students describe the mathematical representations to (model, describe, explain, illustrate, and predict): ● Model a solution at a particulate scale, showing appropriate ratios of solute for solutions of various concentrations and volumes ● Compare the composition of multiple samples of the same solution ● Describe the relationship (ratio) comparing the amount (number, mass, or volume) of solute to the solvent or solution Analysis Students describe the composition of a solution including: ● Using proportional reasoning to calculate the amount of solute necessary to make a solution of a desired concentration and volume ● Use proportional reasoning to calculate the volume of stock (concentrated) solution needed to make a more dilute concentration of a desired concentration and volume.

DIFFERENTIATION IN ACTION

Skill Building

Unit Project: Designing Detergents (p. 141J)

Extension

Take it Further: Asking Questions about Minerals (p. 165) Take it Further: Water Supply Engineer (p. 191) Take it Further: Organic Chemist (p. 215)

FORMATIVE ASSESSMENTS