Equilibria · SHS1 Chemistry

Lesson notes

Learning Objectives

Indicator: 1.1.2.LI.1 - Explain the term solubility and describe the factors that affect solubility of substances.

By the end of the lesson, learners can:

Define solubility in their own words and correctly use the terms solute, solvent, and solution when describing common mixtures.
Classify solutions by the physical states of solute and solvent (solid-liquid, gas-liquid, solid-gas, liquid-liquid, solid-solid, gas-gas) and give at least one Ghanaian example for each.
Distinguish between unsaturated, saturated, and supersaturated solutions using observations from demonstrations.
Investigate experimentally how temperature, pressure, nature of solute, and nature of solvent affect solubility, and explain the role of stirring as a rate factor rather than a solubility factor.
Predict and explain everyday solubility phenomena in Ghanaian contexts, such as dissolving sugar in hot tea, salt in boiling soup, and carbon dioxide escaping from fizzy drinks.

This lesson addresses depth-of-knowledge Level 3 (strategic reasoning) as learners must apply their understanding of factors affecting solubility to predict and justify outcomes in new situations.

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Curriculum details

Strand: Physical Chemistry (Strand 1)
Sub-strand: Equilibria (1.2)
Content standard: 1.1.2.CS.1 - Demonstrate knowledge and application of solubility and solubility rules. 1.1.2.LO.1 Apply the solubility rules to analyse and predict the behaviour of common ionic compounds in qualitative analysis.
Indicator: 1.1.2.LI.1 - Explain the term solubility and describe the factors that affect solubility of substances.
Suggested placement: Semester 2, Week 5 (Week 25 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 43

Exemplars (from the NaCCA curriculum)

Talk for Learning:
- Using sample solutions, brainstorm to explain the terms solute, solvent and solution.
- With the aid of sample solutions such as sugar solution, mixture of kerosene and water, a mixture of coke and carbon dioxide, describe the various types of solutions based on the state of solute and solvent and give specific examples (solid-liquid, solid-gas, gas-liquid, solid-solid, liquid-liquid, gas-gas solutions).
Demonstration: Watch a video or prepare samples of the various types of solutions (unsaturated, saturated and supersaturated).
Inquiry-Based Learning: In groups,
- Perform experiment to investigate the factors that affect solubility: temperature, pressure, nature of solute and solvent (molecular size and polarity)
NB: Stirring or shaking increases the rate of solubility.
- Relate the factors to everyday life such as dissolution of salt in soup, sugar in hot and cold water, carbon (IV) oxide in fizzy drinks.
Teaching and Learning Materials:
- * Worksheets, * Simulations (PHET), video, virtual laboratory can be used here. * Warm and cold water * Sugar * Common salt * Thermometer * Beaker
- * Tripod stand * *
- Salts containing desired cations or anions, * Test tubes * Wash bottle * * Chart
- Gauze * * Chart Source of heat * Excel sheet
- Graph
- * Distilled water
- Bench solutions, * Dropper
- CHARTS of the solubility rules on the solubility of different salts
Assessment (1.1.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.