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LARN 135 C34D3

Study for the summative assessment on chapter 16 on Solutions that is to be given on your next school day that our class meets.  Today is day 135.  Study for your test which is scheduled for school day 136!  If your class does not meet on day 136, today’s home learning activities are listed under day 136 and on day 136 your home learning activities are those listed below.

Start the following in class:

1.  Go to http://www.phschool.com/webcodes10/index.cfm?wcprefix=cda&wcsuffix=1160&area=view and take an online formative test for chapter 16, Solutions.  Then click on the Score My Test button and study anything that you do not yet understand.

2.a.  Review and study your notes, and your journal reflections. Study your learning log, your Cornell Notes, and anything that was misunderstood on the Chapter 15 Study Guides, Chapter 15 Section Reviews, Chapter 16 Solutions [Formative] Test A, and other work sheets which you now have checked using green ink. Look up anything that you still don’t understand in your text, glossary, vocabulary study sheets, class notes, or come to help class if you need help.

2.b.  Examine this chapter’s learning objectives, one by one. 

  • Are you able to demonstrate your understanding or mastery of each of this chapter’s learning objectives?  
  • How do you know you can? 
  • What has formative assessment of each objective informed you about?

2.c.  Make sure that you understand about and can do the following.

  1. Be able to describe the dissolving process at the atomic level by using the concepts of random molecular motions, dissociation of solute crystals, and solvation of solute molecules or ions.
  2. Know that solutions are homogeneous mixtures of two substances, a solute and a solvent.
  3. Distinguish the concept of degree of solubility of a solute in a given solvent at a given temperature from the rate of dissolving of a given amount of solute in a given amount of solvent at a given temperature.
  4. Know how increasing or decreasing the temperature at which dissolving takes place, the partial pressure of the gas being dissolved, the amount of surface area of a solid being dissolved, and the amount of stirring during the dissolving process affects the rate of dissolving of the solute.
  5. Understand why certain substances are nonelectrolytes, while others are weak electrolytes, and still others are strong electrolytes.
  6. Know how the properties of suspensions, colloids, and solutions differ.
  7. Know the conditions for which polar bonds within molecules might or might not make the entire molecule a dipole.
  8. Be able to apply the solubility rules that likes dissolve like and that unlikes tend not to dissolve in each other in situations for which the structural formula or the condensed structural formula is given.
  9. Be able to use the moles of solute per one liter of solution (molarity) conversion ratio, the kilograms of solute per one kilogram of solvent (molality) conversion ratio, the mass to volume concentration (the grams of solute per one liter of solution) conversion ratio, the mass concentration (the grams of solute per 100 grams of solution) conversion ratio (mass percent concentration), and the volume concentration (the milliliters of solute per 100 milliliters of solution) conversion ratio (volume percent concentration) to solve problems involving amounts of solute, amounts of solvent, and amounts of solution.
  10. Be able to use a table of the solubilities of selected substances as temperature increases to solve problems involving the determination of the solubility of a given substance in water at a given temperature, the determination of whether a combination of a given mass of solute and given mass of solvent when combined and stirred will eventually result in an unsaturated solution, a saturated solution, or, if the solute all dissolves at a higher temperature and the solution is cooled, a supersaturated solution, the determination of the maximum amount of solute that can dissolve in a given number of grams of water, the determination of the amount of solute than needs to be added to make a solution saturated at a higher temperature, the determination of the amount of solute that needs to be added to attain to a given volume of saturated solution at a given temperature, or the determination of amount of solute that could be precipitated out as a saturated solution cools to a lower temperature,
  11. Be able to calculate the amount of substance fraction of each component of a solution for which the mass and formula of each component is known.
  12. Be able to predict the number of solute particles produced when one formula unit of a solute whose formula is known dissolves in water.
  13. Be able to use the relationship between the molality of a nonvolatile solute in a solution and the number of degrees that the  freezing point is lower than that of pure water at its freezing point to solve problems involving the freezing point of solutions, masses, and molar masses of solutes.
  14. Be able to use the relationship between the molality of a nonvolatile solute in a solution and the number of degrees that the  boiling point is higher than that of pure water at the corresponding external pressure to solve problems involving the boiling point of solutions, masses, and molar masses of solutes.

Recommended for those who have time left in their 45 minute study period, but not required of all:

1. Download and open the Unit Learning Objectives for Cornell Notes document, press and hold the CTRL key while typing F to bring up a search (find) box.  Type in Chapter 16 in the search box and then move your cursor into the text area to the right and click there to see the first page of objectives.   Consider each learning objective as you proceed through the chapter with the aim of being able to demonstrate your understanding and ability to apply the learnings.  

2. Download current ActivInspire unit flipchart by logging on to the MNSD Google Drive and selecting it from the Student Resources > ActivInspire  folder.  Generally the flipchart name will begin with a capital U to designate the chemistry unit of study and end in a relatively high version number following the v at the end of the flipchart’s title.  Download the flipchart on the Solutions after clicking on the following link: Solutions.  Click through the chart quickly and take Cornell notes on concepts pertaining to the learning objectives that you are studying.  At the end of your study, write a summary statement of what you learned.

[If you have not yet successfully installed ActivInspire software, use  https://drive.google.com/open?id=0B9ft9hAr_RjiR0pqTUpHb3QyMm8  to download and install the latest version of ActivInspire free personal edition software on your home PC, Mac, or Linux computer.]

4.  Continue to review the meanings of the words on the chapter 1, chapter 2, chapter 3, chapter 4, chapter 5, chapter 7, chapter 8, chapter 9, chapter 10, chapter 11, chapter 12, chapter 13, chapter 14, chapter 15, and chapter 16 vocabulary lists.  Place a – symbol in front of each word that you have to study more, and a change the – to a + symbol in front when you have demonstrated mastery over the word to a study buddy, parent, or friend.

5.  Study the Key Concepts given on pages 33, 57, 95, 121, 148, 180, 206, 246, 280, 314, 346, 378, 406, 438, 464, and 498 of the text.

6.  Review those concepts that we have discussed in class that are in your study guides, that are in your text study guide at the end of the chapter, and that on the chapter vocabulary sheet provided to you that describes what is a substance, an element, a compound, a coarse mixture, a colloidal suspension, a solution; an atom; a formula unit, a molecule; a phase, an aqueous phase; a chemical change, a physical change; a chemical reaction, a reactant, a product, a word equation, and a formula unit equation.  How are these concepts different?  You need to be able to explain the meaning of each of these terms, and be able to differentiate the terms, be able to compare and contrast these related terms, and give examples that make clear the points that you are trying to explain. Go over each of these concepts with your study partner.

7. Review the SI prefixes and their meanings until you can readily explain the meaning of each listed SI prefix as a numerical multiplier.

8. How do the properties of covalent molecular substances with hydrogen bonding typically differ from those covalent molecular substances that form molecules whose van der Waals attractive forces only weakly attract other molecules?

9. Think about the sixteen properties of covalent molecular substances listed on the Properties to be understood worksheet describing differences in the properties of metals, ionic compounds, covalent network solids, and covalent  molecular compounds. Continue to study this handout for understanding and review how the typical properties of members of these classes of compounds depend on whether the compound has localized or delocalized electrons, and upon whether strong metallic, ionic, or covalent bonding or weak van der Waals forces of attraction are predominant between representative particles of the substances.Try to understand how each property of a given covalent molecular substance is related to the groups of covalently bonded atoms that form molecules whose van der Waals attractive forces only weakly attract other molecules.