Name of Instructors: Grant Bauer

Grade: 11 – Chem 20 Activity: Solutions&Dilutions practice lab

Goals/Key questions (remove the italics with the required information)

Goals: How can we quantify the concentration of a solution? How can we create a weaker solution from
a stock solution? How can we calculate the volume needed to create a solution?
How can a solution be weakened and how can we find its strength after?
Objective (connected to PofS): Students will create a solution at a given concentration. Students will
create a solution using their stock solution at a given concentration. Students
will calculate the strength of solutions after a dilution.
GLEs/SLEs addressed
General Outcome 1
Students will investigate solutions, describing their physical and chemical properties
Specific outcomes
20–C1.7k calculate the concentrations and/or volumes of diluted solutions and the quantities of a
solution and water to use when diluting
20–C1.8k use data and ionization/dissociation equations to calculate the concentration of ions in a
solution
20–C1.1s formulate questions about observed relationships and plan investigations of questions, ideas,
problems and issues
20–C1.3s analyze data and apply mathematical and conceptual models to develop and assess possible
solutions
20–C1.4s work collaboratively in addressing problems and apply the skills and conventions of science in
communicating information and ideas and in assessing results
Pre lesson Considerations
Lesson overview of main scientific content, skills to be learned
Students will calculate the concentration of solutions in various states

Students will develop a procedure for creating a solution and then a create a dilution

Students will calculate the change in molarity as a solution is diluted with water

Materials needed/preset up required/logistical considerations needed (seating arrangement):

-PowerPoint notes
-Electrical device for students to search up info and access notes
-classroom internet and overhead projector
-mini whiteboards and markers
-Scales, Beakers, stir sticks, volumetric flasks (if available), graduated cylinders, food coloring
Content:
What is the teacher doing? What are the students doing?
Include Key questions, logistics, key
concepts that will be addressed, Be specific to what they will be doing to
methods of formative assessment be engaged in the learning.
Consider how they are organized, (eg
working alone/pairs etc).
 How can we find the molar  Completing practice example in
Introduction mass of a hydrated groups
(how will you
compound?
engage students?
Connections to  How can we find the mass
previous needed for a given
learning?)
concentration?
Time est: 5 –  What laboratory steps need to
10 min be taken to create a
solution/dilution
 Remind students about lab
safety procedures

Transition Make sure to garner attention before Get students into groups of 2 or 3 to
considerations speaking perform the lab.
Do not talk over students Have students come collect equipment
Make sure to stop side conversations only after they get calculation and
procedure approved

 Discuss common steps for  Listening and following along

Activity 1 creating a solution/dilution in with steps
(add more if
a lab  Calculating what mass/volume of
needed)
solute they will need to create a
Time est: 50-  Copper (II) Chloride used for a
solution/dilution at the given
80 min catalyst, pesticide, wood concentrations
preservative  Creating a procedure for creation
 Reminder to take stock of a dilution
solution analytically  Creating a diluted solution
 Where to fill up to on a
volumetric flask? How to fill
near the end? How to mix?
 Check meniscus before mixing
 Checking students’
calculations and procedures
before groups are allowed to
grab any lab equipment
 Fist to five on lesson  Listening and responding to
Conclusion lesson evaluation
Assessment: practice question (formative) and lab report (summative)

Accommodations/Modifications: Focus on the front right and left as that’s where the weaker students
are that will need additional explanations or help. Allow students who have missed past tests or quizzes
to complete those and speak to me later about material if they have any questions.

Extension and extra time activity: Chemquiz.com for students who are done everything and want
additional practice and test style question or they can continue work booklet questions.

Reflection on how the lesson went.

Class went amazingly well with all students managing to finish the lab

Enough additional analysis questions were there that only one or two groups finished everything before
the end of class.

Creating a lab worksheet instead of a full lab write up worked great to compress what should be two
labs into a single period

Could work on initial instruction at the beginning and making clear what materials are available to
students so they can determine on their own how to perform the second part of the lab.

Assisting students who need help is the first priority but I need top make sure in the future to check in
more with groups of weaker students and make sure no misconceptions are occurring and they are on
track to finish in time