Class: Chemistry grade 11-12

Title/Topic: Solubility Lab

Standards:
New Ohio Standard: The configuration of atoms in a molecule determines the strength of
the forces (bonds or intermolecular forces) between the particles and therefore the
physical properties (e.g., melting point, boiling point, solubility, vapor pressure) of a
material. For a given substance, the average kinetic energy (and therefore the
temperature) needed for a change of state to occur depends upon the strength of the
intermolecular forces between the particles. Therefore, the melting point and boiling
point depend upon the amount of energy that is needed to overcome the attractions
between the particles. Substances that have strong intermolecular forces or are made up
of three- dimensional networks of ionic or covalent bonds tend to be solids at room
temperature and have high melting and boiling points. Nonpolar organic molecules are
held together by weak London dispersion forces. However, substances with longer chains
provide more opportunities for these attractions and tend to have higher melting and
boiling points. Increased branching of organic molecules interferes with the
intermolecular attractions that lead to lower melting and boiling points. Substances will
have a greater solubility when dissolving in a solvent with similar intermolecular forces.
If the substances have different intermolecular forces, they are more likely to interact
with themselves than the other substance and remain separated from each other. Water is
a polar molecule and it is often used as a solvent since most ionic and polar covalent
substances will dissolve in it. In order for an ionic substance to dissolve in water, the
attractive forces between the ions must be overcome by the dipole-dipole interactions
with the water. Dissolving of a solute in water is an example of a process that is difficult
to classify as a chemical or physical change and it is not appropriate to have students
classify it one way or another.
Objectives:
The students will accurately record the procedure, observations, and data in their lab
manual.
TSSBAT determine the effect of temperature on solubility of solids and gases in water
TSSBAT determine the effect of shaking (or stirring) on the solubility on solids and gases
in water.
TSSBAT to determine the effect of the size of solute particles on the solubility of solids
in water.
Materials
Fish Kill PowerPoint
CHEMICAL Sodium Chloride MSDS included
CHEMICAL Copper Sulfate pentahydrate (large crystals) MSDS included
CHEMICAL Potassium nitrate MSDS included

Hot water (or access to hot plate)

Cold water
Ice
Test tubes
Beakers
Stirring rods
Club soda or tonic water
Internet Access and Projection device for Video
Lab tables
Chemical waste containers
Safety goggles
Lab aprons (optional)

Instructional Sequence
Engage: Show and initiate discussion about the Fish Kill PowerPoint.
Explore: Perform the attached lab.
Explain: Show the Khan Academy video about solubility. Lecture. Discussion.
Elaborate: Connect previous lectures, labs about Intermolecular forces to solubility.
Evaluate: Lab Manual Check, Turn in Lab for grade, Exit slip, Discussion
The lesson sequence should begin with the engage portion. The instructor will create a brief
discussion attempting to relate a low oxygen fish kill to soda pop. (Note for substitute instructor
-Solubility: heat decreases solubility of gases in water. This is why a fish kill happens when a
shallow body of water is rapidly heated. The oxygen solubility in water decreases and the fish
die of lack of oxygen. It is the same reason soda pop gets flat when heated.) 5 min.
Continuing on the students will begin the lab portion of the lesson. The students will work in
lab groups of around 3-4 persons. Students will devise their own methods of testing the relative
solubility of solids and gases in water. The students should be able to design an experiment that
tests temperature, crystal size, and molecule motion (or a combination of the three). The
instructor will check the students lab worksheet/notebook for proper procedure and data
recording (Note for substitute instructor students with slower learning capabilities can be
given specific lab instructions.) 25 min.
The next step should include a collection of data from each lab group. Discussion should
follow to explain each groups method or experimental design. By comparing the data the class
should discover that solids become more soluble in water with an increase in temperature and
particle motion. Solids decrease in solubility with crystal size. And finally gases decrease in
solubility with an increase in temperature. If this is not determined, then a lecture to explain is
needed. 15 min.
Finally an exit slip will be given at the end of class to provide the teacher with some
feedback about student learning. 5 min.

Questions:
1.
2.
3.
4.
5.
Assessment:

What are the factors that affect solubility?

How does solubility affect our everyday life?
What is the Gas that makes up the bubble in the club soda and tonic water?
Where were the bubbles before I opened the bottle
Which is harder to dissolve the sodium chloride or the potassium nitrate, why?

Asking questions while students are completing the lab.

Lab report completed and turned in for credit.
Exit slip (attached)

Technology:
- Fish Kill PowerPoint
-https://phet.colorado.edu/en/simulation/legacy/soluble-salts (interactive post lab)
-Khan Academy Solubility Video
https://www.khanacademy.org/science/chemistry/states-of-matter-and-intermolecularforces/introduction-to-intermolecular-forces/v/solubility
Academic Language:
Solubility-the amount of a substance that will dissolve in a given amount of
another substance
Control- A standard of comparison for checking or verifying the results of an
experiment.
Constant- The variable that scientist want to remain the same
Variable- any factor, trait, or condition that can exist in differing amounts or types.
Safety:
-This lab uses chemicals not safe for ingesting including:
Potassium Nitrate
Copper Sulfate pentahyrdate
-A hot plate is used in this lab, students must take precaution not to burn themselves.
Goggles must be worn when heating liquids and shaking and stirring liquids
Adapting for diverse learners:
Lab has larger font, more space to accommodate large and messy hand writing, and a
different color to show emphasis on the sections of the lab.
References:
http://www.geocities.ws/dschan77/SolubilityInquiryLab.doc.

BACKGROUND:

In this experiment, you will design and conduct experiments to discover the effects
of temperature, size of solute particles, and shaking (or stirring) on solubility.
There are no written procedures for this lab. You will need to develop them before
starting the lab. You will need to take quantitative and qualitative data for each
experiment that you conduct.
OBJECTIVES:
to determine the effect of temperature on the solubility of solids and gases
in water.
to determine the effect of the size of solute particles on the solubility of
solids in water.
to determine the effect of shaking (or stirring) on the solubility on solids and
gases in water.
PROCEDURE:
You are responsible for writing your own procedures for each experiment.
You may wish to include an illustration for your setup. Please be sure to
determine your control, variable, and constants before performing your
experiment.

Part I Temperature Effects on Solubility (Solids in Water)

Question: How does the temperature affect the solubility of a solid in water?
Materials: hot water (or access to a hot plate), cold water, ice, sodium
chloride, potassium nitrate, test tubes, beakers, other?
_______________________________________________
Procedure/Data/Illustrations:

Control:

Variable:

Constant(s):

Results/Conclusion:

Part II Particle Size Effect on Solubility (Solids in Water)

Question: How does the size of a solid affect its solubility in water?
Materials: Copper Sulfate pentahyrdate (large crystals), mortar and pestle,
test tubes, beakers, stirring rods, other?
_____________________________________________________
Procedure/Data/Illustrations:

Control:

Variable:

Constant(s):

Results/Conclusion:

Part III Shaking/Stirring Effect on Solubility (Solids in Water)

Question: How does shaking or stirring a solid in water affect its solubility in
water?
Materials: sodium chloride, test tubes, beakers, stirring rods, other?
_____________________________________________________
Procedure/Data/Illustrations:

Control:

Variable:

Constant(s):

Results/Conclusion:

Part IV Temperature Effects on Solubility (Gases in Water)

Question: How does the temperature of a gas in water its solubility in water?
Materials: hot water (or access to a hot plate), cold water, ice, club soda or
tonic water, test tubes, beakers, other?
_______________________________________________
Procedure/Data/Illustrations:

Control:

Variable:

Constant(s):

Results/Conclusion:

Solubility Lab Exit Slip

Please explain the following everyday applications of solubility.

a) Why do we keep pop in the refrigerator?

b) What does it mean to have a can of pop go flat

c) What is one way we can make a can of pop go flat quicker?

d) Which is better to use in coffee, a sugar packet or a cube of sugar?