This lesson focuses on allowing students to explain the process of dissolution by examining polarity. Students understand that some thing dissolve on a bulk scale, but may not fully comprehend what is occurring on a molecular scale. This lesson is designed to help students see patterns in attraction between opposite charges and the outcome of those attractions. In particular, this activity addresses one of the Crosscutting Concepts related to Patterns, XC-P-HS-1.
Additionally, this lesson incorporates two different Science and Engineering Practices. Students are drawing a model of an ionic compound dissolving in water (SEP 2) and providing explanations for how the dissolution occurs (SEP 6).
This lesson occurs at the end of this unit at a point where students are already expected to understand ionic bonds, ions, and polarity. Diagramming and explaining their individually created models helps to synthesize pockets of learning that have occurred throughout the unit and adds to a greater overall understanding of how all of these concepts tie in together to explain this particular phenomenon.
While I take attendance, students do a warm-up activity in their composition Warm-Up/Reflection books. I use today's warm-up to probe for students' prior knowledge about the day's upcoming lesson and to have them start thinking about what they will be learning. (To read more about Warm Up and Reflection Books, please see the attached resource.)
Today's Warm-Up: "Why do you think ionic compounds dissolve in water? (Hint: It has to do with water's polarity!)"
I am hopeful that some students might recall that we discussed in prior lessons that ionic compounds are formed by ions. We have also discussed briefly that ionic compounds have a crystal structure with alternating cations and anions that are held together by electrostatic attraction. Yesterday, I drew a Lewis Dot Structure of water and we discussed its polarity due to both the electronegativity difference between oxygen and hydrogen as well as oxygen's lone pairs of electrons. I anticipate that students will express a vague understanding, but will not articulate it very well.
As students complete the warm-up, I walk around and read student responses. I stamp the books of students who demonstrate any type of deeper thinking about the prompt. Answers like, "because they do," or "that's how it works," do not get a stamp.
I ask students if anyone cares to share what their answer was, and call on one student once there are at least 5 hands in the air. After that student answers, I ask if anyone else had other ideas or if they agreed with the prior student's response. At no time during this warm-up discussion do I give students a "right" or "wrong" indication regarding their answers.
First, I draw a Lewis dot structure of a water molecule on the whiteboard. After drawing the molecule, I ask students the following questions to help them walk through the reasoning why water is a polar molecule:
Previously, students learned that ionic compounds consist of nonmetal and metal atoms that have transferred electrons leaving metallic cations and nonmetallic anions. Students also know that these ions are held together by electrostatic attraction.
Before I diagram an ionic compound crystal structure, I ask students the following questions:
After diagramming an ionic compound, complete with alternating ions with charges indicated, I use a different colored marker to outline the atoms in the Lewis dot structure of water previously drawn on the whiteboard. I show students that a water molecule looks like a Mickey Mouse head (if they don't immediately say that themselves--which sometimes they do!). I ask them what the charge density is on the "ears" of the water molecule (positive). I also ask them what type of ion those "ears" or hydrogens would be attracted to (the anions). Then I explain that as the water molecules surround an anion in the crystal structure, once there are enough water molecules surrounding the ion, it is pulled from the crystal because it is no longer as electrostatically attracted to the surrounding cations. I say the water molecules almost "shield" the charge that the anion feels. Then I diagram an anion surrounded by water molecules with the "ears" closest to the anion. I also diagram a cation surrounded by water molecules. As I begin to surround the cation with water, I ask students which side of the water molecule should be closest to the cation (the negative side) and make sure to draw it as such.
A picture of the whiteboard when I am done diagramming is included here:
I handout the Dissolution of an ionic solid drawing handout to my students. I explain that I expect them to diagram similarly to mine, not exactly the same. This is a key distinction as I expect my students to demonstrate clear understanding of the content and not just ability to copy my diagram. I also explain that sometimes accompanying text can help explain a diagram more clearly, and I encourage them to add explanations where necessary for clarity.
Some student samples are shown below.
Here is student work that mirrors my diagram, has no explanation, and does little to show me that this student understands:
These two student samples have some explanation included, but still miss the mark.
These next two samples include enough diagramming coupled with explanation to show that these students understand the process of dissolution of an ionic compound in water:
This last sample is actually from a student who struggles with the English language, having just moved here from Armenia a year ago. See the attached reflection for more about how this activity helped her demonstrate her understanding and make connections to the English academic vocabulary.
In student's Warm-Up/Reflection Books, students should spend about 3-5 minutes writing a response to the day's reflection prompt. Prompts are designed to either help students focus on key learning goals from the day's lesson or to prompt deeper thinking. The responses also allow me to see if there are any students who are missing the mark in terms of understanding. The collection of responses in the composition books can also show a progression (or lack thereof) for individual students.
Today's Reflection Prompt: "Why are cations and anions attracted to different sides of a water molecule?"
Desired student responses should indicate that: