Sample Learning Goals
Describe the relationships between volume and amount of solute to solution concentration
Explain qualitatively the relationship between solution color and concentration
Predict and explain how solution concentration will change for adding or removing: water, solute, and/or solution
Calculate the concentration of solutions in units of molarity (mol/L)
Design a procedure for creating a solution of a given concentration
Identify when a solution is saturated and predict how concentration will change for adding or removing: water, solute, and/or solution
Describe the relationship between the solution concentration and the intensity of light that is absorbed/transmitted
Describe the relationship between absorbance, molar absorptivity, path length, and concentration in Beer’s Law
Predict how the intensity of light absorbed/transmitted will change with changes in solution type, solution concentration, container width, or light source, and explain why

This demonstration involves properties of carbon dioxide and hydrogen. A video is included in addition to the written instructions. It touches on a number of areas of chemistry: density of gases, solubility of gases, sublimation and combustion. Each of these areas could be explored in more detail, depending on the level of the group.

This is a culminating activity to be used after completion of a Solutions unit, or later in the curriculum as review or evidence of concept retention. Students will create and label molecular level drawings of aqueous solutions, differentiating between dilute and concentrated solutions, electrolyte and nonelectrolyte solutions, and to illustrate how an ionic solid dissolves.  For each, students will explain in detail what is happening using Livescribe Echo pens.

In this activity, students will evaluate a variety of substances and solutions to determine whether they conduct or do not conduct electricity.

In this lab activity, students are introduced to colligative properties in solutions, concentrating primarily on the effects of nonvolatile solutes on freezing point.

This animation shows the separation of a solvent and a solution by a semipermeable membrane, osmosis, and osmotic pressure.

In this "quick lab", students evaporate a saturated salt solution to produce a variety of salt crystals (table salt, epsom salt, alum) over a night or weekend. The following day, they draw, describe, and compare their crystals with those of their classmates.

This introduction to the lab Parabens in Household Products discusses what the students will do and gain from the activity. The introduction also discusses learning opportunities, assessments, and extensions to the lab.

In this lab, students will investigate the solubility and miscibility of several substances using water as the solvent. Students will submit a lab report that includes predictions, data table, and analysis explaining whether materials were soluble or insoluble in molecular terms and/or drawing molecular diagrams of the substances.

In this lesson, students will learn about the components that make up liquid solutions as well as environmental factors that can change their characteristics. Students will also examine solubility curve graphs to explore how environmental factors affect the amount of solubility present in solutions. The teacher will begin instruction with a demonstration of supersaturation using a sodium acetate solution. Additional instructional resources include a solubility presentation, suitable for lecture, and handouts providing practice in reading and interpreting solubility curve graphs.

Students rotate through a variety of stations in order to demonstrate understanding of the properties of acids, bases, and solutions.

This animation shows the transfer of solvent from a solution of low concentration to a solution of high concentration through the vapor phase.

Students learn about water hardness, polar and non-polar molecules, and anions and cations.

Students make a 2-D model of a salt crystal and use water molecule cut-outs to show how water dissolves salt. After seeing an animation of water dissolving salt, students will compare how well water and alcohol dissolve salt. They will relate their observations to the structure of salt, water, and alcohol on the molecular level.