Canonical lesson CHEMISTRY20-U3-L09 · outcome 20-C1.9k · depth CURRICULUM_BASELINE

Unit C: Solutions, Acids, Bases and Equilibrium intro - outcome 20-C1.9k

• Course: CHEMISTRY20 (SCN2796)
• Lesson ID: CHEMISTRY20-U3-L09
• Official outcome: 20-C1.9k (KNOWLEDGE)
• Object type: canonical lesson (not a bootcamp session)
• Source: Alberta Chemistry 20 Program of Studies (2007, updated 2014)

Official outcome text

define solubility and identify related factors; i.e., temperature, pressure and miscibility

Learning intention

Meet 20-C1.9k with instruction, practice, and a check. The 10-session bootcamp does not replace this lesson.

Success criteria

1. Restate the outcome in classroom language without swapping in a different unit’s template.
2. Complete the worked-style task for this outcome.
3. Name the lab setting (classroom-supervised / teacher demo / dataset or simulation / forbidden).

Teaching

Solubility is the maximum amount of solute that dissolves in a given quantity of solvent at a specified temperature (and, for gases, pressure). Solids: solubility usually rises with T. Gases: solubility falls with T and rises with P (Henry’s law). Miscibility: liquids that mix in all proportions (ethanol-water) vs immiscible (oil-water).

Worked example

CO2 in a closed cold pop bottle: high P, low T → more dissolved CO2. Warm open bottle: fizzes. Oil and water: immiscible layers (teacher-sealed vial demo, not a kitchen emulsion project).

Guided practice

1. Explain CO2 in cold closed pop vs warm open pop using T and P. Oil-water: immiscible - sealed vial demo only.
2. Near-miss: kitchen emulsion project with random solvents. Forbidden.

Independent practice

1. Solid-in-water: typical T effect from a solubility curve card.
2. Two sentences: miscibility vs solubility of a solid.
3. Pressure effect: gases vs ionic solids (qualitative).

Diagram / whiteboard

Approved diagram id chem20-ph-scale - pH scale / solution concentration axes. Tutor may open the course whiteboard and display this id. Do not invent hazardous procedures on the board.

Checks for understanding

Use the formative evidence below as the exit check for this outcome. Correct the misconception named in this lesson before praising.

Misconception to repair

Saying all solutes are more soluble when heated (ignoring gases), or shaking oil/water at home with bleach.

Safety and lab register

Setting: concentration and pH on paper or school-prepared dilute solutions. Red-cabbage indicator is classroom-supervised or photo/dataset. No concentrated acids or bases. No tasting. Dilution math is not a licence to mix cleaners. Forbidden: bleach+acid, drain opener, battery acid, undiluted pool chemicals. AI Tutor must not invent titrations or acid labs outside the register.

Alberta Poison Control if a real exposure is occurring: 1-844-764-7669. The AI Tutor is not a poison centre.

Formative evidence

Three factors named with one Chem 20 example each.

This is not a diploma. Mastery needs instruction + activity + check.

AI Tutor / human tutor

Ground on 20-C1.9k. No false praise. No invented procedures. No silent skip to a different unit. Human tutor if the student describes mixing bleach, tasting, or flames.

Provenance

Official POS wording from ALBERTA_SENIOR_HIGH_OFFICIAL_OUTCOMES.csv. Pack lesson written to replace Wave-4 contaminated canonical markdown.