Unit 8.2 Liquids Packet PDF

**Unit 8.2 Liquids** **Essential Questions:** - How does purity affect the properties and uses of chemicals in everyday materials? - What factors influence the concentration of a solution, and how does this affect its behavior? - How does temperature affect the solubility of differ...

**Unit 8.2 Liquids** **Essential Questions:** - How does purity affect the properties and uses of chemicals in everyday materials? - What factors influence the concentration of a solution, and how does this affect its behavior? - How does temperature affect the solubility of different substances, and why is this important in practical applications? **Lesson 1: Pure Substances** **Learning Objective(s):** 1. **I can describe the difference between a pure substance and a mixture.** **Vocabulary** A **\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** substance contains only one type of chemical. A **\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** is a material that contains two or more different substances, which can be physically separated. An **\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** is a chemical that is found in a material in very small amounts, but can change the material\'s properties. **Draw a diagram of a pure substance and a mixture.** **Pure Substance** **Mixture** -------------------- ------------- -- -- **Identify whether the following substances are pure or if they are mixtures by placing a tick ☑ in the appropriate box. Give a brief explanation for your reasoning.** **Substance** **Pure** **Mixture** **Explain** --------------- ---------- ------------- ------------- **Air** **Water** **Soy Sauce** Impurities in a mixture can alter its \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_. Useful  Your example ------------ -- ------------------------ -------------- Not useful  Your example How to identify pure substance and mixtures? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ and \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Example:   Lesson Quiz   **Lesson 2: Mixtures and Solutions** **Learning Objective(s):** 1. **I can use key terms to describe a solution and describe how making a solution affects its total mass.** **Vocabulary** A \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ is formed when a substance dissolves into a liquid. When a substance dissolves in a liquid, it is described as **\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** in that liquid. A **\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** is a substance that has dissolved into a solvent. A **\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** is a substance into which a solute dissolves. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ means that the combined mass of the starting materials equals the combined mass of what is produced. [Making Solutions] Solutions are usually made when a \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ and a \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ mix together so well that the solid \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ - it is no longer visible. A substance that dissolves in a liquid is described as **\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_.** A substance that does NOT dissolve is described as \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_. **What 2 components are needed to create a solution?** **\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ + \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ = Solution** **Solvents are usually \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_.** **Ex: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_.** **Solutes are usually \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_, but can also be \_\_\_\_\_\_\_\_\_\_\_\_\_\_ or \_\_\_\_\_\_\_\_\_\_\_\_\_.** **A solute that does not easily dissolve in one solvent.... \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_!**  **Write down 3 examples of a solute and solvent being mixed together to form a solution.** 1. **\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ + \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ = \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** 2. **\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ + \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ = \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** 3. **\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ + \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ = \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** [Conservation of mass] **All substances are made of \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_, which has mass, which is measured in \_\_\_\_\_\_\_\_.**  **Looking at the picture above, explain how conservation of mass has been conserved.** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ If you have a gas solute...... to conserve the mass.... You should \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **Using the idea of conservation of mass, determine the mass of the solute. Show your work below.**  **Calculate the missing values in the tables below:**  -- ------------------------  **Lesson Quiz**  **Lesson 3: Solubility and Saturation** **Learning Objective(s):** 1. **I can compare data involving the solubility of different solutes and use it to describe saturation.** **Vocabulary** A **\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** is one in which no more solute can dissolve in the solvent at a given temperature. **\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** refers to how well a solute is able to dissolve in a solvent to create a solution. A **\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** depicts the trend of data plots on a scatter graph. **Saturated Solutions** Saturated means something that is \_\_\_\_\_\_\_\_\_\_\_. It is holding as much as it can. Saturated solution is a one in which \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ can dissolve in a solvent [at a particular] [temperature.] Examples: (naturally) \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ and \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (made) \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **What are 2 ways in which we can *increase the solubility of a solute*?** 1. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 2. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **What are 2 methods to *create a saturated solution*?** - **by \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ and/or \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_.**  **What will occur when *no more solute can be added* to a solvent?** The solute might collect \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ or \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_may form.  **Comparing saturation:** A **solubility** curve is the **\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** on a scatter graph of collected solubility data.  a. **Put the solutes in order of least to most soluble at 20°C.** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ à\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ à\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ à\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **Least Most** b. **What mass of hydrogen chloride will make a saturated solution at 45°C? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**    **ACROSS** 4\. A homogeneous mixture composed of a solute dissolved in a solvent. 6\. A compound formed from the reaction between an acid and a base, consisting of positive and negative ions. 10\. The measure of the amount of solute in a solvent. 13\. To reduce the concentration of a solution by adding more solvent. 14\. Incapable of being dissolved in a particular solvent. 15\. A substance consisting of two or more substances mixed together without any chemical bonding between them. **DOWN** 1\. A substance capable of dissolving other substances to form a solution. 2\. The process in which a solute mixes uniformly with a solvent to form a solution. 3\. The process by which molecules spread from an area of high concentration to an area of low concentration. 5\. A measure of the average kinetic energy of the particles in a substance. 7\. A solution with a large amount of solute compared to the amount of solvent. 8\. A technique used to separate the components of a mixture based on their differential anities for a stationary phase and a mobile phase. 9\. The maximum amount of solute that can dissolve in a given amount of solvent at a specic temperature. 11\. A substance that is dissolved in a solvent to form a solution. 12\. Capable of being dissolved in a particular solvent.  **Lab \#1: Genghis Khan Ink Fraud - Chromatography Lab** **Procedure:** 1. Tape strip of filter paper to pencil so that when placed in beaker it will dangle about 1 cm from bottom of beaker. 2. Fill beaker with water to about 1 cm high. 3. Draw a line on the filter paper using one of the black markers about 1 cm from the tip of the filter paper. 4. Dangle the filter paper into the beaker so that it is touching the water. 5. Wait for the water to move up the filter paper. 6. Record observations. 7. Repeat with remaining ink samples. Observations: ============= **Ink Sample Observations** ----------------------------- ------------------ ------------------ **Sample** **Observations** **Pure/Mixture** **Ink \#1** **Ink \#2** **Ink \#3** **Ink \#4** **Ink \#5** **Questions:** 1. Did the inks react similar or different? Compare the distance they travelled and the patterns. 2. Which inks would you suspect are more expensive? Which are cheaper? Explain your reasoning. 3. If you wanted to make a piece of artwork, which ink would you choose? Why? 4. If you were to write some reminder notes on a sticky note, which would you choose? Why? 5. Are there any alternate ways you could have conducted this experiment to determine whether the inks were a mixture of pigments or not? Describe them (if any). **Lab \#2: Solubility and Saturation** **Objective(s):** 1. Measure and graph the solubility of a solute at different temperatures. 2. Explain the relationship between solubility and temperature for (most) solid and liquid solutes. **Materials Required:** - Sucrose - Distilled water - Ice cubes - Teaspoon measuring device - 3 100 mL beaker - Large beaker - Hot plate - Thermometer - Graduated cylinder - Stirring rod **Activity:** In this activity, you will determine the solubility of sucrose (table sugar) at three different temperatures. Obtain the materials. Follow the directions. Be sure to empty, clean and dry the beakers at the end of each activity. Then answer the questions. **Part 1: Room Temperature** 1. Add 25 mL of distilled water to a 100 mL beaker. Record the temperature of the water. *The temperature should be close to 20°C.* 2. *Place the beaker with distilled water on a scale and zero the scale. (The measurement reading should say 0.00 g)* 3. Add sucrose to the distilled water. Stir the sugar into the water until it completely dissolves. 4. Repeat step 3 until sucrose no longer dissolves in the water. 5. Record the number of grams you could successfully dissolved in the water. 6. Empty, clean and dry your beaker. **Part 2: Zero Degrees Celsius** 1. Add 25 mL of distilled water to a 100 mL beaker. 2. Place the beaker into an ice water bath. Add a thermometer to the beaker. Use a stirring rod to swirl the water. Continue swirling until the water reaches \~0°C. 3. *Place the beaker with distilled water on a scale and zero the scale. (The measurement reading should say 0.00 g)* 4. Add sucrose to the water. Stir the sugar into the water until it completely dissolves. 5. Repeat step 4 until sucrose no longer dissolves in the water. 6. Record the number of grams you could successfully dissolved in the water. **Part 3: 100 Degrees Celsius** 1. Add 25 mL of distilled water to a 100 mL beaker. *Confirm that the beaker is heat-tolerate and can be heated on a hot plate.* 2. Place the beaker on a hot plate. Turn the hot plate to medium-high heat. Heat the water until it reaches 100°C. Then turn off the hot plate and remove the beaker from the hot plate. Place the beaker on a heat-safe surface. 3. *Place the beaker with distilled water on a scale and zero the scale. (The measurement reading should say 0.00 g)* 4. Add sucrose to the distilled water. Stir the sugar into the water until it completely dissolves. 5. Repeat step 4 until sucrose no longer dissolves in the water. 6. Record the number of grams you could successfully dissolved in the water. **Data Table:** **Temperature** **Dissolved Sucrose (g)** **Solubility (g/mL)** ----------------- --------------------------- ----------------------- **0°C** **20°C** **100°C** **Questions:** 1. Create a line graph of your data. Graph temperature vs. solubility of sucrose. Create a scale for the y-axis. Then plot the points. Create a title for your graph as well. -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- 2. Use your graph to describe the relationship between solubility and temperature. 3. Identify the independent and dependent variables in this investigation. 4. Use the terms saturated and unsaturated to describe the process of adding sucrose to the water until no more dissolved. 5. How could you improve the experimental design of the investigation?