1
SCH3U1 Unit 3 Solutions and Solubility
Day 1 -
Define the terms solution, solute, solvent, homogeneous, variable composition(page 284). Give examples
of common solutions( see chart page 285 ). Define the following terms aqueous solution, miscible,
immiscible and alloys. Define the term solubility and distinquish between unsaturated, saturated and
supersaturated solutions. State how the solubility of a solid in water changes with increasing temperature
and state how the solubility of a gas in water is affected by increasing temperature. Introduce solubility
curves. Complete page 289 ( 2, 6, 8, 9 ) Complete page 301 (1-7)
Day 2 -
Distinguish between polar and non-polar substances ( page 291 ). Sketch the shape for the water molecule
and explain what is meant by dipoles and explain hydrogen bonding. Why is water called the universal
solvent. With the aid of diagrams show how water dissolves ionic compounds. Distinguish between
electrolytes and non-electrolytes. Show how water dissolves molecular compounds like sugar. What is
meant by the term like dissolves like ? Demonstration page 288. Illustrate why water a polar solvent cannot
dissolve a non-polar solute like I2 .
Day 3 -
Define the term concentration page 202. Solve problems : Mass/Volume percent.
Do page 305 ( 1a,2,3,4 ) ; mass/mass percent. Do page 308 ( 5a,6,8 ) ; volume/volume percent. Do page
310 ( 10, 12, 14 )
Day 4 -
Solve problems : parts per million and parts per billion . Do page 312 ( 15, 17, 18 ); molar concentration
problems . Do page 316 ( 19a, 20a, 21,22,23,24 ). assignment page page 318 (1-3). Assign unit project
Island at risk page 408.
Day 5 -
Preparing and dilution solutions page 319. Do page 321 (25a, 26a,27). Do lab page 322. Assignment page
324 ( 1-4 )page 325 (3,4,9,10,11,12,13,14,15,17,18,24,25,29)
Day 6 -
Quiz on chapter 8. Solubility rules see page 334. Do page 335 (1-3).page 336(3,4). Double displacement
reactions . Predicting ppt formation. Writing balanced equations. Do page 339 (4)
Net ionic equations and spectator ions. Do page 343 (5,6)
Day 7 -
Qualitative analysis page 344. Do lab page 345. Assignment page 347 (2)
Day 8 -
Stoichiometry. Page 352(7-10). Assign page 356(1-3). Water quality page 357. See table. Compromising
water quality : State 3 major sources. Water treatment : outline the 6 step process
Day 10 -
Distinguish between hard and soft water. Treating water : outline the methods such : adding washing
soda, ion exchange water softener.
Day 11 -
Treatment of waste water : Outline the primary, secondary and tertiary treatment. Assign page 364(2),
page 365 2-5,8,10,12,13,15,16,18,24
Day 12 -
Quiz chapter 9 .Compare properties of acids and bases. Outline Arrhenius concept and Bronsted-Lowry
concept of acids and bases. Write dissociation equations for acids and bases Introduce conjugate acid base pair. Do page 378 ( 1-3 ). Assign page 380 (5-10)
Day 13 -
Distinguish between strong and weak acids and strong and weak bases ( page 381 ). define the term pH .
Compare pH values with respect to concentration of H ions. See table page 388. Assignment
page 389 (6-9)
Day 14 -
Do lab page 390. Effect of dilution the pH of an acid.
Day 15 -
Acid base reactions : Neutralization ; calculations involving NaVaCa = NbVbCb. Do page 398 (
10,11,12a.13a ). Define terms : titration, standard solution, equilavalence point, endpoint. Reading
assignment page 490, 491
Day 16 -
Perform acid-base titration lab and concentration of acetic acid in vinegar.
Assignment page 404 ( 2,4,5 ); page 405 ( 2,4,5,67,8,910,11,12,14,15 )
Day 17 -
Test review : page 410 ( 1-16,20,22,23,24,25,26,27,28,29,36
Day 18 -
Test Day
2
Day 1 -
Define the terms solution, solute, solvent, homogeneous, variable composition(page 284). Give examples
of common solutions( see chart page 285 ). Define the following terms aqueous solution, miscible,
immiscible and alloys. Define the term solubility and distinquish between unsaturated, saturated and
supersaturated solutions. State how the solubility of a solid in water changes with increasing temperature
and state how the solubility of a gas in water is affected by increasing temperature. Introduce solubility
curves. Complete page 289 ( 2, 6, 8, 9 ) Complete page 301 (1-7)
Solution –
Solute –
Solvent –
Variable Composition –
In each of the following solutions state what substance is the solute and which is the solvent and identify its state of matter.
Water and alcohol –
Dry ice in air –
Dental filings ( mercury and silver ) –
Bronze ( copper and tin ) –
Carbonated drinks –
What is the difference in meaning between the term soluble and miscible?
Miscible:
a term used to describe liquids that can be mixed together in any proportion to form a solution. Only one
phase is visible.
Immiscible:
term used to describe liquids that CANNOT be mixed together in any proportion to form a solution. Two or
more visible layers present in the solution.
Soluble:
when at least 10 g of a substance will dissolve in 1 L of a given solvent.
Concentrated solution - the ratio of solute to solvent is ____________ Maple syrup is a concentrated of sugar in water.
Saturated Solution:
a solution that contains the maximum amount of solute that can be dissolved at a given temperature.
Unsaturated Solution: a solution that contains less solute than the saturated solution at a given temperature.
Supersaturated Solution:
a solution that contains more solute than the saturated solution can normally hold. It is
prepared at elevated temperatures and allowed to cool slowly. Crystallization of the solute is
aided by the presence of a rough surface and can also be initiated by a sudden disturbance
or by scratching the surface of the container with a stirring rod. ex. honey is a
supersaturated solution of glucose and fructose
Increase Rate of dissolving :
i.
Solid in a liquid
______________________; ____________________; ____________________
ii.
Gases in liquid :
_____________________;
______________________
3
Date:
Name:
Class:
Solution Scramble
Demonstrate and assess your understanding of terms associated with solubility.
Identify the term that is defined and enter it in the spaces at the right. All answers are listed, in scrambled form,
at the bottom of the page.
1. A solution of gas in water
___ ___ ___ ___ ___
2. Solution will not dissolve any more solute ___ ___ ___ ___ ___ ___ ___ ___ ___
3. Mixture of substances appearing as one phase ___ ___ ___ ___ ___ ___ ___ ___
4. An alloy of copper and tin used in making statues
___ ___ ___ ___ ___ ___
5. A method of separating solutions using differences in boiling points
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
6. Alloy containing mercury, used in filling teeth
7. Name given to the dissolved substance
___ ___ ___ ___ ___ ___ ___
___ ___ ___ ___ ___ ___
8. Method that will not separate solutions ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
9. Gas found in the greatest proportion in air
10. Solution of gases
___ ___ ___ ___ ___ ___ ___ ___
___ ___ ___
11. Solution of water and salts
___ ___ ___ ___ ___
12. This affects the amount of solute that can dissolve in a solvent
13. Sugar does this in tea or coffee
___ ___ ___ ___
___ ___ ___ ___ ___ ___ ___ ___ ___
14. A strong solution is called ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
15.The universal solvent
1. VRREI
2. AEATTDSRU
3. LTNSOOIU
4. ZRBOEN
5. LLNAIIISDTTO
___ ___ ___ ___ ___
6. AAAMMLG
7. OLETSU
8. ORATTNLIIF
9. GNNTRIOE
10. IRA
11. CANOE
12. TEHA
13. LSIDSESVO
14. TTRADCCNNOEE
15. RAETW
4
Solubility Curves

The solubility of a substance in a solvent is the maximum amount of that substance (solute) which will
dissolve in a fixed quantity of the given solvent at a specified temperature.

The relationship between temperature and the solubility can be illustrated using a graph of solubility curves.
Solubility Curve of
Magnesium Chloride
MgCl2
(aq)
Supersaturated region: (above
curve)
More solute dissolved than
can actually be dissolved
Solubility
(g/kg of H2O)
50.
0
25
Saturated region: (line of the graph)
maximum amount of solute
dissolved than can actually be
Unsaturated
region: (below curve)
dissolved
Less solute dissolved than can
actually be dissolved
Temperature (ºC)

The graph states that at 25oC , for magnesium chloride to be a:
o
o
o

Saturated solution;here is ONLY 50.0 g of solute per 1000.0 g of water
Supersaterated solution;there is MORE THAN 50.0 g of solute per 1000.0 g of water
Unsaturated solution;there is LESS THAN 50.0 g of solute per 1000.0 g of Water
If the temperature of a saturated solution at 25oC (50.0 g of MgCl2) is changed, then the type of
solution will change accordingly as indicated by the graph.
o
o
Increase in temperature, the solution becomes unsaturated.
Decrease in temperature, the solution becomes supersaturated.
5
Reading a Solubility Chart
1) The curve shows the # of grams of solute in a saturated solution containing 100 mL or 100 g of water at
a certain temperature.
2) Any amount of solute below the line indicates
the solution is unsaturated at a certain
temperature
Solubility Curves of Pure Substances
150
3) Any amount of solute above the line in which
all of the solute has dissolved shows the
solution is supersaturated.
140
4) If the amount of solute is above the line but
has not all dissolved, the solution is saturated
and the # grams of solute settled on the
bottom of the container = total # g in solution
– # g of a saturated solution at that
temperature. (according to the curve)
6) Solutes whose curves move downward w/
increased temperature are typically gases b/c
the solubility of gases decreases with
increased temperature.
120
110
NaNO3
100
grams solute per 100 grams H2O
5) Solutes whose curves move upward w/
increased temperature are typically solids b/c
the solubility of solids increases w/ increased
temperature.
KI
130
90
KNO3
80
70
50
KCl
40
Solubility Problems to solve
NH4Cl
NH3
60
NaCl
30
1. At 10oC, 80 g of NaNO3 will dissolve in
100 mL (a saturated solution)
20
KClO3
10
2. To find the # grams needed to saturate a
solution when the volume is NOT 100 mL use the
following
strategy to find answer:
Start w/ known vol. x
Ex. 60 mL H2O
x
Ce2(SO4)3
0
0
10
20
30
40
50
60
70
Temperature/Celsuis
Solubility/100mL at set temp. = amount of Solute needed to saturate
80 g NaNO3 = 48 g NaNO3 needed to saturate solution
100 mL H2O
or if the chart is in units of 100 g of H2O use the density of water conversion 1mL H2O= 1 g H2O
Ex.
60 mL H2O
x
1 g H2O x 80 g NaNO3 = 48 g NaNO3
1 mL H2O
100 g H2O
80
90
100
6
WS - Reading the Solubility Chart Problems
grams solute per 100 grams H2O
1. Which of the salts shown on the graph is the least soluble in water at 10oC?
2. Which of the salts shown on the graph has the greatest increase in solubility as the temperature increases
from 30 degrees to 60 degrees?
3. Which of the salts has its solubility affected the
least by a change in temperature?
Solubility Curves of Pure Substances
4. At 20oC, a saturated solution of sodium nitrate
contains 100 grams of solute in 100 ml of water.
150
How many grams of sodium chlorate must be
added to saturate the solution at 50oC?
140
5. At what temperature do saturated solutions of
KI
potassium nitrate and sodium nitrate contain the
130
same weight of solute per 100 mL of water?
6. What two salts have the same degree of solubility
120
at approximately 19oC?
7. How many grams of potassium chlorate must be
110
added to 1 liter of water to produce a saturated
NaNO3
solution at 50oC?
100
8. A saturated solution of potassium nitrate is
prepared at 60oC using 100.mL of water. How
90
many grams of solute will precipitate out of
KNO3
solution if the temperature is suddenly cooled to
80
30oC?
9. What is the average rate of increase for the
70
solubility of KNO3 in grams per 100 mL per degree
NH4Cl
NH3
Celsius in the temperature range of 60oC to 70oC?
60
10. If 50. mL of water that is saturated with KClO3 at
50
25oC is slowly evaporated to dryness, how many
KCl
grams of the dry salt would be recovered?
40
11. Thirty grams of KCl are dissolved in 100 mL of
NaCl
water at 45oC. How many additional grams of KCl
30
are needed to make the solution saturated at
80oC?
20
12. What is the smallest volume of water, in mL,
KClO3
required to completely dissolve 39 grams of KNO3
o
10
at 10 C?
Ce2(SO4)3
13. What is the lowest temperature at which 30. grams
0
of KCl can be dissolved in 100 mL of water?
0
10
20
30
40
50
60
70
80
14. Are the following solutions saturated, unsaturated
Temperature/Celsuis
or supersaturated (assume that all three could
form supersaturated solutions)
a. 40. g of KCl in 100 mL of water at 80oC
b. 120. g of KNO3 in 100 mL of water at 60oC
c. 80. g of NaNO3 in 100 mL of water at 10oC
15. Assume that a solubility curve for a gas such as ammonia, at one atmosphere of pressure, was plotted on
the solubility curve graph. Reading from left to right, would this curve would _____
a. slope upward b. slope downward
c. go straight across
Effect of Temperature on Solubility
• When heating a solvent, the solvent particles move faster and spread apart, creating more space
between them.
• This allows more solute to fit between the solvent particles, increasing the solubility.
Effect of Temperature on Solubility
• Gases are less dense than liquid solvents.
• Picture gas molecules trapped within solvent particles, wanting to escape.
• Increased temperature causes solvent particles to spread apart, creating opportunity for gas particles to
escape.
• Increase temperature, decrease solubility of a gas.
90
100
7
Day 3 -
Distinguish between polar and non-polar substances ( page 291 ). Sketch the shape for the water molecule
and explain what is meant by dipoles and explain hydrogen bonding. Why is water called the universal
solvent. With the aid of diagrams show how water dissolves ionic compounds. Distinguish between
electrolytes and non-electrolytes. Show how water dissolves molecular compounds like sugar. What is
meant by the term like dissolves like ? Demonstration page 288. Illustrate why water a polar solvent cannot
dissolve a non-polar solute like I2 .
WATER - THE UNIVERSAL SOLVENT



Water
Water
Water
o
o
has the ability to dissolve a number of molecules, therefore the universal solvent description
has higher than expected melting and boiling points.
has high surface tension.
This can be explained by water's polar nature.
The oxygen end of the water molecule has a partial negative charge while the hydrogen end has a
partial positive charge.
Negative
end
O
H
H
 The hydrogen atoms are attracted to neighbouring oxygen atoms (HYDROGEN BONDING) o higher melting point because more bonds to break
Hydrogen
Bonds
H
0
H
H
0
H
Positive
end
0
H
H
8

These partial charges also attract ions and other polar molecules
+
H
+
0
H
Cl
Na
H
H
H
+
0
Na
H

0
Sodium
chlorine
bond
broken
+
Cl
H
0
H
An ion surrounded by water molecules is said to be HYDRATED. (The general term for other solvents is
SOLVATED). Consider dissolving LiCl
Electrolytes –
Non-electrolytes –
Iodine is insoluble in water ( Sketch diagram )
Sugar is soluble in water ( Sketch diagram )
9
Polar Versus Non-Polar
To practice identifying different kinds of solutions and solids.
In general, “like dissolves like,” so that polar solvents dissolve ionic solids and polar molecules, and non-polar
solvents dissolve non-polar molecules. Alcohols, which have properties of both, tend to dissolve in both types of
solutes, but cannot dissolve ionic solids. Indicate which solvent the following solutes will dissolve by checking the
appropriate columns.
SOLUTES
WATER
a
NaI
b
Br2
c
Methanol
d
Benzene
e
KClO3
f
KMnO4
g
C6H12O6
h
C3H8
SOLVENTS
CCl4
ALCOHOL
Electrolyte vs. Non-Electrolytes
Classify the following compounds as either an electrolyte or a nonelectrolyte by checking the appropriate
column.
i
j
k
l
m
n
o
Compound
KF
C12H22O11
NaOH
CH3OH
MgCl2
H2CO3
C6H12
Electrolyte
Nonelectrolyte
10
Day 4 -
Define the term concentration page 202. Solve problems : Mass/Volume percent.
Do page 305 ( 1a,2,3,4 ) ; mass/mass percent. Do page 308 ( 5a,6,8 ) ; volume/volume percent. Do
page 310 ( 10, 12, 14 )
Concentration –
STATING THE CONCENTRATION OF SOLUTIONS
1. MASS/VOLUME PERCENT - percent (m/v)
- often used when describing unsaturated solutions
mass/volume percent
=
Mass of solute (in g)
X 100%
Volume of solution (in mL)
e.g. intravenous fluid is 0.9% (m/v) NaCl
0.9 g of NaCl dissolved in 100 mL of solution
Do page 305 ( 1a,2,3,4 )
2. MASS/MASS PERCENT
- mass percent or
percent (m/m)
- often used for solutions of a solid dissolved in a liquid
- often incorrectly stated on products as (w/w) percent
mass/mass percent
=
Mass of solute (in g)
Mass of solution (in g)
X 100%
e.g. the concentration of Mg2+ in seawater is 0.129 % (m/m)
0.129 g of Mg2+ dissolved in 100 g of seawater
Do page 308 ( 5a,6,8 )
11
3. VOLUME/VOLUME PERCENT
- volume percent, percent by volume, percent (v/v)
- used when both solute and solvent are liquids
volume/volume percent
=
volume of solute (in mL) X 100%
volume of solution (in mL)
e.g. rubbing alcohol is 70% (v/v) solution
 70 mL of alcohol (30 mL water) in 100 mL of solution
page 310 ( 10, 12, 14 )
Day 5 -
Solve problems : parts per million and parts per billion . Do page 312 ( 15, 17, 18 );
molar concentration problems . Do page 316 ( 19a, 20a, 21,22,23,24 ). assignment
page 318 (1-3).
PARTS PER MILLION and PARTS PER BILLION
- a mass/mass relationship describing very small quantities of a solid in a
solution
ppm
Mass of solute
Mass of solution
ppb =
=
=
Mass of solute
Mass of solution
X 106
x grams
106 g of solution
Mass of solute
X 109
Mass of solution
e.g. If a person has 10 ppm of a substance in their body and their body mass is 50 kg, what mass of the
substance are they carrying?
ppm =
mass of solute =
Mass of solute
X 106
Mass of solution
12
Ex. 2
The maximum acceptable concentration of fluoride ions in municipal water supplies is 1.5 ppm. What is
the maximum mass of fluoride ions you would get from a 0.250 L glass of water?
Ex. 3
An Olympic bound athlete tested positive for the anabolic steriod 'nandrolone'. The athlete's urine test
results showed one thousand times the maximum acceptable level of 2 mg/L. What was the test result
concentation in parts per million?
Do page 312 ( 15, 17, 18 )
13
Molar CONCENTRATION

refers to the amount of ____________present in a given amount of ________________.
Concentration = amount of solute
[ ]
amount of solution
Molar Concentration (C) =
Substituting for n :
moles of solute
Litres of solution
or
C= n
V
C = _____________
Example #1: Calculate the molar concentration (mol/L) of the solution prepared by dissolving 2.00 moles of
NH4NO3 in water to make 250.0 mL of solution.
Example #2: Calculate the molar concentration(mol/L) of the solution prepared by dissolving 10.00 g NaOH(s)
in water to make 500.0 mL of solution.
Example #3: Calculate the volume of 0.65 mol/L NaCl solution that will contain 1.55 g NaCl.
Do page 316 ( 19a, 20a, 21-24 ). assignment page 318 (1-3)
14
Day 6 -Preparing and dilution solutions page 319. Do page 321 (25a, 26a,27). Do lab page 322.
Assignment page 324 ( 1-4 )page 325 (3,4,9,10,11,12,13,14,15,17,18,24,25,29)
STOCK SOLUTIONS

refers to a solution of known concentration for laboratory use




HCl (aq) is usually purchased as 12 mol/L
H2SO4 (aq) is usually purchased as 18 mol/L
many concentrated solutions are hazardous, but are easier to store and transport (smaller amount)
dilute solutions are often preferred or required for laboratory use
How do we go about making a dilute solution from a concentrated stock solution?

Though the concentration of the solution changes,
BUT

the amount of solute present in the diluted solution is the SAME as it was before the dilution
Add water
100
mmL
50 mL
[ ] = particles
volume
[ ] = particles
volume
= 5 particles
50 mL
= 5 particles
100 mL
=

0.1 particles
= 0.05 particles
mL
mL
Double the amount of water to the original solution, ______the concentration by ______________

A relationship between the initial volume of solution and its initial concentration
can be established with the final volume of the diluted solution and the concentration of the diluted solution.

This can be shown using the following equation:
C1V1
=
C2V2
Example #1: Tell how you would prepare 12.0 L of 3.0 mol/LNH3 from 15.0 mol/LNH3.
Example #2: A sterile solution of physiological saline (aqueous NaCl) is prepared for use in a hospital by using
sterile water to dilute 20.0 mL of sterile 3.00 molar stock saline to a total volume of 400.0 mL.
What is the molar concentration of the resulting saline solution?
15
Do page 321 (25a, 26a,27) Assignment page 324 ( 1-4 )
page 325 (3,4,9,10,11,12,13,14,15,17,18,24,25,29)
16
Student Worksheet: Concentration
1.
How many grams of formaldehyde, CH2O, are contained in 500 mL of a 13 mol/L aqueous solution of
formaldehyde?
2.
How many grams of C6H12O6 are contained in 250 mL of a 0.050 mol/L solution of C6H12O6 in water?
3.
How many grams of CuSO4• 5H2O are required to prepare 2.0 L of a 3.0 mol/L copper sulphate solution?
4.
What is the concentration in moles per litre of a solution that contains 39.2 g of H3PO4 in 500 mL of
solution?
5.
What is the concentration in moles per litre of a solution that contains 100 g of Na2SO4 in 10.0 L of
solution?
6.
Complete the following chart.
Solute
AgNO3
NaCl
NH4Cl
KI
NaOH
CaSO4
7.
Mass (g)
Moles (mol)
Volume (mL)
0.350
500
1 500
0.850
120
9.20
Concentration
(mol/L)
0.250
3.40
2 000
250
Give directions for the preparation of 2.0 L of a 1.0 mol/L NaOH solution.
2.30
0.0500
17
.Student Worksheet:Dilution Problems
1.
What volume of 16.0 mol/L stock nitric acid solution is needed to prepare 500 mL of a 2.50 mol/L nitric acid
solution?
2.
What volume of 18.0 mol/L stock sulphuric acid solution is needed to prepare 500 mL of a 0.750 mol/L
sulphuric acid?
3.
What volume of 15.0 mol/L stock ammonium hydroxide solution is needed to prepare 100 mL of a 3.40
mol/L solution of ammonium hydroxide solution?
4.
What volume of 18.0 mol/L stock solution of acetic acid solution is needed to prepare 250 mL of a 0.120
mol/L solution of acetic acid?
5.
In a chemical analysis, a 25.0 mL sample was diluted to 500.0 mL and analyzed. If the diluted solution had a
molar concentration of 0.108 mol/L, what was the molar concentration of the original sample?
6.
An ammonia solution is made by dilution 150 mL of the concentrated commercial reagent ([NH 3] = 14.8
mol/L) until the final volume reaches 1000 mL. What is the final molar concentration?
7.
What volume of 6.0 mol/L KBr would be required to make 3.0 L of 0.20 mol/L KBr?
8.
What volume of 0.14 mol/L hydrochloric acid would contain 5.0 g of HCl / L
9.
What volume of 0.95 mol/L Na2SO4 would be required to prepare 200 mL of 0.15 mol/L Na2SO4?
18
Investigation 8-C Worksheet
To help you plan your calculations for Investigation 8-C.
The purpose of this lab is to prepare solutions of specific concentration, and then to use them to identify
solutions of unknown concentrations.
You are going to prepare 100 mL of 0.500 mol/L CuSO4 using the solid solute.
A. Given that the volume needed is 100 mL, how many litres is this?
__________________________________________________________________
B. Given that the molar concentration is 0.500 mol/L, how many moles are needed?
__________________________________________________________________
C. What is the molar mass of CuSO4•5H2O?
__________________________________________________________________
D. What mass of CuSO4 • 5H2O do you need?
__________________________________________________________________
What
To
Do
First Dilution
Make 100 mL of 0.500 mol/L CuSO4·5H2O
1. Clean and dry a beaker, then mass it. The mass is _____________________
2. You want to put the mass you calculated in part D above, into the beaker.
The total mass of the beaker and solid will be __________________________
Put the correct mass of copper(II) sulfate into the beaker. Record any errors.
3. Add 95.0 mL of water into this beaker, stir and make a solution.
4. Pour this solution into a CLEAN 100 mL graduated cylinder and add just enough water with a CLEAN
medicine dropper to make the volume exactly 100 mL
5. Pour this solution back into the same beaker and save it. Clean the graduated cylinder and medicine
dropper and use these in the next section.
Further Dilutions
Second dilution: Moles before dilution = Moles after dilution
Molarity 1 x Volume 1 = Volume 2 x Molarity 2
____ mol/L x Volume 1 = 100 mL x 0.200 mol/L
Volume 1 = 100 mL x 0.200 mol/L = ______mL
____ mol/L
Therefore, you will use ____mL of ____M solution and add water up to 100 mL.
Further Dilutions
Third dilution Moles before dilution = Moles after dilution
Molarity 1 x Volume 1 = Volume 2 x Molarity 2
____ mol/L x Volume 1 = 100 mL x 0.100 mol/L
19
Fourth dilution
Moles before dilution = Moles after dilution
Molarity 1 x Volume 1 = Volume 2 x Molarity 2
____ mol/L x Volume 1 = 100 mL x 0.050 mol/L
Volume 1 = 100 mL x 0.050 mol/L = ______mL
____ mol/L
Therefore, you will use ____mL of ____M solution and add water up to 100 mL.
Fifth dilution Moles before dilution = Moles after dilution
Molarity 1 x Volume 1 = Volume 2 x Molarity 2
____ mol/L x Volume 1 = 50 mL x 0.025 mol/L
Volume 1 =
100 mL x 0.025 mol/L = ______mL
____ mol/L
Therefore, you will use ____mL of ____M solution and add water up to 100 mL.
Part 2: Estimating the Concentration of an Unknown Solution
Analysis
Estimate of concentration of unknown solution
______________________
Conclusion
Concentration of unknown solution
_______________________
% error in your estimate
_______________________
Application
Calculate the mass of CuSO4•5H2O that your teacher would use to
prepare 500 mL of this solution.
20
Day 7 -Quiz on chapter 8. Solubility rules see page 334. Do page 335 (1-3).page 336(3,4). Double
displacement reactions . Predicting ppt formation. Writing balanced equations. Do page 339
(4)Net ionic equations and spectator ions. Do page 343 (5,6)
Solubility Rules
The following set of rules is very useful in predicting which salts are soluble in water and which are not.
1. Salts containing alkali metal cations or ammonium are soluble.
2. Salts containing nitrate or acetate anions are soluble.
3. Salts containing chloride, bromide or iodide are soluble. (Except for Cu+, Ag+, Hg2+2 and Pb+2)
4. Salts containing sulfate or sulfite are soluble. (Except Ca+2, Ba+2, Sr+2 and Pb+2)
5. Oxide and hydroxide salts are insoluble. (Except with group IA cations)
6. Sulfide and hydrogensulfide sals are insoluble. (Except with group IA cations and ammonium)
7. Carbonate and chromate salts are insoluble. (Except with group IA and ammonium cations.)
Example
Reason
Na2CO3
The _____ ion insures ______________.
Rules __, __
CoCO3
The ____________ insures ____________
Rule ___
Pb(NO3)2
The _______ ion insures ________________.
Rule ____
K2S
The ______ ion insures _______.
Rules__, ___
BaSO4
The _____ ion would insure _______ except that salt has __________. Rule ____
PbCl2
Chlorides are ________, except with _________
Rule ____
(NH4)2S
Sulfides are_________, except with ______________.
Rules ___, _____
CaCO3
The ________ ion makes this compound ____________.
Rule _______
Li2O
Oxides are _______except with group ______ cations.
Rules ____, ___
CuSO4
Sulfates are ______________
Rule ______
FeS
Sulfides are ____________.
Rule ______
Pb(C2H3O2)2
Rule ______
AgI
Iodides are ________, except with ______
Rule _______
Ni(NO3)2
Nitrate insures ____________.
Rule _____
NaI
________makes this salt soluble
Rules ___, ____
NET IONIC EQUATIONS:

refers to only those substances or ions that have actually reacted or have been changed in some way in the
reaction
Ionic(TIE):
K+ (aq) + OH- (aq) + H+(aq) + Cl- (aq) → K+ (aq) + Cl - (aq) + H2O (l)
Net Ionic(NIE):
OH- (aq) + H+(aq) → H2O (l)
Spectator ions:
K+ (aq) and Cl - (aq)
21
Example 1:
Write the ionic and net ionic equation for the following reaction:
Given: K2S (aq) +
Step 1:
____K2S (aq) +
→ ________(s)
AgNO3 (aq)
____ AgNO3 (aq)
→ ____ _____(s)
+
______(aq)
+
____ _______(aq)
Step 2: ___ __(aq) + __ ___ (aq) + __ ___ (aq) + ___ ___(aq) → ____(s) + ___ ____(aq) + ____ _____- (aq)
Step 3:
__ _____ (aq) + __ _____
(aq)
→ __ ______
(s)
Example 2
KI (aq) +
Step 1:
Step 2:
Step 3:
Pb(NO3)2(aq)
___KI (aq) +
→ ______(s)
___ Pb(NO3)2(aq)
+ _______(aq)
→ ___ _____ (s)
+ ____ ______ (aq)
___ __(aq) + __ ___ (aq) + __ ___ (aq) + ___ ___(aq) → ____(s) + ___ ____(aq) + ____ _____- (aq)
__ _____ (aq) + __ _____
Do page 335 (1-3).page 336(3,4)
(aq)
→ __ ______
(s)
22
Double Replacement Reactions and Net Ionic Equations.
For the following equations: 1) Predict the products and write the balanced Molecular Equation (ME) 2) Write the Total
Net Ionic (TIE) and 3) Write the Net Ionic Equation (NIE). If no reaction occurs (NR)
1. _____ Na2CO3(aq) + _____SrCl2(aq) →
TIE:
NIE:
2. _____ Na2CO3(aq) + _____ Ba (NO3)3(aq) →
TIE:
NIE:
3. _____ NaOHaq) + _____CoCl2(aq) →
TIE:
NIE:
4. _____ NaOH(aq) + _____HCl(aq)
→
TIE:
NIE:
5. _____ Na2SO4(aq) + _____CoCl2(aq) →
TIE:
NIE:
6. _____ Na3PO4(aq) + _____CuCl2(aq)
→
TIE:
NIE:
7. _____ Na2SO4(aq) + _____PbCl2(aq) →
TIE:
NIE:
8. _____ Na2 S(aq) + _____SrCl2(aq) →
TIE:
NIE:
9. _____ CaCl2(aq) + _____Na2CO3(aq) →
TIE:
NIE:
23
10. _____ Cu(NO3)2(aq) + _____Na2SO4(aq) →
TIE:
NIE:
11. _____ NH4Cl(aq) + _____KOH(aq) →
TIE:
NIE:
12. _____ Na2CO3(aq) + _____AgNO3(aq) →
TIE:
NIE:
13. _____ ZnCl2(aq) + _____Na3PO4(aq) →
TIE:
NIE:
14. _____ Pb(NO3)(aq) + _____ Na2SO4 (aq) →
TIE:
NIE:
15. _____ MgBr2(aq) + _____Pb(NO3)2(aq) →
TIE:
NIE:
16. _____ CuSO4(aq) + _____NaOH(aq)
→
TIE:
NIE:
17. _____ AgNO3(aq) + _____K2CrO4(aq) →
TIE:
NIE:
18. _____ AgNO3(aq) + _____SrCl2(aq) →
TIE:
NIE:
Do page 339 (4)
Do page 343 (5,6)
24
Day 8 -Qualitative analysis page 344. Do lab page 345. Assignment page 347 (2)
Qualitative Chemical Analysis
Chemists use the information in the solubility table to create a diagnostic tool called the Qualitative analysis.
Chemists can use the solubility rules to determine if certain ions are present in a solution by conducting double
displacement reactions. They use solution of ions that will cause the ions they are looking for to precipitate out.
If you suspect that a solution may have acetate ions in it, then you'd add silver ions in the form of silver nitrate
to it. If there are acetate ions in the solution they will precipitate out because silver acetate is insoluble. If you
add the silver nitrate and nothing happens then you can infer that the acetate ions are not present.
precipitate - The heavier solid material that will fall to the bottom of the test tube
supernate - The clear fluid layer sitting on top of the precipitate.
How to Identify Anions in Solution
Procedure 1:
Observation:
Deduction:
add hydrogen ion (dilute hydrochloric acid) to a sample of the test solution
gas produced
carbonate ion
Procedure 2 a):
Observation:
Deduction:
add silver ion (silver nitrate solution) to a sample of the test solution
white or cream-coloured precipitate
chloride ion or bromide ion
Procedure 2 b):
Observation:
Deduction:
add aqueous chlorine (also known as chlorine water, Cl2 (aq))
brown color
bromide ion (no colour change would have been indicated chloride ion)
Procedure 3:
Observation:
Deduction:
add barium ion (barium chloride solution) to a sample of the test solution
white precipitate
sulfate ion
How to Identify Cations in Solution
Procedure 1: add chloride ion (sodium chloride solution) to a sample of the test solution
Observation: white precipitate
Deduction:
silver ion
Procedure 2: add sulfate ion (sodium sulfate solution) to a sample of the test solution
Observation: white precipitate
Deduction:
barium ion
Procedure 3: add carbonate ion (sodium carbonate solution) to a sample of the test solution
Observation: white precipitate
Deduction:
magnesium ion
Assignment page 347 (2)
25
ION IDENTIFICATION AND FLOWCHARTS
1. Draw flowcharts to show a method of separating the following cations from solution:
A solution containing Cu2+, Ba2+
A solution containing Ca2+,Ag+, Cu+2
A solution containing Pb2+, Mg2+, Ba2+
2. Using your knowledge of solubility rules, design a flowchart to separate the following anions from solution:
A solution containing Cl-, OH-
A solution containing CO32-, SO42-
A solution containing I-, OH-, SO42-
26
Day 9 -
Stoichiometry. Page 352(8). Assign page 356(1-3). Water quality page 357. See
table. Compromising water quality : State 3 major sources. Water treatment : outline
the 6 step process
Given 6.0 g (NH4)4vPO4 dissolved in enough water to form a 300 mL solution. Calculate the concentration of
the ions in solution.
i.
[(NH4)4vPO4 ] =
ii. [NH4+] =
iii.
[PO4-3] =
Solution Stoichiometry
EXAMPLE #1
If 50.00 mL of a 0.1 00 mol/L solution of silver nitrate is mixed with 50.00 mL of a
0.100 mol/L solution of potassium chloride, determine the mass of precipitate formed.
Balanced Molecular Equation:
i.
n AgNO3
ii.
n KNO3
iii.
n KCl
iv.
n KNO3
mass KNO3
4
1AgNO3
(aq)
+
1KCl
(aq)
 1KNO3(aq) +
1AgCl
(ppt)
==
=
=
=
=m=
Example 2
Ammonium sulphate is a "high-nitrogen" fertilizer. It is manufactured by reacting sulphuric acid with ammonia.
In a laboratory study of this process, 50.0 mL of sulphuric acid reacts with 24.4 mL of a 2.20 mol/L ammonia
solution (ammonium hydroxide) to yield the product ammonium sulphate in solution. Calculate the molar
concentration of the sulphuric acid used.
____H2SO4
+ ___ NH4OH
 ___ (NH4)2 SO4
+ ___ H2O
27
Example 3
How many millilitres of 0.300 mol/L NiCl2(aq) solution are required to completely react with 25.0 mL of
0.100 mol/L Na2CO3(aq) solution? How many grams of NiCO3(s) will be formed?
___ NiCl2
+ ____ Na2CO3
 ____ NiCO3 + ____ NaCl
Stoichiometry Involving Solutions Worksheet
1. Calculate the number of mL of 2.00 mol/L HNO3 solution required to react with 216 grams of Ag according to
the equation.
3 Ag(s) + 4 HNO3(aq) ---------> 3 AgNO3(aq) + NO(g) + 2 H2O(l)
2. Calculate in mL the volume of 0.500 mol/L NaOH required to react with 3.0 grams of acetic acid. The
equation is:
NaOH(aq) + HC2H3O2(aq) -------> NaC2H3O2(aq) + H2O(l)
3. Calculate the number of grams of AgCl formed when 0.200 L of 0.200 mol/L AgNO3 reacts with an excess of
CaCl2. The equation is:
2 AgNO3(aq) + CaCl2(aq) -------> 2 AgCl(s) + Ca(NO3)2(aq)
4. Calculate the mass of AgCl formed when an excess of 0.100 mol/L solution of NaCl is added to 0.100 L of
0.200 mol/L AgNO3.
5. Calculate:
a) the mass of BaSO4 formed when excess 0.200 mol/L Na2SO4 solution is added to 0.500 L of 0.500 mol/L
BaCl2 solution, and
b) the minimum volume of the Na2SO4 solution needed to precipitate the Ba2+ ions from the BaCl2 solution.
28
Assign page 356(1-3)
Water Quality and Water Treatment ( pg 357 )
Which chemical has the highest acceptable level ? _______________. Which has the lowest ? ___________
Express the acceptable level of benzene in ppm _______________________.
Classify the sources of pollutants as _______________ sources, ____________ sources and _____________
sources.
Pollutant
Type of Source
landfill leachate
wrecked oil tankers
car exhausts
power plant discharges
factory smokestacks
The 6 major steps that take place at a water treatment plant are listed place a # beside each to represent
the correct order :
______ Flocculation which involves the addition of ________________ and ________________________
______ gravel and sand bed
______ Treated with oxygen
______ coarse screen
______ Chlorine is added which kills ___________ and ___________ and helps remove _______________
______ chlorine, ammonia and sodium flouride are added
Treatment of waste water : Outline the primary, secondary and tertiary treatment.
Assign page 365 2-5,8,10,12,13,15,16,18,24
Treatment of sewage can be divided into 3 types _____________ , _____________, and ______________
Which treatment involves the following ?
1.
2.
3.
4.
Bacteria decompose organics
Use of filters and settling tanks
Addition of chemicals
Sludge digesting tanks
_________________________
_________________________
_________________________
_________________________
Sewage Treatment
Stage
Primary
Type of Filtration
________________ filtration
-
Secondary
solid particles are removed by screens, gutters, etc. & through settling
_____________________filtration
-
air is pumped into an aeration tank so that bacteria can biodegrade the
organic matter in the sewage
29
Sludge
Solids that settle out in the primary & secondary settling tanks.
-
digestion of sludge is completed in heated, anaerobic tanks called _________________
________________ produced during digestion is used to heat the digester
-
digested sludge can be used as fertilizer (e.g.- milorganite)
Chlorine
-
used at both the sewage treatment plant on Lakeshore Rd. & the water purification plant on Kerr St. to
kill disease-causing microorganisms
-
__________________is used at the water purification plant to “neutralize” the excess chlorine because
chlorine can react with organic compounds to forms trihalomethanes, which are carcinogenic (cancercausing)
Additional Treatments
1. lime & alum
-
used at the water treatment plant to remove particles that are suspended in the water
-
react to form a sticky precipitate that acts like flypaper, trapping & dragging down suspended particles
2. salts of iron
-
used at the sewage treatment plant to remove phosphates:
Fe3+
-
(aq)
+ PO43+
(aq)
 FePO4 (s)
(a precipitate that can be
removed by filtration)
phosphates can cause an algae bloom (an explosive growth of algae) in Lake Ontario
3. charcoal
-
used at the water treatment plant to remove chemicals which cause offensive odours & colours
4. reverse osmosis
5. distillation
6. fluoridation
-
added to the water before it leaves the water treatment plant
-
fluoride makes teeth more resistant to attack by acids
30
Farm solutions to water pollution (www.teachersdomain.org)
Water pollution can occur in both densely populated and rural areas. Farmers have traditionally understood the
importance of good stewardship of the land, but small farming operations often have to balance their need to
realize a profit for their labor with sometimes costly efforts to reduce pollution.
Pollution is anything that, by its nature or its concentration, adversely affects the environment and human
health. When pollution can be identified as coming from a particular source, such as a factory, a malfunctioning
sewage treatment system, or a large livestock farm, it is described as point source pollution. The Federal Water
Pollution Control Act (1972), also known as the Clean Water Act, and the Oil Pollution Act (1990) have resulted
in changes in common practices at point sources, which have significantly reduced the amount of pollution
emitted from those sources.
When the source of the pollution is not clear, or when pollution results from the accumulation of many everyday
acts of individuals, it is described as non-point source pollution. Efforts are being made to reduce water pollution
from diffuse, non-point sources such as residential lawns, paved surfaces, building sites, and small agricultural
operations. Pollution from these sources generally occurs when rainwater flows across the surfaces and picks up
dirt, motor oil, fertilizers, pesticides, bacteria, and animal waste, and then transports them to adjacent
waterways. While individual farms, lawns, and roads produce relatively small quantities of pollutants, there are
so many of these non-point sources that their collective effect makes non-point source pollution the greatest
current threat to America's water quality.
Reducing non-point source water pollution from an agricultural operation is a multifaceted task. Manure, other
fertilizers, insecticides, and/or herbicides are each important elements of farming, but once spread upon the
land, they may wash off during rainfall and cause harm to waterways.
One of the biggest problems is determining how to responsibly handle animal waste. Manure naturally contains
bacteria and viruses. These organisms are necessary for the decomposition of organic waste matter, but are
potentially harmful if they enter the water supply in large amounts.
Manure also naturally contains nitrogen, phosphorus, potassium, and other nutrients for plants, making it a
useful fertilizer if applied to croplands in appropriate quantities and at proper times. However, excessive
nutrients in waterways lead to algal blooms, which eventually die, decompose, and cause lower concentrations
of dissolved oxygen, killing fish and other organisms in a process known as eutrophication.
Fencing livestock out of streams is one way to keep manure from landing directly in the water. Other solutions
are to roof livestock feedlots and manure stack pads to keep rainwater or snowmelt from causing runoff. Or, as
with Tribby Vice’s farm, the runoff can be directed to a containment pond for future irrigation use.
Another effective strategy to prevent cropland runoff from reaching waterways is to plant a buffer strip of dense
vegetation between the waterway and the crop. This slows the flow of runoff, allowing more water and its
transport load, including fertilizers, insecticides, herbicides, and sediment, to be deposited on land instead of
entering the waterway. Contour plowing and other practices that prevent soil erosion, responsible management
of animal waste, and use of beneficial insects to control pests and reduce the need for pesticides are other
strategies for reducing non-point source pollution in agriculture.
Questions :
1. What is non-point source pollution?
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
31
2. Historically, dairy farms were located near creeks to help dispose of animal waste. What are more
responsible ways to control and dispose of manure?
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
3. What plan did the Soil Conservation District and Tribby Vice create for managing the manure from his
dairy cattle?
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
4. According to Tribby Vice, what is the best way to convince farmers that responsible waste management
does not decrease profits?
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
5. What did Tribby Vice mean when he said the land under his stream belongs to him, but the water
belongs to everyone?
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
32
Oil Spill Exxon Valdez 1989 ( www.teachersdomain.com )
Several well-documented events demonstrate that oil spills can greatly impact shorelines, plant and animal life,
and the local economy. Even following intensive cleanup efforts, when the immediate problem appears to have
been resolved, the question remains: How long does un-recovered oil remain in an ecosystem and what impact
can it have?
Because oil is less dense than water, it floats on the water's surface. After a spill, a large boom, or barrier, is
generally placed around a portion of the oil and its source. Specialized equipment, such as a vacuum, is then
used to help remove oil from the water's surface, and chemical detergents are applied to help break up visible
slicks. After human efforts have been exhausted, natural processes — in particular evaporation and the cleansing
action of waves breaking on shore — deal with what remains.
Left to weather, all but the thickest grades of oil will evaporate. Just how fast this happens, however, depends
on whether the oil is light, like gasoline, or heavier, like most crude oils. Knowing the amount and type of oil
leaked in a spill, scientists can estimate how much will evaporate in a given time period.
What doesn't evaporate must be collected through cleanup activities — otherwise it remains in an ecosystem. In
the case of the Valdez, between 13.2 and 26.5 million liters (3.5 and 7 million gallons) of oil was unaccounted
for following cleanup efforts. Oil that coalesces and sinks can remain in the seabed sediment for years. What
reaches shore can settle in sub-surface layers. Buried as it is, there is little if any opportunity for it to be
naturally removed.
Animals that inhabit these spill zones may not be completely safe from contamination after the clean-up effort is
over. Most toxic components in oil tend to rapidly evaporate, and thick deposits that can cover or suffocate
shore animals soon break up, so immediate mortality is localized and on a small-scale. However, questions about
non-lethal effects of exposure or ingestion — such as impaired reproduction, growth, or feeding — remain.
Sedentary animals — such as filter-feeding oysters, mussels, and clams — are most likely to accumulate oil
components in their tissues. While these components may not be dangerous to the animals' own health, a
strong and lasting odor may make them unsuitable for human consumption. What's more worrying, however, is
that organisms that accumulate toxins may pass them down the food chain. This process, called
bioaccumulation, has been linked to the persistent reproductive failure of harlequin ducks in Prince William
Sound following the Exxon Valdez incident.
Questions :
1. Describe some of the environmental impacts of the Exxon Valdez oil spill.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_____________________________________________________________________
2. What impact did weather and waves have upon the cleanup process?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
33
3. What techniques were used to try to clean up the spill?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. What happened to the oil? How much of it were workers able to clean up?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. What do you think might be the long-term impacts of oil remaining in the environment?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
34
Day 10 -
Independent Research
A. analyse the origins and cumulative effects of pollutants that enter our water systems ( e.g.
landfill leachates, agricultural run-off, industrial effluents, chemical spills ). Consider the issue :
Golf courses use fertilizer and irrigation systems to sustain the vegetation. However chemical
substances when combined with water, may run off and pollute local water systems. Answer the
questions that follow :
1.
What pollutants might be found in untreated wastewater from a chicken farm or a poultry
processing plant
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2.
How do leachates from old landfill sites enter our water system.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3.
What are some of the sources and effects of mercury in our water systems.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4.
What impact would the contaminant mercury have on Aboriginal communities that depend on
fishing as a source of food.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
35
B.
1.
Analyse economic, social, and environmental issues related to the distribution, purification, or
use of drinking water ( e.g. the impact on the environment of the use of bottled water. Consider
the issue : In developing countries, thousands of people, many of them children, die every year
from drinking contaminated water. Many of these countries cannot afford to build water
treatment plants. In North America where safe water is generally available, we spend millions of
dollars on bottled water, draining sources of fresh water and challenging waste-disposal
systems. Questions to answer :
What are the economic costs of building, maintaining, and monitoring water-purification plants.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2.
What are the social and environmental costs if these plants are not properly maintained and monitored.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3.
How effective are municipal wastewater treatment processes at removing pharmaceuticals such as
hormones and antibiotics from our drinking water.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4.
What public health concerns are associated with the consumption of water bottled in plastic containers.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
36
Day 11
Quiz chapter 9 .Compare properties of acids and bases. Outline Arrhenius concept and BronstedLowry concept of acids and bases. Write dissociation equations for acids and bases Introduce
conjugate acid - base pair. Do page 378 ( 1-3 ). Assign page 380 (5-10)
ACIDS AND BASES
Common Household Acids and Bases
- citrus fruits
- dairy products
- vinegar
- soft drinks
- oven cleaner
- baking soda
- washing soda
- glass cleaner
Properties of Acids and Bases
Property
Acid
Base
taste
_______
________
feel
no characteristic
___________
conductivity
conducts electricity
conducts
reaction with litmus
_______
___________
reaction with metals
produces _____
none
reaction with carbonates
produces _____
none
Arrhenius Theory of Acids and Bases
HCl (aq) ---->
_____ (aq) + _____ (aq)
KOH (aq) -----> ____ (aq) + ____ (aq)
neutralization
H+ (aq) + OH- (aq) -----> H2O (l)
Problems with Arrhenius Theory:
H+ (aq)
+
H2O (l) --------> H3O+ (aq)
- ___________ ion
the solution is basic, but the compound does not dissociate, forming hydroxide ions
NH3 (g) +
H2O (l) -------> NH4+ (aq) + OH- (aq)
lvent water, but acid-base reactions can occur in other solvents
37
The Bronsted-Lowry Theory of Acids and Bases (1923)
ion) can be removed
+
ion) from an acid
- an acid is a proton ____________________ and a base is a proton ____________________
+
-Lowry acid must have H in its formula (like Arrhenius acids)
-Lowry base
-base reaction:
a transfer of a proton
HCl (aq) + H2O (l) ------->
acid
base
conjugate acid-base pair
conjugate base of an acid
conjugate acid of a base
H3O+ (aq)
+ Cl- (aq)
conjugate
acid
conjugate
base
one to the other
H2O (l)
2O
HCl (aq) (acid)
2O
(l) (base)
Do page 378 ( 1-3 ). Assign page 380 (5-10)
-
3O
+
receives the proton
(aq) (conjugate base)
(aq) (conjugate acid)
38
Day 12 -
Distinguish between strong and weak acids and strong and weak bases ( page 381 ).
define the term pH . Compare pH values with respect to concentration of H ions. See
table page 388. Assignment page 389 (6 - 10) pg 393(3,7,8,9)
STRONG AND WEAK ACIDS
entage of acid molecules which break apart into ions
(dissociate) in water
solution
n would be the same as the concentration
of the acid
3
, H2SO4 , HClO4
while the other 99% of the acid molecules do not dissociate
solution
nto molecules
↔
e.g. CH3COOH (aq) + H2O (aq) ↔ CH3COO- (aq) + H3O+ (aq)
Strong Bases and Weak Bases
ion properties as acids
strong bases
Na+ (aq) + OH- (aq)
NaOH (aq)
-Lowry base, so it does not dissociate in this case, weak
means that only a small percentage of the molecules react with
water to form hydroxide ions
NH3 (g) +
NH4+ (aq) + OH- (aq)
H2O (l) ↔
HYDROGEN IONS IN WATER
H2O (l) + H2O (l)
↔ H3O+ (aq) + OH- (aq)
molecules at any given time (at 250
[ H3O+ ] = [ OH- ] = 1.0 X 10-7 mol/L
dissolved in water
3O
+
[ ] means concentration
] when dissolved in water and a base will increase
the [ OH- ] when
Power of the Hydronium ion (pH)

Refers to the amount of hydronium ion (H3O+

pH = “the power of hydrogen” ; measures hydrogen concentration, [H+]

pH is said to be a negative logarithm (Logarithm refers to the power to which the base 10 must be
raised to produce a given number) and can be calculated from the hydrogen concentration as indicated
below
(aq))
or hydrogen ion (H+
(aq))
released into a solution
39
Example
log 1000 = 3,
since 103 = 1000
pH = -log[H+(aq)]
Example #1:
Find the pH of 0.010 mol/L HCl
HCl (aq)
Example #2:
 H+ (aq) + Cl
-
(aq).
(aq)
Find the pH of 0.0070 mol/L HNO3.
HNO3 (aq)
 H+(aq) + NO3-1(aq)
The pH scale:

refers to the logarithmic scale that visually represents the pH of a substance.

the scale indicates the acidity of the solution. The amount of [H+(aq)] present.
pH
1
7
[H+(aq)] > [OH-(aq)]
Strong acid
14
[H+(aq)] = [OH-(aq)]
neutral
increasing acidity
[H+(aq)] < [OH-(aq)]
Strong base
increasing alkalinity
-
comparing pH 1 to pH 2 there are ______x as many Hydrogen ions in a pH= 1 solution
-
comparing pH 3 to pH 7 there are ______x as many Hydrogen ions in a pH = 3
-
10 mL of 0.10 mol/L HCl is removed added to enough water to make a 100 mL solution. Calculate the new
concentration and the new pH.
page 389 (6 - 10)
40
SCH 3U1: Chapter 10 worksheet
1.
Give the formula for the conjugate base of each of the following Brønsted-Lowry acids
a.
c.
3.
(aq)
↔
↔
↔
↔
NH4+(aq) + CH3COOH2O (l) + HCO3- (aq)
H3O+(aq) + SO32- (aq)
H2SO3 (aq) + OH- (aq)
(aq)
[H3O+] = 0.0025 mol/L
[H3O+] = 4.00 x 10-3 mol/L
[H3O+] = 3.70 x 10-8 mol/L
b.
d.
f.
[OH-]
[OH-]
[OH-]
= 0.0100 mol/L
= 8.600 x 10-8 mol/L
= 1.570 x 10-12 mol/L
pH = 3.250
pH = 8.900
pH = 12.50
b.
d.
e.
pOH = 4.500
pOH = 2.150
pOH = 6.500
Write the ionic equation for the formation of hydrogen chloride solution.
Determine the number of moles of hydrogen ions present
Determine the concentration of hydrogen ions present in the solution.
Determine the pH of the solution.
Write the ionic equation for the formation of hydrogen sulphate solution.
Determine the number of moles of hydrogen ions present
Determine the concentration of hydrogen ions present in the solution.
Determine the pH of the solution.
If 10.00 g of solid potassium hydroxide is dissolved in 400.0 mL of distilled water, determine the following:
a.
b.
c.
d.
e.
9.
CH3COOH (aq) + NH3
CO32- (aq) + H3O+(aq)
HSO3- (aq) + H2O (l)
HSO3- (aq) + H2O (l)
If 2.50 g of solid hydrogen sulphate is dissolved in 500.0 mL of distilled water, determine the following:
a.
b.
c.
d.
8.
OH CO32-
If 4.80 g of solid hydrogen chloride is dissolved in 250.0 mL of distilled water, determine the following:
a.
b.
c.
d.
7.
b.
d.
Calculate the [H3O+] for each of the following pH values:
a.
c.
e.
6.
FSO42-
Calculate the pH for each of the following:
a.
c.
e.
5.
HPO42H2CO3
For each of the following reactions, identify the Brønsted-Lowry acids and bases and the conjugate acidbase pairs.
a.
b.
c.
d.
5.
b.
d.
Give the formula for the conjugate acid of each of the following Brønsted-Lowry bases
a.
c.
4.
HOCl
H2O
Write the ionic equation for the formation of potassium hydroxide solution.
Determine the number of moles of hydroxide ions present
Determine the concentration of hydroxide ions present in the solution.
Determine the pOH of the solution.
Determine the pH of the solution.
Calculate the pH of the solutions prepared by:
a.
b.
c.
Diluting 50.00 mL of 0.1000 mol/L HCl (aq) to a volume of 1.000 L
Diluting 100.0 mL of 0.500 mol/L H2SO4 (aq) to a volume of 1.00 L
Diluting 20.00 mL of 1.250 mol/L HCl (aq) to a volume of 1.000 L
41
Day 13 -
Do lab page 390. Effect of dilution the pH of an acid.
Day 14 -
Acid base reactions : Neutralization ; calculations involving NaVaCa = NbVbCb. Do page
398 ( 10,11,12a.13a ). Define terms : titration, standard solution, equilavalence point,
endpoint. Reading assignment page 400, 401
Neutralization Reaction:

refers to a reaction in which a strong acid is combined with a strong base to form a _____ and _____.

refers to the reaction in which the # moles of H+ ions equals # moles of OH- ions in the products
HCl (aq) +
acid
NaOH
base
(aq→
NaCl
salt
HI (aq) +
acid
KOH
base
aq→
KI (aq) +
salt
Type of Substance
Acidic
Neutral
Basic
(aq)
+
H2O
(l)
or (HOH)
water
H2O
(l)
or (HOH)
water
Concentration
[H+] > [OH-]
[H+] = [OH-]
[H+] < [OH-]
pH
1-6
7
8 -14
Indicator:

Refers to a very weak acid or a very weak base that changes colour in the presence of another acid or a base.

The colour change indicates the type of substance it will be. Acid or Base.

Some common indicators are listed below.
Indicator
Litmus
Phenolphthalein
Bromothymol blue
Acid
______
______
______
Base
_______
_______
______
Neutral
Pink/Violet
Colourless
Green
TITRATION

Titration is a common laboratory technique used to determine the concentration of a substance in solution.

A titration involves the progressive addition of a solution (TITRANT) from a graduated tube (____________) to
a known volume of a second solution until the _______________is reached.

The END POINT is indicated by a colour change of the ______________

The ______________ point is when the # moles H+ = # moles OH
42
Buret
Butterfly clamp
Ring Stand
Buret tip
Teflon Stopcock
Erlenmeyer
Flask
NaOH  Na+(aq) + OH-(aq)
;
HCl  H+(aq) + Cl-(aq)
Na+(aq) + OH-(aq) + H+(aq) + Cl-(aq)  Na+(aq) + Cl-(aq) + H2O
Neutralization:
Net Ionic Equation:
OH-(aq) + H+(aq)  H2O
(l)
(l)
When all of the acid has been neutralized by the base we have reached the equivalence point.
At the equivalence point: NaVaCa = NbVbCb
Na = # moles H in formula Nb = # moles OH in the formula
Example #1: If 20.0 mL of HCl solution of unknown concentration requires 35.0 mL of 0.25mol/L NaOH solution to
reach the end point in a titration. What is the concentration of the HCl solution?
Method #1:
Molecular Equation:
Ionic Equation:
Net Ionic Equation:
NaOH (aq) +
HCl (aq)
 NaCl (aq) + H2O (l)
Na+(aq) + OH-(aq) + H+(aq) + Cl-(aq)
 Na+(aq) + Cl-(aq) + H2O
+
OH (aq) + H (aq)  H2O (l)
(l)
NaVaCa=NbVbCb
Ca=____________________ = _______________________
Page398(10,11,12a.13a)Readingassignmentpage400,401
Day 16 -
Perform acid-base titration lab and concentration of acetic acid in vinegar pg 402
43
ACID-BASE TITRATIONS
Names _________________________________
Purpose: 1) To standardize a basic solution (sodium hydroxide) using hydrochloric acid.
2) To use the standardized base to determine the percentage of acetic acid,
H2C2H3O2, in a sample of vinegar.
Materials:
Method:
retort stand
burette clamp
pipette pump
10 mL pipette
burette
long handled brush
2 250 (or 125) mL Erlenmeyer flasks
phenolphthalein indicator
25 mL graduated cylinder
50mL of 0.150 mol/L hydrochloric acid in a clean, dry, labelled 150 mL beaker
200mL of sodium hydroxide in a clean, dry, labelled 250 mL beaker
125mL of distilled water in a clean, dry, labelled 150 mL beaker
Preparing The Burette 1) Using the 25 mL graduated cylinder, pour 25 mL of tap water into the burette and clean it
using the long-handled brush. Empty the burette into the sink.
2) Using the 25 mL graduated cylinder, pour 25 mL of distilled water into the burette. Allow
some to run out the bottom and pour the rest out the top into the sink.
3) Using the 25 mL graduated cylinder, pour 10 mL of sodium hydroxide into the burette
and allow it to run through into the sink.
4) Fill the burette to the top of the scale with sodium hydroxide.
Preparing The Pipette 1) Using the pipette pump, fill the 10 mL pipette to the line with distilled water. Empty the
pipette into the sink.
2) Using the pipette pump, fill the 10 mL pipette to the line with hydrochloric acid. Empty
the pipette into the sink.
Standardizing The Base 1)
2)
3)
4)
Using the 10 mL pipette, add 10 mL of HCl(aq) to a clean Erlenmeyer flask.
Add 3 drops of phenolphthalein indicator to the HCl(aq).
Using the 25 mL graduated cylinder, add 15 mL of distilled water to the flask.
Place the Erlenmeyer flask under the tip of the burette. Place a piece of white paper
under the flask so that the colour change can be seen more easily.
5) Record the initial volume of the base to two decimal places.
6) Add the base while shaking the flask, until the solution in the flask remains a faint pink
colour after shaking. Record the final volume of the base to two decimal places.
7) Empty the flask into the sink and wash it out. Repeat steps 1 to 6 one or two more times
depending on the precision of your results.
Trial
Initial Burette
Final Burette
Volume of Base (mL)
Reading (mL)
Reading (mL)
(Final  Initial)
1
2
3
Average Volume of Base = ____________ mL
44
Name _____________________
Calculate the concentration of the base (sodium hydroxide), in mol/L, using your value for the
Average Volume of Base, c(acid) = 0.150 mol/L and V(acid) = 10.00 mL.
Titrating The Acetic Acid –
1)
2)
3)
4)
5)
Clean and dry the HCl(aq) beaker and use it to obtain 25 mL of vinegar.
Obtain a 5 mL pipette and clean it the same way that you did the 10 mL pipette.
Using the 5 mL pipette, add 5 mL of vinegar to a clean Erlenmeyer flask.
Add 3 drops of phenolphthalein indicator to the vinegar.
Refill the burette to the top of the scale with sodium hydroxide and then titrate the
vinegar.
6) Empty the flask into the sink and wash it out. Do one or two more trials depending on
the precision of your results.
Trial
Initial Burette
Final Burette
Volume of Base (mL)
Reading (mL)
Reading (mL)
(Final  Initial)
1
2
3
Average Volume of Base = ____________ mL
Calculate the concentration of the acetic acid (HC2H3O2), in mol/L, using your value for the
Average Volume of Base, your value for the concentration of sodium hydroxide (from the top of
this sheet) and V(acid) = 5.00 mL.
Calculate the percent (m/m) concentration of acetic acid in vinegar, using your answer to the
previous calculation and D = 1.050 g/mL for vinegar.
45
Assignment page 404 ( 2,4,5 ); page 405 ( 2,4,5,67,8,910,11,12,14,15 )
Day 16 -
Test review : page 410 ( 1-16,20,22,23,24,25,26,27,28,29,36
Day 17 -
Test Day
Unit 3 review
1. Give an example of a solution with a solid solute dissolved in a solid solvent.
2. Give an example of a solution with a gas dissolved in a gas.
3. State the level of saturation of a solution at the following points on a typical solubility curve:
(a) point above the curve
(b) point below the curve
(c) point directly on the curve
4. Consider the following reaction: aqueous nickel(II) nitrate reacts with aqueous sodium sulphite.
For this reaction, write
(a) a balanced chemical equation
(b) a total ionic equation
(c) a net ionic equation
5. How does dilution affect the pH of
(a) acidic solutions?
(b) basic solutions?
6. A 0.1 mol/L solution of nitric acid has a pH of about 1 and a 0.1 mol/L solution of acetic acid has a pH of about 3.
(a) Account for this difference in pH.
(b) Explain which acid is more acidic and by how much.
7. Identify the two acid-base conjugate pairs in the following reaction:
HF(aq) + H2O(l)  H3O+(aq) + F–(aq)
8. Write the balanced chemical equation for the neutralization of aqueous phosphoric acid by potassium hydroxide.
9. You are given a solution that may contain any or all of iron(III), silver, and barium ions. Design a flowchart to illustrate your
testing for the presence of these ions.
10. A solution of cupric sulphate is used at blood donor clinics to test donor blood for low iron. Calculate the concentration of this
solution, in mol/L, if 125 g of CuSO4 crystals are dissolved in 1.0 L of water.
11. D5W is an intravenous solution used as a fluid and nutrient replenisher for patients. As a hospital pharmacist you need to make
750 mL of this solution with a concentration of 0.30 mol/L. What mass of glucose, C 6H12O6, will you need to dissolve in
water?
12. Saline solutions are used in hospitals to replace lost body fluids and electrolyes. A normal saline solution is made by dissolving
0.9 g of NaCl in 100 mL of water. Calculate its concentration as % by mass.
46
13. The concentration of an HCl acid solution is initially 6.0 mol/L. What would the concentration of a new solution be if 200 mL
of the original HCl solution is diluted to 1.0 L with water?
14. Standard solutions of sodium oxalate, Na2C2O4(aq), are required for certain types of chemical analyses. If 8.5 g of sodium
oxalate is dissolved in 500 mL of distilled water, calculate the concentration of the sodium ion and the concentration of the
oxalate ion dissolved in this solution.
15. One brand of mineral water contains 1.55 ppm of dissolved nitrate. Calculate the mass of nitrate in an 11.0-L container of this
bottled water.
16. Students in a chemistry lab are making the compound cobalt(II) carbonate. It can be made by reacting sodium carbonate
solution with cobalt(II) chloride solution. Calculate the volume of 1.0 mol/L cobalt(II) chloride solution required to completely
react with 250 mL of 1.5 mol/L sodium carbonate.
17. Cameco in Port Hope, Ontario uses hydrofluoric acid to make an uranium hexafluoride product which is used a fuel for nuclear
reactors. A waste drum containing 85.0 L of 6.0 mol/L hydrofluoric acid needs to be neutralized so that it isn't hazardous.
Calculate the mass of potassium hydroxide pellets that would be required to completely neutralize the acid.
18. A titration was performed on a 10.00-mL sample of water taken from an acidic lake. If it took 8.66 mL of 0.0512 mol/L
NaOH(aq) to neutralize the sulfuric acid in the lake water sample, calculate the concentration of the sulfuric acid. What is the pH
of this lake water?
19. A teaspoon of milk of magnesia contains 12.0 mg of magnesium hydroxide. What volume of 0.01 mol/L HCl in a person's
stomach would be neutralized by this teaspoon of antacid?
47
Answer Section
1. metal alloy such as copper-nickel in coins.
2. Air is a solution of nitrogen, oxygen, and trace amounts of other gases.
3. (a) supersaturated(b) unsaturated(c) saturated
4. (a) Ni(NO3)2(aq) + Na2SO3(aq)  NiSO3(s) + 2NaNO3(aq)
(b) Ni2+(aq) + 2NO3–(aq) + 2Na+(aq) + SO32–(aq)  NiSO3(s) + 2Na+(aq) + 2 NO3–(aq)
(c) Ni2+(aq) + SO32–(aq)  NiSO3(s)
5. (a) Diluting acidic solutions decreases the hydrogen ion concentration. This increases the pH and makes these solutions less
acidic.
(b) Diluting basic solutions decreases the pH and makes these solutions less basic.
6. (a) Nitric acid is a strong acid and ionizes almost 100% into hydronium ions which makes it very acidic (lower pH). Acetic
acid is a weak acid and only ionizes about 1% into hydronium ions which makes less acidic (higher pH).
(b) Nitric acid is about 100 times more acidic than acetic acid because nitric acid solution contains about 100 times the number
of hydronium ions in solution than is found in acetic acid.
7. HF(aq) and F–(aq) are conjugate acid-base pairs. H3O+(aq) and H2O(l) are conjugate acid-base pairs.
8. H3PO4(aq) + 3KOH(aq)  K3PO4(aq) + 3H2O(l)
9. Add Chloride ion to ppt silver ion. Add sulfate ion to ppt the barium ion. Add hydroxide or carbonate to ppt the iron
10. The molar concentration of the solution is 0.78 mol/L.
11. The mass of glucose needed is 40 g.
12.The % by mass of NaCl is 0.9%.
13. The concentration of the diluted HCl solution is 1.2 mol/L.
14. The sodium ion concentration is 0.25 mol/L.The oxalate ion concentration is 0.13 mol/L.
15. The container of mineral water contains 17.0 mg of dissolved nitrate.
16. The volume of cobalt(II) chloride required is 380 mL.
17. A 29 kg mass of potassium hydroxide pellets would neutralize the acid.
18. The milk of magnesia can neutralize 40 mL of stomach acid.