solutions, acids, and bases - putnam high school freshmen academy

Glencoe Science

Chapter Resources

Solutions, Acids, and Bases

Includes:

Reproducible Student Pages

ASSESSMENT

✔ Chapter Tests

✔ Chapter Review

HANDS-ON ACTIVITIES

✔ Lab Worksheets for each Student Edition Lab

✔ Two additional Laboratory Activities

✔ Foldables–Reading and Study Skills activity sheet

MEETING INDIVIDUAL NEEDS

✔ Directed Reading for Content Mastery

✔ Directed Reading for Content Mastery in Spanish

✔ Reinforcement

✔ Enrichment

✔ Note-taking Worksheets

TRANSPARENCY ACTIVITIES

✔ Section Focus Transparency Activities

✔ Teaching Transparency Activity

✔ Assessment Transparency Activity

Teacher Support and Planning

✔ Content Outline for Teaching

✔ Spanish Resources

✔ Teacher Guide and Answers

Glencoe Science

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Send all inquiries to:Glencoe/McGraw-Hill8787 Orion Place Columbus, OH 43240-4027

ISBN 0-07-872545-3

Printed in the United States of America.

1 2 3 4 5 6 7 8 9 10 024 08 07 06 05

Solutions, Acids, and Bases 1

ReproducibleStudent Pages

Reproducible Student Pages■ Hands-On Activities

MiniLAB: Observing the Effect of Surface Area. . . . . . . . . . . . . . . . . . . 3MiniLAB: Observing Acid Relief . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Lab: Determining Acidity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Lab: Saturated Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Laboratory Activity 1: Examining Properties of Solutions . . . . . . . . . . 9Laboratory Activity 2: Acids, Bases, and Indicators. . . . . . . . . . . . . . . . . . 13Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 17

■ Meeting Individual NeedsExtension and InterventionDirected Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 19Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 23Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

■ AssessmentChapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

■ Transparency ActivitiesSection Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 46Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

2 Solutions, Acids, and Bases

Hands-OnActivities

Hands-On Activities


Name Date Class

Procedure 1. Grind up two sugar cubes.

2. Place the ground sugar particles into a medium-sized glass and place twounground sugar cubes into a similar glass.

3. Add an equal amount of water at room temperature to each glass.

Data and Observations

Analysis1. Compare the times required to dissolve each.

2. What do you conclude about the dissolving rate and surface area?

Observing the Effect ofSurface Area

Ground sugar cube

Form of Sugar Dissolving Time

Whole sugar cube

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Observing Acid ReliefWARNING: Do not eat the antacid tablets.

Procedure 1. Add 150 mL of water to a 250-mL beaker.

2. Add three drops 1M HC1 and 12 drops of universal indicator.

3. Observe the color of the solution.

4. Add an antacid tablet and observe for 15 min.

Analysis

1. Describe any changes that took place in the solution.

2. Explain why these changes occured.

Hands-On Activities

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Lab PreviewDirections: Answer these questions before you begin the lab.

1. Why should you wear safety glasses while you are doing this lab?

2. Why should a seperate teaspoon be used for each substance?

The science of acids and bases is not practiced only in high-tech laboratoriesby degreed scientists. You can investigate the acidic concentrations of thingsin your own home using a simple homemade indicator solution.

Determining Acidity

Real-World ProblemHow can you tell if a substance is a strong ora weak acid?

Materialshomemade cabbage indicator (indicates both

acids and bases)coffee filterwaxed papergrease pencil or masking tapeteaspoons (3)alumcream of tartarfruit preservative

Goals■ Determine the relative concentrations of

common acid substances.

Safety Precautions

Procedure 1. Use the grease pencil or masking tape and a

pencil to label three areas on the waxedpaper: alum, cream of tartar, and fruitpreservative. These areas should be about 8 cm apart.

2. Place approximately �12

� teaspoon of each ofthe three powders on the waxed paperwhere labeled. Use a separate teaspoon foreach substance.

3. Cut three strips from the coffee filter,about 1 cm wide by 8 cm long.

4. Dip the end of one of the strips into thecabbage indicator solution, then lay thewet end on top of the alum.

5. Wet a second strip and lay it on top of thecream of tartar.

6. Wet the third strip and lay it on top of thefruit preservative.

7. Wait 5 min, then check the indicator stripsand record your observations.

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Communicating Your DataCompare your results with other students in the class. Discuss any differences in theresults you obtained.

Conclude and Apply1. Determine if all three substances were acids. Did the indicator strips turn a similar color?

2. Explain why each substance produced a different color.

3. Propose a possible rank of the concentrations.

4. Predict what you would have observed if you used sodium hydroxide instead of alum.

Alum

Cream of tartar

Fruit preservative

Observations

(continued)

Hands-On Activities

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Lab PreviewDirections: Answer these questions before you begin the lab.

1. How can you protect your eyes and clothing while doing this lab?

2. What purpose does the test-tube holder serve?

Two major factors to consider when you are dissolving a solute in water aretemperature and the ratio of solute to solvent. What happens to a solution asthe temperature changes? To be able to draw conclusions about the effect oftemperature, you must keep other variables constant. For example, you mustbe sure to stir each solution in a similar manner.

Real-World ProblemHow does solubility change as temperatureis increased?

Materialsdistilled water at room temperaturelarge test tubesCelsius thermometertable sugarcopper wire stirrer, bent into a spiral test-tube holdergraduated cylinder (25-mL)beaker (250-mL ) with 150 mL of water electric hot platetest-tube rackring stand

Goals■ Observe the effects of temperature on the

amount of solute that dissolves.

Saturated Solutions

Safety Precautions WARNING: Do NOT touch the test tubes or hot plate sur-face when hot plate is turned on or cooling down. Whenheating a solution in a test tube, keep it pointed away fromyourself and others. Do NOT remove goggles until cleanup, including washing hands, is completed.

Procedure1. Place 20 mL of distilled water in a test tube.

Add 30 g of sugar.2. Stir. Does the sugar dissolve?3. If it dissolves completely, add another 5 g of

sugar to the test tube. Does it dissolve?4. Continue adding 5-g amounts of sugar until

no more sugar dissolves.5. Now place the beaker of water on the hot plate

and hang the thermometer from the ringstand so that the bulb is immersed abouthalfway into the beaker, making sure it doesnot touch the sides or bottom. Record thestarting temperature.

Figure 1

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6. Using a test-tube holder, place the testtube into the water.

7. Gradually increase the temperature of thehot plate, while stirring the solution in thetest tube, until all the sugar dissolves.

8. Note the temperature at which this happens.

9. Add another 5 g of sugar and continue.Note the temperature at which this addi-tional sugar dissolves.

10. Continue in this manner until you have atleast four data points. Note the totalamount of sugar that has dissolved.Record your data in the table.


Analyze Your Data1. Graph your results using a line graph. Plot grams of solute per 20 g of water on the y-axis and

plot temperature on the x-axis.

2. Interpret Data Using your graph, estimate the solubility of sugar at 100ºC and at 0ºC, theboiling and freezing points of water, respectively.

Conclude and Apply1. Explain how the saturation changed as the temperature increased.

2. Compare your results with the data in Table 2 in your textbook.

(continued)

Dissolving Sugar in Water

TemperatureTotal Grams of

Sugar Dissolved

Communicating Your Data

Compare your results with those of other groups and discuss any differences noted. Whymight these differences have occurred? For more help, refer to the Science Skill Handbook.

Hands-On Activities

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Examining Properties of Solutions

To make a saltwater solution, you can use either table salt or rock salt. If the mass of eachsample is the same, the salt with the greater surface area—table salt—will dissolve faster. Otherfactors affect the speed of the dissolving process. For example, solvent temperature and stirringwill slow down or speed up the dissolving of solute. In addition, the speed at which gases dissolveis affected by changes in pressure.

StrategyYou will explain the effects of particle size, temperature, and stirring on a solid in solution.You will explain the effects of temperature, stirring, heating, and pressure on a gas in solution.

Materials clear plastic cups (6) watch with a second hand or a seconds modegraduated cylinder (100-mL) bottle of soda water, unopenedtable salt (3 g) beaker (500-mL)rock salt (3 g) hot tap waterpaper towels cold waterstirring rodWARNING: Do not taste, eat, or drink any materials used in the lab.

ProcedurePart A—Solid in Solution1. Label the six plastic cups A through F. Use

the graduated cylinder to pour 100 mL ofhot tap water each into cups A and B. Pour100 mL of cold water each into cups C, D,E, and F.

2. Divide each type of salt into three equalsamples.

3. Add a salt sample to each cup (one at atime) as indicated in Figure 1. When adding

each sample, observe closely and record thetime required for the salt to dissolve com-pletely. See Figure 1. When no salt particlesare visible, record the time for that samplein Table 1.

4. Rate the salt samples from fastest to slowestin dissolving. Give the fastest dissolvingsample a rating of 1, the slowest, a 6.Record your ratings in Table 1.

Figure 1

table

Stirred?

Water temperature

Type of salt

hot

no

rock

hot

no

table

cold

no

rock

cold

no

table

cold

yes

rock

cold

yes

A B C D E F

LaboratoryActivity11

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Laboratory Activity 1 (continued)

Name Date Class

Part B—Gas in Solution1. Rinse cups A, B, and C with water.2. Observe the unopened bottle of soda

water. Open the bottle and observe it again. What difference did you note?Record your observations in Part B ofthe Data and Observations section.

3. Pour hot water from the tap into the 500-mL beaker until it is half-full.

4. Add 25 mL of soda water to each of thethree cups. Stir the soda water in cup B.See Figure 2. Place cup C in the beaker ofhot water. Leave cup A as your control.Compare the speed of bubbling in eachcup. Record your observations in Table 2.

A B

C


Part A—Solid in Solution

Table 1

Figure 2

Cup Salt Sample Water Conditions

A

B

C

D

E

F

Time (s) Rating

table salt hot

rock salt hot

table salt cold

rock salt cold

table salt cold, stirred

rock salt cold, stirredHands-On Activities

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Part B—Gas in SolutionObservations of unopened and opened bottle:

Table 2

Questions and Conclusions1. How does particle size affect the rate at which salt dissolves in water?

2. How does temperature affect the speed at which salt dissolves in water?

3. How does stirring affect the rate at which salt dissolves in water?


Cup Soda Conditions Observations and Comparison of Bubbling

control

stirred

heated

A

B

C

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4. How did you create a pressure change in the bottle of soda water? What happened as a result ofthis pressure change?

5. What factors cause the speed of bubbling in soda water to increase?

6. Most soft drinks contain dissolved CO2. Sometimes when you shake a bottle of soft drink andthen open it, the soft drink shoots into the air. Explain why this happens.

Strategy Check

Can you explain the effects of particle size, temperature, and stirring on a solid in solution?

Can you explain the effect of temperature, stirring, and pressure on a gas in solution?

Hands-On Activities

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Acids, Bases, and Indicators

You can express the acidity of a solution by using a pH scale. The pH of a solution is a measure ofthe concentration of the hydronium ions (H3O+) in that solution. The pH scale ranges in value from 0 to 14. Acids have pH values less than seven. Bases have pH values greater than seven. A neutral solution has a pH value of exactly seven.

The pH of a solution can be determined by using an indicator. An indicator is usually anorganic compound that changes color at certain pH values. A universal indicator is a mixture ofindicators that can be used to determine a wide range of pH values.

StrategyYou will investigate how a universal indicator is affected by acidic and basic solutions.You will determine the pH of several common liquids.

Materials

11 LaboratoryActivity22

96-well microplatesheet of white paperplastic microtip pipettedistilled water

0.1M hydrochloric acid solution, HCl(aq)

0.1M sodium hydroxide solution, NaOH(aq)

universal indicator solutionsamples of lemon juice, milk,

and liquid soap

WARNING: Sodium hydroxide and hydrochloric acid are corrosive. The universal indicator cancause stains. Avoid skin or clothing contact with these solutions. Wear an apron and goggles duringthis experiment.

Procedure

Part A—Preparing a Color Scale1. Place the 96-well microplate on the piece

of white paper on a flat surface. The num-bered columns of the microplate should beat the top and the lettered rows at the left.

2. Using the microtip pipette, add 9 drops of thedistilled water to each of the wells A2–A11.

3. Use the pipette to add 10 drops of thehydrochloric acid solution to well A1.Rinse the pipette with distilled water.

4. Use the pipette to add 10 drops of thesodium hydroxide solution to well A12.Rinse the pipette with distilled water.

5. Use the pipette to transfer one drop ofhydrochloric acid solution from well A1 towell A2. Return any solution remaining inthe pipette to well A1, making sure thepipette is empty. Mix the contents of wellA2 by drawing the solution into thepipette and then returning it to well A2.

6. Using the pipette, transfer one drop of thesolution in well A2 to well A3. Return anysolution remaining in the pipette to well A2.

Mix the contents of well A3 by drawingthe solution into the pipette and thenreturning it to the well.

7. Repeat Step 6, transferring A3 into A4, A4into A5, and A5 into A6. When transfersare complete, rinse the pipette with dis-tilled water.

8. Use the pipette to transfer one drop ofsodium hydroxide solution from well A12to A11. Return any sodium hydroxidesolution remaining in the pipette to wellA12. Mix the contents of well A11 bydrawing the solution into the pipette andthen returning it to well A11.

9. Using the pipette, transfer one drop of thesolution in well A11 to A10. Return anysolution remaining in the pipette to wellA11. Mix the contents of well A10 bydrawing the solution into the pipette andthen returning it to the well.

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10. Repeat Step 9 for wells A10 and A9. Rinsethe pipette with distilled water. Do nottransfer solution from well A8 to well A7.Well A7 will contain only distilled water.

11. Use the pipette to add 1 drop of the universal indicator to each of the wellsA1–A12. Rinse the pipette with distilledwater.

12. Observe the solutions in each well. Recordthe color of the solution in each well inTable 1 in the Data and Observations section.

Part B—Determining the pH of Solutions1. Use the pipette to place 9 drops of lemon

juice in well C1. Rinse the pipette with distilled water.

2. Place 9 drops of milk in well C2 and 9 dropsof liquid soap in well C3. Rinse the pipettewith distilled water after each addition.

3. Using the pipette, add 1 drop of the uni-versal indicator to each of the wells C1–C3.

4. Observe the solution in each well. Record thename and color of each solution in Table 2.

Part C—Analysis1. By adding 1 drop of the hydrochloric acid

solution in well A1 to the 9 drops of waterin well A2, the concentration of thehydrochloric acid in well A2 was reducedto 1/10 that of well A1. With each dilutionin wells A1–A6, you reduced the concentra-tion of the acid from one well to the nextby 1/10. Likewise, by diluting the sodiumhydroxide solution, the concentration ofthe sodium hydroxide solution is decreasedby 1/10 from wells A12–A8. Because ofthese dilutions, the pH value of the solu-tion in each of the wells A1–A12 will be thesame as the number of the well, as shownin Figure 1. For example, the pH of thesolution in well A3 will be 3.

2. The color of the solutions in wells A1–A12can be used to determine the pH of othersolutions that are tested with the universalindicator. You can determine the pH of asolution by comparing its color with thecolor of the solution in wells A1–A12. UsingTable 1, determine the pH values of thesolutions that you tested in Part B of theprocedure. Record the pH values in Table 2.

A

1 2 3 4 5 6 7 8 9 10 11 12

Acid range

HCl (aq) NaOH (aq)

pH values

Neutral solutionBase range

Figure 1


Table 1


Well A1 A2 A3 A4 A5 A6

Color

Well A7 A8 A9 A10 A11 A12

Color

Hands-On Activities

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Table 2

Questions and Conclusions1. What is the range of pH values of acids and bases?

2. Classify the solutions that you tested in Part B as acids or bases.

3. Distilled water is neutral. What is its pH value? What color will water appear if it is tested withthe universal indicator solution?

4. What is a universal indicator?

Strategy Check

Can you determine how acidic and basic solutions affect a universal indicator?

Can you determine the pH of several common liquids?


Solution Color pH

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Directions: Use this page to label your Foldable at the beginning of the chapter.

Solutions

Acids

Basesa mixture with the same composition, color, density, andtaste throughout

a substance that produceshydrogen ions in solution

a substance that produceshydroxide ions in solutions

examples include saltwater, brass,and air

examples include milk ofmagnesia, deodorant, and lye

examples include vitamin C,aspirin, and vinegar

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Meeting IndividualNeeds

Meeting Individual Needs

Directions: Complete the concept map using the terms in the list below.

salt hydrogen ions positive

base acid negative

6.

7.

10.8.

11.

9.

acid or base

hydroxide atoms

The strength of an

depends on thedegree in which a(n)

produces

and combine to form

in solution which are in solution which are

produces

(a solute)

placed in

of the solute

of the solvent

of the solution

will dissolve atdifferent speeds,

dependingon the

(a solvent)

Name Date Class


OverviewSolutions, Acids, and Bases

Directed Reading for

Content Mastery

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1. 2.

3.

4.

5.

Directions: Complete the concept map using the terms in the list below.

sugar temperature stirring

water surface area

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Section 1 ■ How Solutions FormSection 2 ■ Solubility and Concentration

Directions: For each of the following, write the letter of the term or phrase that best completes the sentence.

1. In a solution of sugar and water, the water is the _____.a. solvent b. solute

2. In the dissolving process, negative polar ends are attracted to _____ ones.a. negative b. positive

3. Grinding a solute increases its surface area, making it dissolve _____.a. slower b. quicker

4. The concentration of a solution is expressed as a percentage by _____.a. area b. volume

5. Lines on a graph that show how much solute a solvent can hold at a giventemperature are called _____.a. solution graphs b. solubility curves

6. The more particles of a solute that are added to a solution, the _____ thefreezing point of the solution.a. lower b. higher

7. A substance that produces hydrogen ions in solution is a(n) _____.a. acid b. base

8. An acid that ionizes almost completely in solution is a _____.a. strong acid b. weak acid

9. The strength of a base is determined by _____ solution.a. the concentration of a b. how completely it dissociates in

10. The term dilute is used to refer to the _____of an acid or a base.a. strength b. concentration

11. A hydroxide ion is indicated by _____.a. OH b. OH–

12. An organic compound that changes color in an acid or a base is an _____.a. indicator b. alcohol


Content Mastery


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Section 3 ■ Acids, Bases, andSalts

Section 4 ■ Strength of Acidsand Bases

Directions: Match the description in the first column with the term in the second column by writing the correctletter in the space provided.

Column 1 Column II

1. hydroxide ion

2. an organic compound that changes color in an acid or a base

3. a term for a solution with pH 7

4. the point at which a base permanently changes the color of an acid solution

5. a solution of known concentration used in the process of titration

6. a term that considers the ratio of solute to solventin a solution

7. a substance that produces hydrogen ions in solution

8. a reaction that produces a salt and water

9. a term that refers to the concentration of an acid or a base

10. a term that indicates the acidity of a solution

11. a substance that produces hydroxide ions in solution

12. a process that uses a solution of known concentration to determine the concentration of another solution

13. an acid that ionizes almost completely in solution

14. a compound formed when negative ions from an acid combine with positive ions from a base


Content Mastery

a. acid

b. base

c. strong acid

d. dilute

e. indicator

f. pH

g. standard solution

h. salt

i. endpoint

j. neutralization

k. titration

l. concentration

m. neutral

n. OH¯

Mee

ting

Indi

vidu

al N

eeds

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Directions: Use the following terms to complete the crossword puzzle.

alloy concentrated solution solvent dissociation

acid base indicator titration salt

solute dilute electrolyte neutralization solubility


Content Mastery

Key TermsSolutions, Acids, and Bases


Across1. substance doing the dissolving3. compound formed when negative ions

from acid combine with positive ionsfrom base

5. substance that produces hydrogen ionsin solution

7. substance being dissolved9. solid solution formed by heating metals

10. process that affects weakness orstrength of solution

11. process by which particles in crystallinesolids separate and draw into solution

13. substance that separates into ions orforms ions in a water solution

14. chemical reaction between acid and basethat takes place in water solution

Down2. a high ratio of solute to solvent in a

solution3. maximum amount of solute that can be

dissolved in given amount of solvent4. substance that forms hydroxide ions in

solution6. organic compound that changes color

in acid or base8. mixture that has same composition,

color, density, and taste throughout12. process used to determine concentra-

tion of a solution by using a solution ofknown concentration

5

9

11

13

14

3

8

6

42

7

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depende de la concentración en que un(a)

Nombre Clase Fecha

Soluciones, ácidos y bases 23

Lectura dirigida para

Dominio del contenido

SinopsisSoluciones, ácidos y bases

Escribe los términos en los recuadros correctos:

azúcar temperatura agitación aguaárea de superficie

Instrucciones: Completa el mapa conceptual usando los siguientes términos.

Sal iones de hidrógenos positivo

base ácido negativo Satis

face

las n

eces

idad

es in

divi

dual

es

1.

2.

5.3.

6.

4.

ácido o base

tomos hidróxido

La fuerza de un

produceo

y se combinanpara formar

en la solución que son en la solución que son

produceo

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(un soluto)

que secoloca en

del soluto

del solvente

de la solución

se disolverá a distintas

velocidadessegún

(un disolvente)

1. 2.

3.

4.

5.

Instrucciones: Escribe la letra del término que complete mejor cada una de las siguientes oraciones.

1. En una solución que está compuesta de azúcar y agua, el agua es el ______.a. disolvente b. soluto

2. En el proceso de disolución, los polos negativos atraen a los polos ______.a. negativos b. positivos

3. Cuando se rompe un soluto aumenta su área de superficie, haciéndoloque se disuelva más ______.a. lentamente b. rápidamente

4. La concentración de una solución se expresa como un porcentaje del ______.a. área b. volumen

5. Las líneas de una gráfica que muestran la cantidad de soluto que puederetener un disolvente a una temperatura determinada se llama ______.a. gráficas de soluciones b. curvas de solubilidad

6. Cuánto más partículas de un soluto se añaden a una solución, ______será el punto de congelamiento.a. menor b. mayor

7. Una sustancia que produce iones de hidrógeno en una solución es un (a)______.a. ácido b. base

8. Un ácido que se ioniza casi por completo en una solución es un ______.a. ácido fuerte b. ácido débil

9. La fuerza de una base se determina por ______ (la/una) solución.a. la concentración de una b. cuán rápidamente se disuelve en

10. El término dilución sirve para describir la ______ de un ácido o una base.a. fuerza b. concentración

11. Se indica un ión hidróxido en ______.a. OH b. OH–

12. Un compuesto orgánico que cambia de color en presencia de un ácido ouna base es un ______.a. indicador b. alcohol

24 Soluciones, ácidos y bases

Sección 1 ■ Cómo se forman las soluciones

Sección 2 ■ Solubilidad y concentración



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Soluciones, ácidos y bases 25

Satis

face

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es in

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Instrucciones: Coordina la descripción de la columna I con el término correcto de la columna II y escribe la letracorrespondiente en el espacio en blanco de la columna I.

Columna I

1. ión hidróxido

2. compuesto orgánico que cambia de color en presencia de un ácido o base

3. término que sirve para describir un solución con pH 7

4. punto en el que una base cambia de forma permanente el color de una solución acídica

5. solución de concentración conocida que se usa en el proceso de titración

6. término que considera la proporción de soluto con respecto al disolvente en una solución

7. sustancia que produce iones de hidrógeno en la solución

8. reacción que produce una sal y agua

9. término que sirve para describir la concentración de un ácido o una base

10. término que indica la acidez de una solución

11. sustancia que produce iones de hidróxido en la solución

12. proceso que usa una solución de concentración conocida para determinar la concentración de otra solución

13. un ácido que se ioniza casi por completo en la solución

14. un compuesto que se forma cuando los iones negativos de un ácido se combinan con los iones positivos de una base

Nombre Fecha Clase

Sección 3 ■ Ácidos, bases y salesSección 4 ■ Fuerza de los ácidos y

bases



Columna II

a. ácido

b. base

c. ácido fuerte

d. dilución

e. indicador

f. pH

g. solución estándar

h. sal

i. punto final

j. neutralización

k. titración

l. concentración

m. neutro

n. OH–

Instrucciones: Usa los siguientes términos para completar el crucigrama.

aleación concentrado solución disolventedisociación ácido base indicador

titración sal soluto diluciónelectrolito neutralización solubilidad

Horizontales1. sustancia que produce la disolución3. compuesto que se forma cuando los iones

negativos de un ácido se combinan conlos iones positivos de una base

5. sustancia que produce iones dehidrógenos en la solución.

7. sustancia que se disuelve9. solución sólida que se forma al calentar

metales11. proceso en el que las partículas presentes

en los sólidos cristalinos se separan y seconvierten en una solución

13. sustancia que se separa en iones o formaiones en una solución de agua

14. reacción química entre un ácido y unabase que se produce en la solución de agua

Verticales2. una proporción alta de soluto con

respecto a un disolvente en una solución3. cantidad máxima de soluto que se puede

disolver en una determinada cantidad dedisolvente.

4. sustancia que forma iones hidróxidos en lasolución

6. compuesto orgánico que cambia de coloren presencia de un ácido o base

8. mezcla que posee siempre la misma composición, color, densidad y sabor

10. proceso que afecta la fuerza o la debilidadde la solución

12. proceso que sirve para determinar la con-centración de una solución cuando se usauna solución de concentración conocida

26 Soluciones, ácidos y bases

Términos claveSoluciones, ácidos y bases



Nombre Fecha Clase

Satisface las necesidades individuales

9

6

5

1

8

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12

2

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14

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Directions: Complete the table below by writing the missing information in the appropriate box. Then answerthe question below.

7. Study the information in your table carefully. What do you notice about the state of the solventand the type of solution produced?

Directions: Circle the term in parentheses that makes each statement true.

8. When a solid is being dissolved in a liquid, stirring (speeds up, slows down) the dissolvingprocess.

9. A gas dissolves faster in a liquid if the temperature of the liquid is (increased, decreased).

10. A gas’s solubility is faster in a liquid when under (high, low) pressure.

11. By stirring a gas in a liquid, its solubility (speeds up, slows down) the dissolving process.

12. A solid dissolves faster in a liquid if the temperature of the liquid is (increased, decreased).

13. The (larger, smaller) the surface area of a solid, the faster it will dissolve.

Directions: Study your responses to the exercise above. Use your responses to answer the following question.14. How do the methods of speeding the rate of solution for dissolving a solid in a liquid

compare to the methods of speeding the rate of solution when dissolving a gas in a liquid?

How Solutions Form

Solution Type Solvent Solute Example

1. gas

2.

3. solid

4.

5.

6.

liquid

liquid

solid

gas

solid

liquid

salt water

dental amalgam

club soda

brass

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Directions: Use the information in the table to graph the solubility curves for barium hydroxide, Ba(OH)2 ; copper(II) sulfate, CuSO4 ; potassium chloride, KCl ; and sodium nitrate, NaNO3 . Use a different colored pencil foreach compound.

Directions: Use the information in the table and your graph to answer the following questions.

1. At about what temperature will 100 g of water dissolve equal amounts of potassium chloride

and barium hydroxide?

2. At about what temperature will 37 g of both copper(II) sulfate and potassium chloride dissolve

in 100 g of water?

3. If 100 g of sodium nitrate are dissolved in 100 g of water at 60°C, is the solution formed

saturated, unsaturated, or supersaturated?

4. If 32 g of copper (II) sulfate are dissolved in 100 g of water at 20°C, is the solution produced

saturated, unsaturated, or supersaturated?

Solubility and ConcentrationReinforcement22

Compound100˚C60˚C20˚C0˚C

23.10

1.67 20.94 101.40

114.0

56.3

180.0

61.8

45.8

122.0

32.0

3.89

34.2

87.6

28.0

73.0

Ba(OH)2

CuSO4

KCl

NaNO3

Temperature

Solubility in g/100 g Water

0

20

60

100

140

180

0 20 40 60 80 100 120

40

80

120

160

Temperature ˚C

Solu

bilit

y (g

/100

g o

f wat

er)


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Directions: Decide whether each item listed below refers to an acid, a base, or both an acid and a base. Writeyour answer in the space provided using the letters in the key.KEY: A = acid B = base AB = acid and base

1. sour taste

2. bitter taste

3. produces hydrogen ions in solution

4. is often corrosive

5. is slippery

6. can cause severe burns and tissue damage

7. exists as a crystalline solid in an undissolved state

8. produces hydroxide ions in solution

9. reacts with a predictable indicator to produce a color change

10. Soaps are an example.

11. may be used to make fertilizer

12. gastric juice in stomach

13. produces hydronium ions

14. Most compounds that produce this in aqueous solution are ionic.

15. a solution that contains more H3O+ ions than OH– ions.

16. HCl is an example.

17. Ammonia is a common example.

Directions: Answer the questions on the lines provided.18. Use the information above to identify four properties that acids and bases have in common.

19. Identify three facts about acids that are NOT true of bases.

20. Identify three facts about bases that are NOT true of acids.

Acids, Bases, and SaltsReinforcement33

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Strength of Acids and Bases

Directions: The pH values of several common substances are listed below. Place each item from the list on thepH scale in its proper location. The first one has been done for you.

ocean water 8.5tomatoes 4.0lye 13.8stomach acid 1.0lemons 2.5

shampoo 5.8bananas 5.2blood 7.2milk of magnesia 10.5ammonia 11.5

eggs 7.8soap 10.0vinegar 3.0

Directions: Complete the table below by writing the name of each of the above substances under the properheading. Place substances with a pH lower than 3.0 in the strong acids column. Place substances with a pHhigher than 10.0 in the strong bases column.

Directions: Answer the following questions on the lines provided.

5. Is pure water an acidic, basic, or neutral substance?

6. Is the pH of a strong acid higher or lower than the pH of a weak acid of the same concentration?

7. Is the pH of a strong base higher or lower than the pH of a weak base of the same concentration?

8. On the pH scale, what are the values of acids and what are the values of bases?

Reinforcement44

1. Strong Acids 2. Weak Acids 4. Strong Bases3. Weak Bases


0 1 2 3 4 5 6 7 8 9 10 11 12 13 14

pH

oceanwater

8.5

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20 cm 20 cm

20 cm

Name Date Class


Surface Area and Speed of Dissolving

1. What would the total surface area be if the large cube were divided into 8000 cubes with each

side having a length of 1 cm?

2. What formula can you write for finding the total surface area of the divided cubes?

3. Using the formula from question 2, find the total surface area of the following:

a. one 4-cm cube

b. eight 2-cm cubes

c. 64 1-cm cubes

4. The large cube in Figure 4 is divided into 12 cubes on each side. Find the total surface area of

the divided cube.

Why does a crushed solute dissolve faster than a large chunk? In the followingactivity you will observe and analyze how the surface area of a solute affects thespeed at which it dissolves.

Look at the cube in Figure 1; the length of each side is 20 cm. The area of oneside of this cube is 400 cm2 (length ✕ width = 20 cm ✕ 20 cm). Because there aresix sides on a cube, the surface area of the cube is 6 ✕ 400 cm2 = 2400 cm2.

Now cut the cube into eight 10-cm cubes as in Figure 2. The area of eachside of these cubes is 10 cm ✕ 10 cm = 100 cm2. Multiply by six to get the sur-face area of one cube: 6 ✕ 100 cm2 = 600 cm2. There are eight cubes, so the totalsurface area of all of the 10-cm cubes is 600 cm2 ✕ 8 = 4800 cm2.

Next, divide the 20-cm cube into many cubes. In your mind, cut the cubeinto one thousand 2-cm cubes, as in Figure 3. The area of each side of each ofthese small cubes is 2 cm ✕ 2 cm = 4 cm2. The surface area of each cube is 4cm2 ✕ 6 = 24 cm2. The surface area of all of the 2-cm cubes is 1,000 ✕ 24 cm2 =24,000 cm2.

Figure 1 Figure 2 Figure 3 Figure 4

1 cm1 cm

1 cm

2 cm2 cm

2 cm

10 cm

10 cm

10 cm

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Sugar and Salt Solutions

Sodium chloride and sucrose are both soluble in water. Have you ever wondered whichcompound is more soluble? The following experiment tests the solubility of each compound inordinary tap water. It can be easily done in the kitchen.

Materialsbowls (2) two spoons large measuring cup with metric calibrationsodium chloride (salt) sucrose (sugar) postage or kitchen scale with metric calibrationwater paper cups (2)


Conclude and Apply1. Compare the solubility of sodium chloride from your data with the accepted value of

35.9 g/100 g of H2O at 20°C. How much difference is there?

2. What can you conclude about the relative solubilities of sodium chloride and sucrose in water?

Procedure1. Put 100 mL of tap water into each bowl. Set

the bowls and water aside for a while to makesure that the water is at room temperature.

2. Place an empty paper cup on a scale anddetermine its mass. Record its mass in thedata table.

3. Measure 20 g of sodium chloride into thecup and add it to Bowl 1 while constantlystirring. Keeping track of the amountadded, continue to measure and add

sodium chloride, 1g at a time, until younotice undissolved granules. In the table,record the total mass of sodium chlorideadded to the solution.

4. Repeat the procedure using sucrose andBowl 2. Add sucrose several grams at a timeuntil you notice undissolved granules.

5. Complete the table. Assume that the massof water in grams is equal to the volume ofwater in milliliters.

Enrichment22

3. Mass of water (g)

4. Solubility (g/100 g of H2O)

Measurements Sodium Chloride Sucrose

2. Mass of solute (g)

1. Mass of cup (g)


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Conductivity of Solutions

In this activity, you will determine the dif-ference between electrolytes, weak electrolytes,and nonelectrolytes.

Materials conductivity indicator (2 dry cells, 3-V flash

light bulb and socket, wire)vinegarethanoldistilled waterbeaker (125-mL)sucrosesodium chloridetap watermagnesium sulfate (Epsom salts)WARNING: Do not taste, eat, or drink anymaterials used in the lab.

ProcedureUse the conductivity indicator to test the

liquids listed below. Record your observations.If the light bulb is bright, mark a (+) for thepresence of a strong electrolyte. If the light bulbis dim, mark a (+/–) for the presence of a weak electrolyte. If the bulb does not light, mark a(–), indicating there is no electrolyte present.Use about 50 mL solvent and a small amountof solute for each solution to be prepared.

1. distilled water ______

2. tap water ______

3. distilled water and magnesium

sulfate ______

4. ethanol ______

5. distilled water and sodium chloride ______

6. ethanol and sodium chloride ______

7. distilled water and sucrose ______

8. ethanol and sucrose ______

9. vinegar ______

Conclude and Apply1. Did you observe a difference in conductivity between distilled water and tap water? What

would explain such a difference?

2. Compare the conductivity of sodium chloride in distilled water to that of sodium chloride in

ethanol. Why are they different?

3. How did adding sucrose to distilled water affect conductivity? Adding sucrose to ethanol?

Explain your results.

4. Compare and contrast the conductivity of sodium chloride in distilled water and that of

sucrose in distilled water.

Enrichment33

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Volatile Organic Compounds

Some nonpolar substances, such as many organic solvents, share a common physical property—they readily evaporate at or near room temperature. The tendency of a liquid to evaporate at room temperature is called volatility. Those nonpolar substances that tend to evaporate at room temperatures are called volatile organic compounds (VOCs). The diagrambelow compares the volatility of five organic solvents classified as VOCs with that of water.

Because volatile organic solvents can be used to dissolve a wide range of nonpolar solutes, theyare found in many household products such as some general purpose cleaners, stain removers,bathroom disinfectant, and insect repellents. Volatile organic compounds also are used as solventsin materials such as glue, paint, varnishes, and lacquers. Today, stricter government guidelines onair and water pollution, as well as growing concerns for the environment among consumers, haveresulted in an increase in the manufacturing of products with lower VOC levels.

1. Use a dictionary to find out the origin of the term volatile.

2. What properties make volatile organic solvents useful in household products and materials?

3. Find the chemical formula and determine the molecular mass number of each volatile organiccompound.

4. Use encyclopedias and other resources to do research on volatile organic compounds.Investigate the affects of VOCs on indoor air quality, the ozone layer, drinking water, or smog.Report your findings to the class.

Enrichment44

Water

TurpentineXyle

neToluene

EthanolAcetone0

2

4

6

8

7

5

3

1

10

9


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Section 1 How Solutions Form

A. Solutions, Solvents, and Solutes

1. A ______________ has the same composition, color, density, and taste throughout.

2. ______________—substance being dissolved

3. ______________—substance doing the dissolving

B. How dissolving happens:

1. Water molecules are ______________—they have a positive area and a negative area.

2. Water molecules cluster around ______________ molecules, with their negative ends

attracted to the positive ends of the solids.

3. Water molecules ______________ the solid particles into solution.

4. The moving ______________ molecules and ______________ molecules spread out and

mix evenly to form a ______________.

C. You can speed up the rate of dissolving by:

1. ______________ to bring more fresh solvent into contact with more solute

2. Breaking a solid into pieces or powder to increase its ______________

Section 2 Solubility and ConcentrationA. ______________—the amount of a substance that can dissolve in a solvent

1. Depends on the nature of the ______________.

2. Solubilities of two substances can be compared by ______________.

B. Concentration can be expressed as percent by ______________ of the solute.

1. A ______________ solution has a large amount of solute in the solvent.

2. A ______________ solution has a small amount of solute in the solvent.

C. Types of solutions

1. ______________ solution—contains all the solute it can hold at a given temperature

a. As the temperature of a liquid solvent increases, the amount of solid solute it

can dissolve ______________.

Note-takingWorksheet

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Name Date Class

b. ______________—line on a graph used to figure how much solute can dissolve at any

temperature on the graph

2. ______________ solution—able to dissolve more solute at a given temperature

3. ______________ solution—contains more solute than a saturated one at the

same temperature

a. Made by ______________ temperature of a saturated solution, adding more solute, and

lowering temperature back without ______________ the solution

b. The solution is ______________ will crystallize if disturbed, it giving off

______________ and producing heat.

Section 3 Acids, Bases, and Salts

A. When dissolved in water, an ______________ loses at least one ______________ atom

forming ______________ ions

B. Acids taste ______________, are ______________ and can damage skin or tissue, and react

with an ______________ such as ______________ paper to produce a predictable color change.

C. Common acids

1. Foods contain ______________.

a. Citrus fruits have ______________.

b. Yogurt and buttermilk have ______________.

c. Vinegar, or ______________, is in pickled foods.

2. The stomach uses ______________.

3. Four acids are vital to ______________.

a. ______________ is used in car ______________ and the manufacturing

of ______________.

b. _____________ is used to make _____________, fertilizers, and _____________ drinks.

c. ______________ is used to manufacture ______________ and explosives.

d. Steel can be cleaned with ______________.

D. A ______________ forms ______________ ions in a water solution or accepts

______________ ions from acids

Note-taking Worksheet (continued)


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Note-taking Worksheet (continued)

E. Bases feel ______________ in solution and react with ______________ to produce

predictable color changes.

1. Many are ______________ in pure undissolved state.

2. Strong bases are ______________.

F. Common bases are used in ______________, medications, fabrics, and deodorants.

G. ______________ of acids and bases are ______________ to some extent.

H. ______________ is a chemical reaction between an acid and a ______________ in a

______________ solution.

I. Acid-base reactions produce ______________ and ______________.

Section 4 Strength of Acids and Bases

A. The strength of an acid or base depends on how completely a compound separates into ions

when dissolved in ______________.

1. A ______________ ionizes almost completely in solution.

2. A ______________ only partly ionizes in solution.

3. A ______________ dissociates completely in solution.

4. A ______________ does not dissociate completely.

5. Strong acids and bases conduct ______________ electricity than weak ones.

6. Equations for strong acids and bases use a ______________ arrow, indicating ions are

formed.

7. Equations for weak acids and bases use ______________ arrows pointing in

______________ directions, indicating an incomplete reaction.

8. ____________ and ____________ are terms to describe the amount of acid or base dissolved.

B. pH is determined using a ______________ paper or a pH ______________.

1. ______________ is a measure of the concentration of ______________ in a solution or

how acidic or basic it is.

a. pH lower than 7 means ______________; pH greater than 7 means ______________.

b. pH exactly 7 indicates a ______________ solution.

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Assessment

Assessment

Name Date Class


Solutions, Acids, and BasesChapter Review

Part A. Vocabulary ReviewDirections: In each of the following statements, a key term has been scrambled. Unscramble each term andwrite it on the line provided.

1. A substance that produces H+ ions in solution is a(n) dica.

2. Solutions with ions that react with acids or bases to lessen theireffects are fubrefs.

3. A mixture that has the same composition, color, density, and tastethroughout is a otiosuln.

4. A substance that produces OH– ions in solution is a(n) sabe.

5. H3O+ is the notation for the hondymuir oin.

6. A substance that changes color in an acid or a base is a(n) troincadi.

7. An acid that almost completely ionizes in solution is a(n) grontsacid.

8. An acid that only partly ionizes in solution is a(n) kwea acid.

9. A(n) trogsn seba ionizes completely in solution.

10. A(n) akew sabe does not ionize completely in solution.

11. Hp is a measure of the hydronium ions in a solution.

12. A chemical reaction between an acid and a base is zealuntnotiari.

13. When the negative ions of an acid and the positive ions of a basecombine, a(n) slat and water are formed.

14. The process in which a solution of known concentration is used tofind the concentration of a second solution is called traintiot.

15. Molecules with a positive and negative area are said to be opral.

16. The maximum amount of solute that can be dissolved in a givenamount of solvent is known as bytillious.

17. A(n) olaly is a solid solution.

18. A solution that contains all the solute it can hold at a given tempera-ture could be described as detrausta.

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Chapter Review (continued)


Part B. Concept ReviewDirections: Fill in the blank spaces in the table below.

Characteristic Acid Base

1. Type of ions produced in solution

2. Charge of ion

3. Taste

4. Common use

5. pH

Directions: Match the terms in Column II with the descriptions in Column I. Write the letter of the correct termin the blank at the left.

Column I6. substance with a pH of 3

7. substance with a pH of 9

8. indicator

9. 0 to 14

10. salt

11. refer to the ease with which an acid or base forms ions in solution

12. substance with a pH of 7

13. refer to the amount of acid or basedissolved in solution

Directions: Determine wether each statement is true or false. If the statement is true, write the word true inthe blank. If the statement is false, write in the blank the word that makes the statement true.

________________ 14. A supersaturated solution is more stable than a saturated solution.

________________ 15. Sugar dissolves in water because the positive ends of the sugar

molecules are pulled off the solute surface by the negative ends

of the water molecules.

________________ 16. A solid dissolves faster when it is ground because grinding decreases

surface area.

________________ 17. Generally, the concentration of a liquid dissolved in a liquid can be

expressed as a percentage by mass.

________________ 18. An alloy is a solid solution.

Column IIa. phenolphthalein

b. acid

c. dilute and concentrated

d. base

e. strong and weak

f. neutral

g. sodium chloride

h. pH scale

Assessment

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Transparency Activities


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Section FocusTransparency Activity11

Have you ever seen people putting salt on icy roads and sidewalksduring the winter? These people are using a certain property of solu-tions. When you add solute particles to a solvent, the freezing point islowered.

A Salty Job

1. What are the advantages of salting a road during freezingweather? Disadvantages?

2. Why don’t the oceans freeze at 0°C?

3. Is it impossible to freeze a solution of salt and water? Explain youranswer.


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Sap collected from maple trees in the northeastern states andCanada is used to make maple syrup. Sap straight from the mapletree is colorless and watery. During processing, however, this waterysolution is concentrated. It may take 30 or 40 gallons of sap to produce one gallon of maple syrup.

A Sweet Job

1. Why does it take so much sap to make one gallon of maple syrup?

2. Why does a solution become more concentrated through evaporation?

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Soaps are fatty acids combined with a basic substance. Many manu-facturers use animal fats and the base sodium hydroxide, but soaps canhave different ingredients, like vegetable oils.

Vat o’ Soap

1. Why does washing your hands with soap and water help keep youhealthy?

2. Form a hypothesis to explain why dirt will come out with soapand water but not with water alone.


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Acid rain is a form of pollution that can harm living things anddamage statues, buildings, and other structures. The process thatdamages structures is similar to vinegar dissolving baking soda.The results can ruin buildings and make inscriptions on monumentsunreadable.

Acid Precipitation

1. What do you think happens when acid rain washes over cement?

2. How might acid rain harm living things?

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Temperature Effects on Solubility

Teaching TransparencyActivity22

Table 3 Solubility of Compounds in g/100 g of Water at Various Temperatures

Compound 0°C 20°C 60°C 100°C

Ammonium chloride 29.4 037.2 0055.3 00 77.3

Copper(II) sulfate 23.1 032.0 0061.8 114

Lead(II) chloride 000.67 0001.0 00001.94 0000 3.2

Potassium bromide 53.6 065.3 0085.5 104

Potassium chloride 28.0 034.0 0045.8 00 56.3

Potassium nitrate 13.9 031.6 109 245

Sodium acetate 36.2 046.4 139 00 170.15

Sodium chlorate 79.6 095.9 137 204

Sodium chloride 35.7 035.9 0037.1 00 39.2

Sodium nitrate 73.0 087.6 122 180

Sucrose (sugar) 179.2 203.9 287.3 487.2Tr

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Teaching Transparency Activity (continued)

1. What is meant by solubility?

2. What is a saturated solution?

3. When you mix potassium nitrate and water, which is the solute and which is the solvent?

4. According to the transparency, if you add 35 g of copper (II) sulfate, CuSO4, to 100 g of waterat 60°C, how many grams of copper sulfate will not dissolve?

5. Which is more soluble in water at 20°C—potassium bromide or potassium nitrate? Which ismore soluble at 100°C?

6. Which of the listed compounds is least soluble in water? Which is most soluble?


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AssessmentTransparency Activity

Directions: Carefully review the table and answer the following questions.


1. According to the information in the table, ___.A solutions are always liquid in formB solutions are always gasesC solutions are always liquids or gasesD solutions can be solid, liquid, or gas

2. According to the table, vinegar is created by combining ___.F liquidsG solidsH solids with gasesJ liquids with gases

3. For the examples in the table, the solutions consisting of a liquidcombined with either a gas or a solid are ___.A solidsB liquidsC gasesD water

Composition of Common Solutions

Solution

Brass

Salt water

Vinegar

Soda

Air

Created by Combining

Solid–solid

Solid–liquid

Liquid–liquid

Gas–liquid

Gas–gas

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solutions, acids, and bases - putnam high school freshmen academy

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