1. SPG
K A P I T M U
STRIKTONG PAKIKINIG SA GURO
Ang Kinakailangan
2. Diversity of Materials in
the Environment
Imagination is more important than knowledge. Knowledge
is limited. Imagination encircles the world.”
-Albert Einstein
15. Overview
In Grade 6, you have learned about
different mixtures and their
characteristics.
different mixtures and their
characteristics.
mixing a solid and a liquid or combined
two different liquids.
homogeneous or heterogeneous mixtures
20. First things first…
You observed in Activity 1 that a
solution is not always a liquid; it can be
solid, liquid, or gas. In addition, solutions
may either be found in nature or are
manufactured.
• Solutions are homogeneous
mixtures made up of molecules or
ions.
• Composed of solute and solvent.
• A solution does not always have
to be liquid, it can be solid or
gaseous.
21. In Activity 2, you found out that a solution is formed
when a solute dissolves in a solvent to form a single
phase that appears uniform throughout. A solution is
clear. In a solution, the particles are too small that they
cannot be seen by the unaided eye. The particles in
solution are smaller than the pores of the filter paper or
the cheesecloth and so these can pass through the filter.
ACTIVITY 2
What are the Properties of Solutions?
22. TYPES OF SOLUTION
LEARNING COMPETENCY: The learner investigates
the different types of solutions.
23. Types of Solution
Type
(Phase)
Solute Solvent Example
Gaseous Gas Gas air, water
vapor in
air
Liquid Gas Liquid Softdrinks
Liquid Liquid vinegar,
alcohol
24. Types of Solution
Type
(Phase)
Solute Solvent Example
Liquid solid liquid seawater,
brine
Solid gas solid charcoal filter
liquid solid dental
amalgam
(Hg and other
metal except
Fe)
25. Types of Solution
Solid solid solid steel (Fe and
C), bronze(Cu
and Sn),
brass (Cu and
Zn)
Type
(Phase)
Solute Solvent Example
36. Water as the Universal SOLVENT
Aqueous solution-A
solution in which the
solvent is water.
37. Naturally Occurring
Solutions
Examples of solutions that occur naturally are
natural bodies of water like the seas and
ocean, blood plasma, air, and some mineral
ores.
38. Manufactured/Processed
Solutions
Almost every household
uses vinegar for cooking and
cleaning purposes. Vinegar
usually contains about 5%
acetic acid in water. Some
vinegar are clear
homogeneous mixtures
(solutions). Other kinds of
vinegar are colloidal.
39. In Activity 3, you will find out how much solute can
dissolve in a given amount of solvent and find out the
type of solution based on whether there is excess solute
or not.
At higher grade levels, you will learn more of the
detailed processes that happen when a solute dissolves
in a solvent.
ACTIVITY 3
What is the Evidence that a Solution
is Saturated?
40. In Activity 3, you have observed that there is a
maximum amount of solute that can dissolve
in a given amount of solvent at a certain
temperature. This is what is called the
“solubility”
of the solute. From your everyday experience,
you also observe that there is a limit to the
amount of sugar you can dissolve in a given
amount of water.
41. The solubility of some solutes decreases as
temperature increases.
On the other hand, there are solutes that
increase their solubility at higher
temperatures. For some other solutes, their
solubility is not affected by an increase in
temperature. Since the effect of
temperature on different solutes is more
accurately explained using solubility curves,
43. SATURATION
Saturated
Unsaturated
Supersaturated
My brain really
hurts! I can’t take
it anymore… Stress
week! huhuhu
During the addition of solid solute
into a liquid solvent, a condition is
reached where no more solute
dissolves.
The excess solid simply lies
undissolved at the bottom.
45. Saturated Solution
The solution that
contains the maximum
amount of solvent at
a constant
Temperature and
Pressure is called
“Saturated”
solution.
46. Unsaturated Solution
The amount
of dissolved
solute is less than
the maximum the
solvent can
dissolved.
47. Unsaturated Solution
A solution that
contains
less solute than a
saturated solution at
a given
temperature and
pressure.
48. Supersaturated Solution
When a
saturated solution
together with the
undissolved solid is
heated then cooled,
some of the excess
solute will crystallized.
49. Supersaturated Solution
A solution that
contains more
solute than
it can theoretically
hold at a given
temperature; excess
solute
precipitates if a
seed crystals is
added.
50. Supersaturated Solution
A supersaturated
solution is an unstable
solution in which
concentration of the
solute is greater
than when the
solution is saturated.
51. Types of Solutions
At 25oC, a saturated solution of table salt has only 36.0 g
(3 tablespoons) dissolved in 100 mL of water. Any
additional table salt will no longer dissolve.
54. You can express concentration in
other ways such as:
(1) percent by volume, which is the
amount of solute in a given
volume of solution expressed as
grams solute per 100 milliliter of
solution (g/100 mL), and
(2) percent by mass, which is the
amount of solute in a given mass
of solvent expressed as grams
solute per 100 grams of solution.
55. Labels of products sold often show the
concentrations of solutes expressed as
PERCENT (%) by volume or mass.
The alcohol used as a disinfectant is a
solution of 70% ethyl or isopropyl alcohol,
meaning 70 mL alcohol.
56. Vinegar is often labeled as “5%
acidity,” which means that it
contains 5 grams of acetic acid
in 100 g of vinegar.
57. The concentration of solid solutions, like
gold jewelry, is expressed as karat.
Pure gold is referred to as 24 karats.
58. Sample Problem 1
How many mL of ethyl alcohol are present
in a 50 mL bottle of rubbing alcohol?
50 mL Rubbing Alcohol 푥
70 mL ethyl alcohol
100 mL rubbing alcohol
= 35 mL
ethyl alcohol
59. Sample Problem 2
A one peso coin has a mass of 5.5 grams.
How many grams of copper are in a one
peso coin containing 75% copper by
mass?
So, a 5.4 grams one peso coin contains,
5.4 g coin
75 g copper
100 g coin
푥 = 4.0 g copper
61. Factors Affecting How Fast a
Solid Solute Dissolves
Stirring or Agitation
Particle Size
Increase in temperature
Concentration of solution
Pressure on Gas
Like dissolves like
63. The Effect of
Stirring
TEACHER’S DEMONSTRATION
Go to Link…
64. Agitation makes the solute
dissolves more rapidly because
it brings fresh solvent into
contact with the surface of the
solute. However, agitation
affects only the rate at which
a solute dissolves.
65. It cannot influence the
amount of solute that
dissolves. An insoluble
substance will remain
undissolved no matter
how much the system
is agitated.
66. Also, particle size does not
affect solubility. It can
affect the RATE at which
something dissolves, but it
will not change the total
amount of material that
can ultimately dissolve
(solubility).
68. Particle Size
The size does not
that matters on the
rate of solubility,
but the area of
contact.
69. We see that the dissolving
of an object happens
because there are
collisions between the
solvent and the solute.
When the solute is BIG, for
example a block, the
solvent can only collide
with the surface of the
block, but not the middle
of the block. that means it
will take a longer time for
the solvent to dissolve the
solute.
70. When the block is
pondered into a
powdery state, it is
easier for the solvent
to dissolve the solute
because of the larger
area of collisions.
71. ACTIVITY NO. 5
How Fast Does Coffee
Dissolve in Hot Water? In
Cold Water?
72. Temperature
The solubility of
a gas in a liquid
decrease with a
temperature. In
fact, the
solubility of a
gas in water is
usually zero at
its boiling point.
73. The solubility of
solids and liquids is
closely related to
the heat of
solution.
The heat of
solution is the heat
evolved with to
the surroundings,
the process is
exothermal and
exothermic
74. If heat is absorbed
from the
surroundings, the
process is
endothermal or
endothermic and
the heat of solution
is a positive
quantity.
75. CONCENTRATION OF SOLUTION
We have already discussed concentration of
solution.
#1 #2 #3 #4
What do you remember?
76. Pressure
Liquids and solids exhibit
practically no change of
solubility with changes in
pressure. Gases as might
be expected, increase in
solubility with an increase
in pressure.
77. Henry's Law states
that: The solubility of
a gas in a liquid is
directly proportional to
the pressure of that
gas above the surface
of the solution.
78. Effect of Pressure to Solubility of Gas
High Pressure
Gas Molecules
PRESSURE:
Gas at Low Pressure
Dissolved gas
molecules
When the gas is compressed,
Gas gas molecules molecules enter can
the
enter liquid the more liquid frequently, and
so
becomes more are dissolved.
dissolved.
79. Pressure released
CokaLoca
CO2 under high
pressure
CokaLoca
Lots of CO2
dissolved in
CO2 bubbles
out of solution
80. If the pressure is
increased, the gas
molecules are "forced"
into the solution since
this will best relieve
the pressure that has
been applied.
Carbonated beverages
provide the best example
of this phenomena.
82. 1: Like-dissolve-like:
Aptly explains the
interaction between
the solute and
solvent.
Polar dissolves
polar
Non-polar dissolves
non polar
83. What have you learned?
Now that you have completed the activities in this module, you have
learned the properties of a solution, the ways of reporting its
concentration, as well as the effects of stirring, particle size,
temperature, and type of solute on how fast a solid dissolves in water.
While learning about solutions, you also had the chance to gather
information and gain new knowledge through the process of
conducting science investigations. You also learned the importance of
identifying the variables that had to be controlled in order to make a
good plan for measuring and testing the variables you are concerned
about.
What you have started doing in these investigations is what scientists
usually do when they seek answers to a scientific question or problem.
In the next modules, you will be challenged to ask more questions
about materials around you. You will try to explain answers to your
hypothesis
(your suggested explanation) after you have done your investigation.
84. SUMMARY:
SOLUTION is a system in which one or more substances are
homogenous mixed.
A solution has two (2) components: SOLUTE AND SOLVENT.
SOLUBILITY is the maximum amount of solute that dissolves in a
given amount of solvent at a specified temperature.
The 6 factors that affect solubility are: (a) Stirring or Agitation (b)
Particle Size (c) Increase in temperature, (d) Concentration of
solution (e) Pressure on Gas (f) Like dissolves like.
The concentration of solution expresses the amount of solute
dissolved in a given quantity of solvent: Concentration can be
expressed in different ways:
As dilute or concentrated
As saturated, unsaturated, and supersaturated
Percent by weight, percent by volume, or percent by weight/volume.
Katahimikan
Atensyon
Pagtutok
Isulat
Tumingin
Magmasid
Umugnay
Sa mga gawain
‘
This set of five modules on the Diversity of Materials in the Environment provides many opportunities for students to increase their understanding of solutions, substances and mixtures, elements and compounds, acids and bases, and metals and nonmetals, through engaging them in scientific inquiry.
There is a wide range and variety of materials on Earth. These include natural materials, those that have been made from other materials (processed or manufactured), and those which make up living things. In Grade 7, the development of ideas about materials begins with awareness of solutions, which students often encounter everyday as liquid mixtures. Further awareness of materials in terms of the components they are made of— substances, elements, compounds are taken up in Modules 2, 3, and 5.
Students will also study the properties of a special group of compounds—acids and bases in Module 4.
These concepts will be encountered by the students in the contexts and life situations that they are most familiar with. It is important to recognize that the teaching of the concepts covered in this set of modules focuses more on the „macro‟ view (the tangible and visible). Science education research recommends that concepts be taught, initially, at the macro level only. Explanations at the „submicroscopic‟ level (atomic or molecular level) could be shared in appropriate doses enough to be processed by the students. The use of chemical symbols and equations are reserved for higher grade levels much later. The experiences gained through different activities in each module will
allow students to transform the information they obtain into a form that is usable to them in their own personal and community context.
The development of the modules veers away from teaching science that is textbook-centered to that which incorporates interactive and inquiry-based learning experiences. Inquiry is essential in learning science. When students are engaged in inquiry, they describe objects and phenomena, “identify questions that can be answered through scientific investigations; design and conduct a scientific investigation; use appropriate tools and techniques to Grade 7 Science: Matter Diversity of Materials in the Environment ii gather, analyze, and interpret data; develop descriptions, explanations, predictions, and models using evidence; think critically and logically to make the relationships between evidence and explanations; recognize and analyze alternative explanations and predictions; communicate scientific procedures and explanations; and use mathematics in all aspects of scientific inquiry” (TheNational Science Education Standards, U.S. National Research Council, 2000.
p.19).
Research has shown that the use of inquiry and investigative skills develop with age. In this set of modules, the students will apply the inquiry skills they learned in earlier grades. They will plan and carry out simple science investigations. Each student will be able to participate first-hand in looking for evidence to answer questions they have posed at the beginning. They will have opportunities to gather and interpret data as well as draw conclusions based on evidence they have gathered. They will perform fair tests by identifying variables to be changed, measured and controlled, and do repeat trials.
The teacher needs to guide and intervene throughout the process of investigation to improve the students‟ understanding of the concepts involved.
Gradually, the students will gain more independence in looking for evidence to answer questions as they move from guided inquiry to full investigations.
It is hoped that through the use of inquiry, teachers will be able to facilitate learning of science and assess each student’s developing understandings and abilities. Some activities, by themselves, can be considered as embedded assessment. There is also a pre/post test that should be administered before and after all the activities in each module have been completed. The teacher needs to analyze the results of these tests. The pretest results will indicate students‟ prior knowledge and alternative conceptions (if any). The posttest results will show the extent of students‟ comprehension of the concepts and their capacity to demonstrate needed skills. The posttest can also reveal students‟ misconceptions that need to be addressed in succeeding modules.
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What is matter?
Matter is anything that takes up space and has a mass.
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Do you know that chairs, plates, air, wood, water, mud, sea and birds have one thing in common? They are all classified as matter! So, what is matter? Can we say that all the things around us are examples of matter?
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A book, your body, a rock, the heavenly bodies, milk, bacteria, carbon dioxide in soda, carbon monoxide in automobile exhaust pipes are examples of matter.
Solids are:
Books,
Spoon,
Cell phone
Dry Ice
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A book, your body, a rock, the heavenly bodies, milk, bacteria, carbon dioxide in soda, carbon monoxide in automobile exhaust pipes are examples of matter.
Liquid are:
Water
Vinegar
Alcoholic drinks
Soy sauce
Cooking Oil
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A book, your body, a rock, the heavenly bodies, milk, bacteria, carbon dioxide in soda, carbon monoxide in automobile exhaust pipes are examples of matter.
Solids are:
Smoke
Smog
Clouds
Fog
Oxygen
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A book, your body, a rock, the heavenly bodies, milk, bacteria, carbon dioxide in soda, carbon monoxide in automobile exhaust pipes are examples of matter.
Solids are:
Ice cream
Jello
Yugart
Cream
Gel
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How can you change the state of material into another state?
If you place some ice cubes in a beaker and allow it to stand for thirty minutes, what can we expect to see? The ice will melt, that is, changes into water. Here you see a solid changing to liquid. This process may be presented by this simple equation.
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Learning Objectives:
Define solution, solute, solvent, solubility, soluble, insoluble, miscible, and immiscible.
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In this module on Solutions, the activities have been sequenced in such a way that the concepts are developed gradually from the first to the last activity. It starts with the students being acquainted with solutions found in their home. The second activity allows them to study the common characteristics of solutions—appearance, number of phases observed, ability to be dissolved in water, and ability to be filtered. In Activity 3, students begin to distinguish a saturated from an unsaturated solution through a guided investigation where they learn that there is a maximum amount of solute that can dissolve in a given amount of solvent at a certain temperature.
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In Grade 6, you have learned about different mixtures and their characteristics. You have done activities where you mixed a solid and a liquid or combined two different liquids. In the process of mixing, you have observed that these mixtures either form homogeneous or heterogeneous mixtures. You have seen that when all parts of the mixture have the same uniform appearance and properties, it is homogeneous.
You also learned that when different parts of the mixture can be identified, it is heterogeneous. An example of a heterogeneous mixture is ice cubes (solid phase) placed in a glass of soft drink (liquid phase). Different phases can be identified. When all the ice cubes are melted, only one liquid phase is seen. It is now homogeneous.
Homogeneous mixtures are called solutions. When you put sugar into water, the solid becomes part of the liquid and cannot be seen. You can say that the sugar dissolves in water or the sugar is soluble in water. Solutions may be solids dissolved in liquids or gases dissolved in liquids. There are also solutions where a gas is dissolved in another gas, a liquid in another liquid or a solid in another solid. Gaseous, liquid, and solid solutions are all around you. Many commercial products are sold as solutions.
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In this module on Solutions, the activities have been sequenced in such a way that the concepts are developed gradually from the first to the last activity. It starts with the students being acquainted with solutions found in their home. The second activity allows them to study the common characteristics of solutions—appearance, number of phases observed, ability to be dissolved in water, and ability to be filtered. In Activity 3, students begin to distinguish a saturated from an unsaturated solution through a guided investigation where they learn that there is a maximum amount of solute that can dissolve in a given amount of solvent at a certain temperature.
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You have seen that when all parts of the mixture have the same uniform appearance and properties, it is homogeneous.
You also learned that when different parts of the mixture can be identified, it is heterogeneous. An example of a heterogeneous mixture is ice cubes (solid phase) placed in a glass of soft drink (liquid phase). Different phases can be identified. When all the ice cubes are melted, only one liquid phase is seen. It is now homogeneous.
Homogeneous mixtures are called solutions. When you put sugar into water, the solid becomes part of the liquid and cannot be seen. You can say that the sugar dissolves in water or the sugar is soluble in water. Solutions may be solids dissolved in liquids or gases dissolved in liquids. There are also solutions where a gas is dissolved in another gas, a liquid in another liquid or a solid in another solid. Gaseous, liquid, and solid solutions are all around you. Many commercial products are sold as solutions.
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In this module, you will identify common properties of solutions using different methods. You will also learn how to report the amount of the components in a given volume of solution. Towards the end of the module, you will investigate the factors that affect how fast a solid dissolves in water.
At the end of Module 1, you will be able to answer the following key questions.
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For the TEACHER
1. Assign your students to go to a store or grocery and list the products being sold. Ask them to identify which among the products are solutions.
2. Let the students describe the products in terms of color and appearance, odor, feel, and taste (for food products).
3. They may also search their kitchen shelves and storage areas at home to identify the solutions they use at home. Let the students bring the product itself or the label of the used product.
4. Bring to class other solutions which students may not recognize as solutions. Some examples are bronze medal, brass, stainless steel utensils, sterling silver jewelry, coins, and other solutions.
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The development of inquiry skills is also gradual. In Activity 1, the students will simply write observations and present their observations in table form. In the second activity, students will predict, find some patterns and draw conclusions based on the collected data in order to give the common characteristics of solutions. Students will have the opportunity to observe, measure, analyze data and consequently give generalizations when they distinguish between a saturated and an unsaturated solution in Activity 3.
Activities 4 to 6 deal with factors affecting how fast a solid solute dissolves in water. Students will perform a guided investigation where they will (1) formulate specific question(s) to a testable form; (2) formulate a hypothesis that identifies a cause and effect relationship between the dependent and independent variables; (3) select and justify a procedure to be used in answering the specific question(s); (4) identify the dependent and independent variables in the investigation; (5) carry out the procedure that includes a fair test, including controlling variables and doing repeated trials to increase accuracy and reliability; (6) make observations that are relevant to the specific question(s); (7) make measurements using appropriate devices; (8) record and report all observations and data; (9) interpret patterns from the data gathered; (10) infer and explain relationships from the data; and (11) draw a conclusion from the results obtained, including a statement to support or reject the hypothesis.
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Do you know that there are several types of solution?
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All gases are soluble in one another. Recall the composition of air. It consist of about 18 gases in different proportions.
Some industrial waste are gaseous solutions like SO2, H2S,NO2, CO2, and CO.
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In our experience, a solution is generally liquid because this is its most common form. Solutions in the biological system and in the environment are in liquid form.
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Solutions like ethanol in which water is the solvent, are called aqueous solution. Ethanol is used as solvent for perfumes, print ink, and glue.
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Solid solutions have numerous applications. An alloy, a mixture of elements that have an overall metallic characteristics, is an example of solid-solid solution. Steel and brass have numerous applications in industries.
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Examples of solutions that occur naturally are natural bodies of water like the seas and ocean, blood plasma, air, and some mineral ores.
Many materials in nature can be used efficiently only when these are in the form of solutions. For example, plants cannot absorb minerals from the soil unless these minerals are in solution. Components of the food that you eat go into solution during digestion. The nutrient particles in solution can pass through the digestive tract and dissolve in the blood.
Seawater is a solution having a higher percentage of salt and minerals than other sources of water like ground water or rivers. Rainwater is a solution containing dissolved gases like oxygen and carbon dioxide. The water you drink contains dissolved minerals like sodium, potassium, magnesium and calcium and dissolved gases like oxygen and carbon dioxide.
Air is a mixture of gases. Dry air consists of about 78% nitrogen, 21% oxygen, 1% argon, about 1% water vapor, 0.04% carbon dioxide and traces of argon, helium, neon, krypton, and xenon. Water vapor is present in different amounts depending on the location. Air above big bodies of water contains more water vapor than air above deserts. Humidity is a measure of the amount of water vapor in air.
Useful solutions are found not only in nature; many solutions are
made for a specific purpose.
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Almost every household uses vinegar for cooking and cleaning purposes. Vinegar usually contains about 5% acetic acid in water. Some vinegar are clear homogeneous mixtures (solutions). Other kinds of vinegar are colloidal. Gasoline is a solution made up of different substances called hydrocarbons. It is important that gasoline contains no solid particles that may clog the vehicle engine.
A metal alloy is a solid solution made up of two or more metals or non metals. For example, steel is an alloy of copper and tin. Brass is an alloy of copper and zinc.
Other examples of solutions that are processed include wine and liquor, brewed coffee and tea.
In the next activity, you will predict what will happen when you mix a sample solid or liquid in a given volume of water. Investigate to find out if your predictions are correct. Explain your predictions using the evidence you have gathered from your investigation.
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Many solids are really solid solutions. For example, steel is a solution in which carbon is dissolved in iron. The carbon is dissolved in iron. The carbon dissolves in the iron when the iron is melted. When the iron cools and changes back into a solid steel. Solid solution are often called alloys, like brass (cooper and zinc).
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Water can dissolve more solutions than any other liquid, so it is called the universal solvent. Usually, a solid solute is dissolved in liquid solvent like salt solution (sodium chloride dissolved in water). Gas can also dissolve in liquids to make liquids to make a liquid solution.
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Examples of solutions that occur naturally are natural bodies of water like the seas and ocean, blood plasma, air, and some mineral ores.
Many materials in nature can be used efficiently only when these are in the form of solutions. For example, plants cannot absorb minerals from the soil unless these minerals are in solution. Components of the food that you eat go into solution during digestion. The nutrient particles in solution can pass through the digestive tract and dissolve in the blood.
Seawater is a solution having a higher percentage of salt and minerals than other sources of water like ground water or rivers. Rainwater is a solution containing dissolved gases like oxygen and carbon dioxide. The water you drink contains dissolved minerals like sodium, potassium, magnesium and calcium and dissolved gases like oxygen and carbon dioxide.
Air is a mixture of gases. Dry air consists of about 78% nitrogen, 21% oxygen, 1% argon, about 1% water vapor, 0.04% carbon dioxide and traces of argon, helium, neon, krypton, and xenon. Water vapor is present in different amounts depending on the location. Air above big bodies of water contains more water vapor than air above deserts. Humidity is a measure of
the amount of water vapor in air.
Useful solutions are found not only in nature; many solutions are made for a specific purpose.
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Almost every household uses vinegar for cooking and cleaning purposes. Vinegar usually contains about 5% acetic acid in water. Some vinegar are clear homogeneous mixtures (solutions). Other kinds of vinegar are colloidal.
Gasoline is a solution made up of different substances called hydrocarbons. It is important that gasoline contains no solid particles that may clog the vehicle engine.
A metal alloy is a solid solution made up of two or more metals or non metals. For example, steel is an alloy of copper and tin. Brass is an alloy of copper and zinc.
Other examples of solutions that are processed include wine and liquor, brewed coffee and tea.
In the next activity, you will predict what will happen when you mix a sample solid or liquid in a given volume of water. Investigate to find out if your predictions are correct. Explain your predictions using the evidence you have gathered from your investigation.
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Grade 7 students are not expected to use these solubility curves, which will be taken up in Grade 9. The effect of temperature on the solubility of gases in liquids will also be taken up also in Grade 9.
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The solution that contains the maximum amount of solute dissolved by a given amount of solvent is called a saturated solution. If you add more solute to the solvent, it will no longer dissolve. The solution has reached its saturation point. The presence of an excess solid which can no longer dissolve is evidence that the solution is saturated.
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A solution is unsaturated when it contains less solute than the maximum amount it can dissolve at a given temperature. In Activity 3 Part A, it is difficult to conclude that the containers with all solids dissolved are unsaturated simply by observing them. Some of these may already hold the maximum amount of solute, which cannot be observed by the unaided eye.
If they do, then these are classified as saturated solutions.
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A solution is unsaturated when it contains less solute than the maximum amount it can dissolve at a given temperature. In Activity 3 Part A, it is difficult to conclude that the containers with all solids dissolved are unsaturated simply by observing them. Some of these may already hold the maximum amount of solute, which cannot be observed by the unaided eye.
If they do, then these are classified as saturated solutions.
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A more measurable way to find out the solubility of a solute is to determine the maximum amount that can be dissolved in 100 g of solvent at a specific temperature. There are available data from chemistry books that give the solubility of common solutes at particular temperatures. Figure 2 shows the solubility of table salt at 25oC.
Main Idea: The concentration of a solution depends on the amount of solute dissolved in a given amount of solvent.
EQ: Why is 0.9% sodium chloride solution used in intravenous injection?
Main Idea: The concentration of a solution depends on the amount of solute dissolved in a given amount of solvent.
EQ: Why is 0.9% sodium chloride solution used in intravenous injection?
Now that you have distinguished dilute from concentrated solutions qualitatively and quantitatively from your teacher’s demonstration, you can express concentration in other ways such as:
(1) percent by volume, which is the amount of solute in a given volume of solution expressed as grams solute per 100 millliter of solution (g/100 mL), and
(2) percent by mass, which is the amount of solute in a given mass of solvent expressed as grams solute per 100 grams of solution.
Labels of products sold often show the concentrations of solutes expressed as percent (%) by volume or mass. The alcohol used as a disinfectant is a solution of 70% ethyl or isopropyl alcohol, meaning 70 mL alcohol. There are also solutions sold as 40% ethyl or isopropyl alcohol.
Vinegar is often labeled as “5% acidity,” which means that it contains 5 grams of acetic acid in 100 g of vinegar. The common antiseptic, agua oxinada is a 3% solution, that is, 3 grams hydrogen peroxide in 100 mL water.
The concentration of solid solutions, like gold jewelry, is expressed as karat. Pure gold is referred to as 24 karats. Jewelry that is said to be 18 karats contains 18 grams of gold for every 24 grams of the material, 6 grams Grade 7 Science: Matter 11
Diversity of Materials in the Environment consist of the other metal like copper or silver. This material has a
concentration of 75% gold, that is, [18/24(100)]. A 14 karat (14K) gold contains 14 grams gold and 10 grams of another metal, making it 58.3% gold.
The following sample problems show you that there is a way to know the exact ratio of solute to solvent, which specifies the concentration of a solution.
Labels of products sold often show the concentrations of solutes expressed as percent (%) by volume or mass. The alcohol used as a disinfectant is a solution of 70% ethyl or isopropyl alcohol, meaning 70 mL alcohol. There are also solutions sold as 40% ethyl or isopropyl alcohol.
Vinegar is often labeled as “5% acidity,” which means that it contains 5 grams of acetic acid in 100 g of vinegar. The common antiseptic, agua oxinada is a 3% solution, that is, 3 grams hydrogen peroxide in 100 mL water.
The concentration of solid solutions, like gold jewelry, is expressed as karat. Pure gold is referred to as 24 karats. Jewelry that is said to be 18 karats contains 18 grams of gold for every 24 grams of the material, 6 grams consist of the other metal like copper or silver. This material has a concentration of 75% gold, that is, [18/24(100)]. A 14 karat (14K) gold contains 14 grams gold and 10 grams of another metal, making it 58.3% gold.
Calculation for sample problem 1
Since rubbing alcohol contains 70% ethyl alcohol, it means that 100 mL of rubbing alcohol contains 70 mL ethyl alcohol. So, the following calculations show that in 50 mL of rubbing alcohol, there is 35 mL ethyl alcohol.
All portions of a solution have the same concentration. The composition of one part is also the same as the composition of the other parts. But you can change the concentration of solutions. This means you can prepare different solutions of sugar in water of different concentrations
(for example, 10%, 20%, or 30%). In the same way, you can prepare different solutions of salt in water.
Calculation for sample problem 2
75% by mass means 75 grams of copper in 100 grams of one peso coin.
Main Idea: The concentration of a solution depends on the amount of solute dissolved in a given amount of solvent.
EQ: Why is 0.9% sodium chloride solution used in intravenous injection?
The effect of pressure on the solubility of the gas was studied by William Henry. He observed that at constant temperature, the solution of gas is directly proportional to the pressure of the gas
In equilibrium with the solution. Known as Henry’s Law.
When the gas is compressed, the pressure above the gas will force the gas molecules into the solution. This will allow more gas to dissolve.
This allow will more gas to dissolve.
This is how carbonated beverages are made. A pressure of 2 to 5 atm is applied to carbonated drinks to increase the solubility of CO2 in the solution. When you open the can, the pressure is reduced to 1 atm, reducing the solubility of carbon dioxide. Carbon dioxide molecules come “bubbling out” of solution. When most of the CO2 has escaped, the drink taste “flat”.
The effect of pressure on the solubility of the gas was studied by William Henry. He observed that at constant temperature, the solution of gas is directly proportional to the pressure of the gas
In equilibrium with the solution. Known as Henry’s Law.
Henry’s Law explains the decompression sickness, (also called bends), scuba divers may experience upon surfacing from dive. Scuba divers who breath compressed air and dive 50 ft. below have more N2 gas dissolved in their blood. If they ascend quickly, the dissolve N2 bubbles out of the blood as it escapes from the solution. Bends is extremely painful and can be fatal.