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LARN 127 C32D3

Start the following in class:

1.a.  The required focus question, J127A, for today is

     Some procedures affect the rate at which a given amount of solute will dissolve in a given amount of solvent and some procedures can affect the maximum amount of solute that can dissolve in a given amount of solvent at a given temperature (i.e. can affect the solubility of the solute in that solvent at that temperature).

a. Describe the typical effects on the rate at which a solute dissolves, if any, of

    1. stirring or agitation of the solute and solvent mixture,
    2. increasing the temperature of the solute and solvent mixture,
    3. decreasing solute particle size before mixing it with the solvent, and
    4. increasing the partial pressure of a gaseous solute on the rate of dissolution of the solute.

b. Describe the typical effects on the maximum amount of solute that can dissolve in a given amount of solvent, if any, of

    1. stirring or agitation of the solute and solvent mixture,
    2.  increasing the temperature of the solute and solvent mixture,
    3. decreasing solute particle size before mixing it with the solvent, and
    4. increasing the partial pressure of a gaseous solute on the solubility of the solute.

c. Summarize which procedure(s) affect both the rate at which a given amount of solute will dissolve in a given amount of solvent and the solubility of the solute in that solvent at that temperature.  Give examples of procedural changes that demonstrate the concept being considered.

d. Summarize which procedure(s) affect only one or the other, either the rate at which a given amount of solute will dissolve in a given amount of solvent or the solubility of the solute in that solvent at that temperature.  Give examples of procedural changes that demonstrate the concept being considered.

1.b. The second required learning journal topic, J127B, for today is

a. Compare and contrast unsaturated solutions, saturated solutions, and supersaturated solutions. Express yourself in full sentences and give definitions and examples.

b. When preparing a solution, how can one tell if the solution is saturated at a given temperature?

c. Suppose a student wished to grow crystals of a solute such as alum (potassium aluminum sulfate dodecahydrate) from a supersaturated solution.  How could the supersaturated solution of alum be prepared?

2.a. Use the PQ5R or SQ5R method to prepare study guide for text section 16.1 on Heterogeneous Aqueous Systems or go to https://socratic.org/chemistry  to research the topics brought up in section 16.1 of your text.  Read section 16.1 in your chemistry text, pages 470 through 479, and as you do, create a study guide using the SQ5R or PQ5R method explained in class and on the distributed handout packet.  You may record vocabulary entries in the body of your study guide, or you may check them off on the chapter 16 vocabulary list that was distributed as you think about the meanings of the terms and add any notations to the vocabulary list for clarifications sake.  Put your written product in the second, NOTES,section of your three ring binder for access each day in class.

2.b. Writing in blue or black ink, place your hand in number in a circle followed by your name in the upper right white space of a piece of three holed composition paper that hasn’t been written on.  Place the page reference for the problems to be considered to the left of the red marginal line on the first blue line. Centered on the first blue line, write a descriptive title for the learning activity such as Section [chapter #.section#] Responses.  Before you write your response to each question or problem listed below, write its designation to the left of the red marginal line as listed below, followed by your response in ink to the right of the marginal line.

Use Henry’s law, that at a given temperature, the solubility of a gas in a liquid, S, is directly proportional to the partial pressure, p, of that gas above the liquid (S = k · p), to analyze problems and to find the proper comparison ratio factors to use.  Be sure both to include the units of each measured quantity and to cancel all units that are both in a numerator and a denominator of multiplied ratios. Also show the correct answer circled and expressed to the proper number of significant figures.

  • Study Sample Problem 16.1 on page 477. Show your work including all comparison ratios for practice problems I16-1 (In chapter 16, problem 1) and I16-2.
  • In the Section Assessment 16.1 on page 477, read, analyze, describe and explain practice problems I16-3 (In chapter 16, problem 3) and I16-3, I16-4, I16-5ab; I16-6ab; and read, analyze, and show your work including all comparison ratios for practice problems I16-7.

After you have written your best effort response for each assigned item, check page R96 of the text and check each of those problems that you can by writing in either a check mark (√) or a correction in green ink as we do in class.

Recommended for those who have time left in their 45 minute study period, but not required of all:

1.. Download and open the Unit Learning Objectives for Cornell Notes document, press and hold the CTRL key while typing F to bring up a search (find) box.  Type in Chapter 16 in the search box and then move your cursor into the text area to the right and click there to see the first page of objectives.   Consider each learning objective as you proceed through the chapter with the aim of being able to demonstrate your understanding and ability to apply the learnings.  For now, study and take Cornell notes on objectives 2 through 8.  

2. Download current ActivInspire unit flipchart by logging on to the MNSD Google Drive and selecting it from the Student Resources > ActivInspire  folder.  Generally the flipchart name will begin with a capital U to designate the chemistry unit of study and end in a relatively high version number following the v at the end of the flipchart’s title.  Download the flipchart on the Solutions after clicking on the following link: Solutions.  Click through the chart quickly and take Cornell notes on concepts pertaining to the learning objectives that you are studying.  At the end of your study, write a summary statement of what you learned.

[If you have not yet successfully installed ActivInspire software, use  https://drive.google.com/open?id=0B9ft9hAr_RjiR0pqTUpHb3QyMm8  to download and install the latest version of ActivInspire free personal edition software on your home PC, Mac, or Linux computer.]

3. Continue to review the meanings of the words on the chapter 1, chapter 2, chapter 3,chapter 4, chapter 5, chapter 7, chapter 8, chapter 9, chapter 10, chapter 11, chapter 12, chapter 13, chapter 14, and chapter 15 vocabulary lists. Place a – symbol in front of each word that you have to study more,and a change the- to a + symbol in front when you have demonstrated mastery over the word to a study buddy, parent, or friend.

4. Study the Key Concepts given on pages 33, 57, 95, 121, 148, 180, 206, 246, 280, 314, 346, 378, 406, 438, 464, and 498 of the text.