2.

PROPERTIES
OF MATERIALS
2.1 DISSOLVING
 Learning Objective:

LO1: Students can use the words solvent,

solute and solution appropriately.

LO2: Students can use particle theory to

explain properties of solutions.

LO3: Students can measure mass and

volume of liquids accurately.
2.1 DISSOLVING
 Things to know before lesson:
2.1 DISSOLVING
 Things to know before lesson:
2.1 DISSOLVING
(LO1: STUDENTS CAN USE THE WORDS SOLVENT, SOLUTE AND
SOLUTION
APPROPRIATELY)

 Solute: The substance that dissolves.

 Solvent: The substance that the solute dissolves into.
 Solution: The mixture where the solute completely dissolves
into the solvent and gives a transparent liquid.
2.1 Dissolving
(LO2: Students can use particle theory to explain properties of solutions)
2.1 Dissolving
(LO2: Students can use particle theory to explain properties of solutions)

 Please remember !!
 All solutions MUST be transparent (can see
through).
 Example:

 Copper sulfate is a blue transparent liquid. So, it is

a solution.
 Milk is a white opaque liquid. So, it is not a
solution.
2.1 Dissolving
(LO2: Students can use particle theory to explain properties of solutions)

 Take note: Dissolving and Melting is different.

2.1 Dissolving
(LO3: Students can measure mass and volume of liquids accurately.)

 No mass has been lost.

 The mass has been conserved.

2.2 SOLUTIONS AND SOLUBILITY
 Learning Objective:

LO4: Students can describe how to make

solutions of different concentrations and
compare the number of solute particles in
solutions of different concentrations.
LO5: Students can compare the solubility
of various solutes
2.2 Solutions and Solubility
(LO4: Students can describe how to make solutions of different concentrations and compare
the number of solute particles in solutions of different concentrations.)

 Saturated and Unsaturated Solutions

 A saturated solution is a solution that contains the

maximum number of solute particles that it can store.

 After reaching the maximum, the extra or new solute

particles cannot dissolve anymore in the solvent.

 An unsaturated solution is a solution that can still

received more solute particles dissolving in the
solvent.
2.2 Solutions and Solubility
(LO4: Students can describe how to make solutions of different concentrations and compare
the number of solute particles in solutions of different concentrations.)
2.2 Solutions and Solubility
(LO5: Students can compare the solubility of various solutes.)

 Soluble and Insoluble Solutions

 If a solid can dissolve in a solvent, we call the solid as soluble

towards the solvent.

 If a solid cannot dissolve in a solvent, we call the solid as

insoluble toward the solvent.

 Example:

 1) Salt is a solute that can dissolve in water (solvent). So, the

salt is soluble to the water.
 2) Iron fillings is a solute that cannot dissolves in water
(solvent). So, the iron fillings is insoluble to the water.
2.2 Solutions and Solubility
(LO5: Students can compare the solubility of various solutes.)

 More information about different

concentrations of solutions
https://www.youtube.com/watch?v=4iW
C_2slBqU
2.2 Solutions and Solubility
(LO5: Students can compare the solubility of various solutes.)

 Solubility

 Solubility is ability of the solute to

dissolve in the solvent to form a
solution.
 Different types of solute has different
level of solubility to different types of
solvent
2.2 Solutions and Solubility
(LO5: Students can compare the solubility of various solutes.)

 For example:
Solute A fully dissolves in Solvent X in one
minute.
Only half of Solute B dissolves in Solvent X
in one minute.
Conclusion: Solute A has a higher solubility
to Solvent X as compared to Solute B
2.2 Solutions and Solubility
(LO5: Students can compare the solubility of various solutes.)

 Solubility in water:
https://www.youtube.com/watch?v=9FBpdaokLto
2.2 Solutions and Solubility
(LO5: Students can compare the solubility of various solutes.)

 You can compare the solubility of different solutes by:

 Measuring the total mass of each solute that will dissolve in a
fixed amount of solvent under constant temperature.
2.2 Solutions and Solubility
(LO5: Students can compare the solubility of various solutes.)

 Temperature and Solubility:

 Facts:

At high temperature, solutes will:

1) Dissolve more quickly and easily.
2) The solubility of the solutes will increase
also.
2.2 Solutions and Solubility
(LO5: Students can compare the solubility of various solutes.)
2.2 Solutions and Solubility
(LO5: Students can compare the solubility of various solutes.)
2.2 Solutions and Solubility
(LO5: Students can compare the solubility of various solutes.)
2.3 PLANNING A SOLUBILITY
INVESTIGATION
 Learning Objective:

LO6: Students can identify different

types of variables.

LO7: Students can identify the

factors that can affect the rate of
dissolving.
2.3 Planning A Solubility Investigation
(LO6: Students can identify different types of variables)

 Things to know before lesson:

 Accurate Results: The actual results of the experiment is the
same as the predicted results.

 Reliable Results: Repeating the experiment will gives the same

results.
2.3 Planning A Solubility Investigation
(LO6: Students can identify different types of variables)
2.3 Planning A Solubility Investigation
(LO6: Students can identify different types of variables)

 Different Types of Variable:

 Inan experiment, contains 3 types of
variables needed to be verified:
Independent Variable
Dependent Variable
Control Variable

 Variables – Things that could affect the

results of an experiment.
2.3 Planning A Solubility Investigation
(LO6: Students can identify different types of variables)

 Independent Variable –
A variable that you change during the experiment.

 Dependant Variable –
A variable that you need to observe, measure and
record during the experiment.

 Control Variable –
A variable that will affect the results of the
experiment and needs to be kept the same during the
whole experiment.
2.3 Planning A Solubility Investigation
(LO6: Students can identify different types of variables)
2.3 Planning A Solubility Investigation
(LO7: Students Can Identify The Factors That Can Affect The Rate Of
Dissolving)

 Factors that affect the rate of

dissolving:
 Surface Area of Solute
 Temperature of the Solvent
 Stirring
2.3 Planning A Solubility Investigation
(LO7: Students Can Identify The Factors That Can Affect The Rate Of
Dissolving)

 Surface Area Of Solute:

 The solute will dissolve faster in smaller sizes.

 Smaller solutes will have more surface area for the

solvent particles to bump into and dissolves the
solute particles.
2.3 Planning A Solubility Investigation
(LO7: Students Can Identify The Factors That Can Affect The Rate Of
Dissolving)

 Temperature Of The Solvent:

2.3 Planning A Solubility Investigation
(LO7: Students Can Identify The Factors That Can Affect The Rate Of
Dissolving)

 Stirring
 Stirring helps distribute the solute particles
throughout the solvent.

 For example, when you add sugar to iced tea and then
stir the tea, the sugar will dissolve faster.

 If you don’t stir the iced tea, the sugar may

eventually dissolve, but it will take much longer.
2.4 PAPER CHROMATOGRAPHY
 Learning Objective:

LO8: Students can describe how to

use chromatography and interpret its
results.
2.4 PAPER CHROMATOGRAPHY
(LO8:
STUDENTS CAN DESCRIBE HOW TO USE
CHROMATOGRAPHY AND INTERPRET ITS RESULTS)

 Things to know before lesson:

2.4 PAPER CHROMATOGRAPHY
(LO8:
STUDENTS CAN DESCRIBE HOW TO USE
CHROMATOGRAPHY AND INTERPRET ITS RESULTS)

 Things to know before lesson:

 Magnetic Attraction:
2.4 PAPER CHROMATOGRAPHY
(LO8:
STUDENTS CAN DESCRIBE HOW TO USE
CHROMATOGRAPHY AND INTERPRET ITS RESULTS)

 Things to know before lesson:

 Filtration:
2.4 PAPER CHROMATOGRAPHY
(LO8:
STUDENTS CAN DESCRIBE HOW TO USE
CHROMATOGRAPHY AND INTERPRET ITS RESULTS)

 Things to know before lesson:

 Evaporation:
2.4 PAPER CHROMATOGRAPHY
(LO8:
STUDENTS CAN DESCRIBE HOW TO USE
CHROMATOGRAPHY AND INTERPRET ITS RESULTS)

 Things to know before lesson:

 Distillation:
2.4 PAPER CHROMATOGRAPHY
(LO8:
STUDENTS CAN DESCRIBE HOW TO USE
CHROMATOGRAPHY AND INTERPRET ITS RESULTS)
2.4 PAPER CHROMATOGRAPHY
(LO8:
STUDENTS CAN DESCRIBE HOW TO USE
CHROMATOGRAPHY AND INTERPRET ITS RESULTS)
2.4 PAPER CHROMATOGRAPHY
(LO8:
STUDENTS CAN DESCRIBE HOW TO USE
CHROMATOGRAPHY AND INTERPRET ITS RESULTS)
2.4 PAPER CHROMATOGRAPHY
(LO8:
STUDENTS CAN DESCRIBE HOW TO USE
CHROMATOGRAPHY AND INTERPRET ITS RESULTS)

 Solvents Used In Paper Chromatography

 Water is most commonly used as solvent.

 In case if the solute is not soluble in water, alcohol can

be used as a solvent instead.

 For example, permanent marker’s ink is not soluble

in water but soluble in alcohol. So, the solvent use will
be alcohol.
2.4 PAPER CHROMATOGRAPHY
(LO8:
STUDENTS CAN DESCRIBE HOW TO USE
CHROMATOGRAPHY AND INTERPRET ITS RESULTS)

 Videos on Paper Chromatography

 https://www.youtube.com/watch?
v=uOhefwQBAbI
2.4 PAPER CHROMATOGRAPHY
(LO8:
STUDENTS CAN DESCRIBE HOW TO USE
CHROMATOGRAPHY AND INTERPRET ITS RESULTS)
2.4 PAPER CHROMATOGRAPHY
(LO8:
STUDENTS CAN DESCRIBE HOW TO USE
CHROMATOGRAPHY AND INTERPRET ITS RESULTS)
END OF CHAPTER 2