SENIOR HIGH SCHOOL

General
Chemistry 2

Quarter 3 – WEEK 2
 Quarter 3, Week 2

Learning Activity Sheets (LAS) No.5

Name of Learner: _______________________________________________________

Grade and Section: _________________________ Date: ___________________

Learning Activity Sheets in General Chemistry 2

(Phase Changes)

I. Learning Competency
1. Interpret the phase diagram of water and carbon dioxide
(STEM_GC11IMFIIIa-c-107).
2. Determine and explain the heating and cooling curve of a substance
(STEM_GC11IMFIIIa-c-109).

II. Background Information for Learners

In the previous lessons we discover the properties of liquids and solids

to the nature of forces between particles. Now, in this lesson, we will look at
phase changes in terms of the accompanying changes in energy and forces
between particles.
If you recall your previous lessons, the three phases of matter namely,
gas, liquid, and solid are always involved in every reaction. Phase changes are
transformations of matter from one physical state to another. They occur
when energy (usually in the form of heat) is added or removed from a
substance. They are characterized by changes in molecular order; molecules
in the solid phase have the greatest order, while those in the gas phase have
the greatest randomness or disorder.

Figure 1: Phases of Matter

In regular, repeated patterns, the molecules which make up a solid are

arranged. They are held firmly in place but can vibrate within a limited area.
The molecules that simply make a liquid flow around one another. With
attractive forces between them, they are kept from flying apart. Liquid
assumes the shape of their containers. Lastly, the molecules that make up a
gas fly in all directions at great speeds. They are so far apart that attractive
forces between them are insignificant.

The Types of Phase Changes

▪ The change from solid to liquid is melting, liquid to gas is vaporization,
and solid to gas is sublimation. These changes take place when heat is
absorbed (heat gained). They are endothermic processes.
▪ The reverse change from gas to liquid is condensation, gas to solid is
deposition, and liquid to solid is freezing. Such modifications emit heat
(heat lost) and are Exothermic processes.
 Figure 2: Phase Changes

It is important to determine what phase of matter a compound is in,

because each phase offers different kinds of data for a compound. A phase
diagram is a graphical depiction of a substance's physical states under
varying temperature and pressure conditions. It gives the potential
combinations of pressure and temperature at which a substance will be
observed in certain physical condition or states. Each substance has its own
phase diagram. A typical phase diagram is shown below.

Figure 3: General Phase Diagram

Phase diagrams are plots of pressure (usually in the atmosphere) vs

temperature (usually in degrees Celsius or Kelvin). The diagram is split
between solid, liquid, and gaseous states. The boundary between the liquid
and gaseous regions stops at red dot, the critical point for the substance.
The lines that serve as physical state borders represent the
combinations of pressures and temperatures at which two phases can exist
in equilibrium. In other words, these lines identify points for phase transition.
Figure 4: Melting (or Figure 5: Figure 6: Sublimation
freezing) curve Vaporization (or (or deposition) curve
– the curve on a phase condensation) curve – the curve on a phase
diagram which – the curve on a phase diagram which
represents the diagram which represents the
transition between represents the transition between
liquid and solid states. transition between gaseous and solid
gaseous and liquid states.
states.
The green line divides The blue line divides The red line divides the
the solid and liquid the liquid and gas solid and gas phases
phases and represents phases and represents and represents
melting (solid to liquid) vaporization (liquid to sublimation (solid to
and freezing (liquid to gas) and condensation gas) and deposition (gas
solid) points. (gas to liquid) points. to solid) points.

There are two important points on the diagram – the triple point, and
the critical point. Triple point is a unique combination of temperature and
pressure where all three phases are in equilibrium together. At the triple
point, the lines depicting the conditions of solid-liquid, liquid-vapor, and
solid-vapor equilibrium meet. Meanwhile, critical point terminates the
liquid/gas phase line and relates to the critical pressure, the pressure above
which a supercritical fluid form. The temperature and pressure associated
with the triple point lie below the standard temperature and pressure for most
compounds. While the pressure for the critical point lies above standard
pressure. Therefore, most substances changes from solid to liquid to gas at
standard pressure as the temperature rises, and most substances change
from gas to liquid to solid at standard temperature as the pressure increases.

How is the normal melting and boiling points determined in a phase

diagram?
✓ The normal melting and boiling points are those when the pressure is 1
atmosphere.

Figure 7: The Normal Melting and Boiling Point Location

How does the phase diagram of water and carbon dioxide look like?
 Figure 8: Phase diagrams for CO2 (left) and for H2O (right)

There is only one difference between the phase diagram for water and
the other phase diagrams. The solid-liquid equilibrium line (the melting point
curve) slopes backwards rather than forwards. For water, at greater
pressures, the melting point gets lower. The explanation for this is that solid
ice is less compact than liquid water. This phenomenon is caused by the
crystal structure of the solid phase. In the solid forms of water and some other
substances, the molecules crystallize in a lattice with greater average space
between molecules, thus resulting in a solid occupying a larger volume and
consequently with a lower density than the liquid. When it melts, the liquid
water formed occupies a smaller volume. An increase in pressure will move
the above equilibrium to the side with the smaller volume. Liquid water is
produced. To make the liquid water freeze again at this higher pressure, the
temperature should be reduced. Higher pressures mean lower melting
(freezing) points.
On the other hand, the only thing special about the phase diagram of
carbon dioxide is the position of the triple point, which is well above
atmospheric pressure. It is impossible to get any liquid carbon dioxide at
pressures less than 5.2 atmospheres. At 1 atm pressure, carbon dioxide will
sublime at a temperature of 197.5 K (-75.5 °C). Therefore, solid carbon dioxide
is also called "dry ice." Under normal conditions, there is no liquid carbon
dioxide - only the solid or the vapor.

Moving on, how does a change in energy affect phase changes?

✓ Phase changes occur when heat is added or removed from a substance.
The added energy is used by the substance in either of two ways when
a substance is heated: a. The added heat increases the kinetic energy of the
particles and the particles move faster. The increase in kinetic energy is
accompanied by an increase in temperature.
b. The added heat is used between particles to break off attractive forces.
There is no observed increase in temperature when this happens. Often a
change in the physical appearance of the substance is observed, such as a
phase change.
Conversely, in two ways, the loss or release of heat results in:
a. A decline in the particles' kinetic energy. The motion of the particles slows
down. A decrease in temperature is observed.
b. Forces of attraction are formed, and there may be a phase transition. No
change in temperature is observed.
 Figure 9: Heating Curve (left) and Cooling Curve (right) for Water at
1.00 atm Pressure.

Energy is transmitted into it as the system is heated. The system shifts

in response to the energy it receives, for example, by increasing its
temperature. If a material's temperature during heating is monitored, it varies
with time. The heating curve is called a plot of the temperature versus time.

• Between A & B, the material is a solid. The heat supplied to the material is
used to increase the kinetic energy of the molecules and the temperature
rises.
• Between B & C, the solid is melting. Heat is still being supplied to the
material but the temperature does not change. Heat energy is not being
changed into kinetic energy. Instead, the heat is used to change the
arrangement of the molecules.
• At point C, all of the materials have been changed to liquid.
• Between C & D, the heat supplied is again used to increase kinetic energy
of the molecules and the temperature of the liquid starts to rise.
• Between C & D, the liquid is heated until it starts to boil.
• Between D & E, the liquid is still being heated but the extra heat energy
does not change the temperature (kinetic energy) of the molecules. The heat
energy is used to change the arrangement of the molecules to form a gas.
• At point E, all of the liquid has been changed into gas.
• Between E & F, the gas is heated and the heat energy increases the kinetic
energy of molecules once more, so the temperature of the gas increases.

When a system contains only one phase (solid, liquid, or gas), the
temperature will increase when it receives energy. The rate of temperature
increase will be dependent on the heat capacity of the phase in the system.
When the heat capacity is large, the temperature increases slowly, because
much energy is required to increase its temperature by one degree. Thus, the
slopes of temperature increase for the solid, liquid, and gases are different.
The figure below shows how to calculate the total energy change for
such a process. All the steps should be included.
III. Accompanying DepEd Textbook and Educational Sites
Chang, R. (2010). Chemistry. Tenth Edition.McGraw-Hill. America,
New York
Licuanan, P.B. (2016). Teaching Guide for Senior High School
(GENERAL CHEMISTRY 2). Commission on Higher Education. Diliman,
Quezon City Publication

IV. Activity Proper

Activity 1. TELL ME AM I TRUE OR FALSE!
Directions: Write the word True if the idea expressed in the statement is
correct. If the statement is wrong, write the word False. Underline the word/s
that make the statement wrong, then write the correct answer on the upper
part of the word.
_______________________1. Phase diagrams are plots of pressure (usually in
pascals) versus temperature (usually in degrees Celsius or Kelvin).
_______________________2. There are two important points on the diagram,
the triple point, and the critical point.
_______________________3. 1 atm is the standard pressure.
_______________________4. The melting and boiling points of the substance
can be determined by the vertical lines on the curve.
_______________________5. Cooling curve is the reverse of heating curve.

Activity 2. KNOW ME!

Directions: Answer the following questions. You may refer to books and the
internet to solidify your explanation.
 1. You went for a hike on the mountaintop near your vicinity. To help
you regain your strength following the exhausting work, you decide
to hard-boil an egg and eat it. To your surprise, water seem to boil
quicker than usual, but after 10 mins in boiling water, the egg is still
not cooked. Why is that?
2. Why do pressure cookers save time in the kitchen? Explain the
effect of pressure on boiling point.

V. Reflection
You must fill in the component of the KWL chart to generalize the things
they have learned about the topic.
KWL Chart
Topic Know Want to know Learned
Phase Changes I understand I want to know I have learned
that…… that…… that ….

VI. Answer Key

5. T
(underline vertical)
may vary.
Prepared by:
4. Horizontal may vary.
3. T answer answer
2. T Student’s Student’s RODEL A. AZARES
pascal) SHS-Teacher
1. atm (underline Activity 2 Reflections

Activity 1
 Quarter 3, Week 2

Learning Activity Sheets (LAS) No.6

Name of Learner: _______________________________________________________

Grade and Section: _________________________ Date: ___________________

Learning Activity Sheets in General Chemistry 2

(Physical Properties of Solution)

I. Learning Competency
1. Use different ways of expressing concentration of solutions: percent by
mass, mole fraction, molarity, molality, percent by volume, ppm
(STEM_GC11PPIIId-f-111)
2. Perform stoichiometric calculations for reactions in solution
(STEM_GC11PPIIId-f-112)

II. Background Information for Learners

In the previous lessons we discover the phase changes in terms of the
accompanying changes in energy and forces between particles.
Many chemical reactions take place between ions and molecules
dissolved in water or other solvents, rather than between pure solids, liquids,
or gases. Previously, we looked at the properties of gases, liquids, and solids.
In this lesson, we will examine the properties of solutions, concentrating
mainly on the role of intermolecular forces in solubility and other physical
properties of solution.
Quantitative study of a solution requires knowing its concentration, that
is, the amount of solute present in each amount of solution. Several different
concentration units are used by chemists, each of which has strengths as well
as drawbacks. Let us examine the units of concentration: percent by mass,
mole fraction, molarity, molality, percent by volume, and parts per million
(ppm).

Types of Concentration Units

1. Percent by Mass
The percent by mass (also called percent by weight or weight
percent) is the ratio of the mass of a solute to the mass of the solution,
multiplied by 100 percent:
Equation (1.1)
𝑚𝑎𝑠𝑠 𝑜𝑓 𝑠𝑜𝑙𝑢𝑡𝑒
𝑝𝑒𝑟𝑐𝑒𝑛𝑡 𝑏𝑦 𝑚𝑎𝑠𝑠 = 𝑥 100%
𝑚𝑎𝑠𝑠 𝑜𝑓 𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛 (𝑚𝑎𝑠𝑠 𝑜𝑓 𝑠𝑜𝑙𝑢𝑡𝑒 + 𝑚𝑎𝑠𝑠 𝑜𝑓 𝑠𝑜𝑙𝑣𝑒𝑛𝑡)

The percent by mass is a unitless number because it is a ratio of two similar

quantities.
Example 1.1
A sample of 0.894 grams (g) of potassium chloride (KCl) is dissolved in 54.8
grams of water. What is the percent by mass of KCl in the solution?
Strategy We are given the mass of a solute dissolved in a certain amount
of solvent. Hence, we can calculate the mass percent of KCl using Equation
(1.1).

Solution We write
 𝑚𝑎𝑠𝑠 𝑜𝑓 𝑠𝑜𝑙𝑢𝑡𝑒
𝑝𝑒𝑟𝑐𝑒𝑛𝑡 𝑏𝑦 𝑚𝑎𝑠𝑠 𝑜𝑓 𝐾𝐶𝑙 = 𝑥 100%
𝑚𝑎𝑠𝑠 𝑜𝑓 𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛

0.894 𝑔
= 𝑥 100%
0.894 𝑔 + 54.8 𝑔

= 1.61%

2. Mole Fraction (X)

The mole fraction of a component of a solution, say, component A, is
written XA and is defined as Equation (1.2)

𝑚𝑜𝑙𝑒𝑠 𝑜𝑓 𝐴
𝑚𝑜𝑙𝑒 𝑓𝑟𝑎𝑐𝑡𝑖𝑜𝑛 𝑜𝑓 𝑐𝑜𝑚𝑝𝑜𝑛𝑒𝑛𝑡 𝐴 = 𝑋𝐴 =
𝑠𝑢𝑚 𝑜𝑓 𝑚𝑜𝑙𝑒𝑠 𝑜𝑓 𝑎𝑙𝑙 𝑐𝑜𝑚𝑝𝑜𝑛𝑒𝑛𝑡𝑠

The mole fraction is also unitless, because it too, is a ratio of two similar
quantities.
Example 1.2
What is the mole fraction of the solute in a 40% by mass ethanol (C2H6O)
solution in water?
Strategy We are given the percentage by mass (40%) of the solute in the
solution. Hence, we can calculate the mole fraction through (1) converting the
concentration units based on the mass or moles of a solute and solvent or
mass percentage, it is useful to assume a certain total mass of solution; (2)
changing the masses of the component’s ethanol and water to number of
moles; (3) substituting the values obtained in the formula and solve for the
mole fraction of the solute ethanol, and solvent water.
Solution We write
(1) Assume there is exactly 100 grams of solution. Because the solution is
40% ethanol (C2H6O), it contains 40 grams of ethanol and 60 grams of
water.
(2)

40 𝑔
𝑚𝑜𝑙𝑒 𝑜𝑓 𝑒𝑡ℎ𝑎𝑛𝑜𝑙 = = 0.87 𝑚𝑜𝑙
46.08 𝑔/𝑚𝑜𝑙

60 𝑔
𝑚𝑜𝑙𝑒 𝑜𝑓 𝑤𝑎𝑡𝑒𝑟 = = 3.33 𝑚𝑜𝑙
18.02 𝑔/𝑚𝑜𝑙
(3)
𝑚𝑜𝑙𝑒 𝑜𝑓 𝑒𝑡ℎ𝑎𝑛𝑜𝑙
𝑋𝑒𝑡ℎ𝑎𝑛𝑜𝑙 =
𝑚𝑜𝑙𝑒 𝑜𝑓 𝑒𝑡ℎ𝑎𝑛𝑜𝑙 + 𝑚𝑜𝑙𝑒 𝑜𝑓 𝑤𝑎𝑡𝑒𝑟

0.87 𝑚𝑜𝑙
𝑋𝑒𝑡ℎ𝑎𝑛𝑜𝑙 = = 0.21
0.87 𝑚𝑜𝑙 + 3.33 𝑚𝑜𝑙

The mole fraction of water can be solved using the formula:

𝑚𝑜𝑙𝑒 𝑜𝑓 𝑤𝑎𝑡𝑒𝑟
𝑋𝑤𝑎𝑡𝑒𝑟 =
𝑚𝑜𝑙𝑒 𝑜𝑓 𝑒𝑡ℎ𝑎𝑛𝑜𝑙 + 𝑚𝑜𝑙𝑒 𝑜𝑓 𝑤𝑎𝑡𝑒𝑟

3.33 𝑚𝑜𝑙
𝑋𝑤𝑎𝑡𝑒𝑟 = = 0.79
0.87 𝑚𝑜𝑙 + 3.33 𝑚𝑜𝑙
 3. Molarity (M)
Molarity is defined as the number of moles of solute in 1 L of solution;
that is,

𝑚𝑜𝑙𝑒𝑠 𝑜𝑓 𝑠𝑜𝑙𝑢𝑡𝑒
𝑚𝑜𝑙𝑎𝑟𝑖𝑡𝑦 = Equation (1.3)
𝑙𝑖𝑡𝑒𝑟𝑠 𝑜𝑓 𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛

Thus, the unit of molarity is mol/L.

Example 1.3
Determine the molarity of the solution with 0.124 mol of CoCl 2 in 0.654 L of
solution.
Strategy We are given the mole of a solute dissolved in a certain amount
of solution. Hence, we can calculate the molarity of CoCl 2 using Equation
(1.3).
Solution We write

0.124 𝑚𝑜𝑙
𝑚𝑜𝑙𝑎𝑟𝑖𝑡𝑦 = = 0.190 𝑚𝑜𝑙/𝐿
0.654 𝐿

1. Molality (m)
Molality is the number of moles of solute dissolved in 1 kg (1000 g) of
solvent – that is,
𝑚𝑜𝑙𝑒𝑠 𝑜𝑓 𝑠𝑜𝑙𝑢𝑡𝑒
𝑚𝑜𝑙𝑎𝑙𝑖𝑡𝑦 = Equation (1.4)
𝑚𝑎𝑠𝑠 𝑜𝑓 𝑠𝑜𝑙𝑣𝑒𝑛𝑡 (𝑘𝑔)

Thus, the unit of molality is mol/kg.

Example 1.4
The density of a 2.45 M aqueous solution of methanol (CH3OH) is 0.976 g/mL.
What is the molality of the solution? The molar mass of methanol is 32.04 g.

Strategy To calculate the molality of a solution, we need to know the

number of moles of methanol and the mass of solvent in kilograms. We
assume 1 L of solution, so the number of moles of methanol is 2.45 mol.

Solution Our first step is to calculate the mass of water in 1 L of the

solution, using density as a conversion factor. The total mass of 1 L of a 2.45
M solution of methanol is
1000 𝑚𝐿 𝑠𝑜𝑙𝑛 0.976 𝑔
1 𝐿 𝑠𝑜𝑙𝑛 𝑥 𝑥 = 976 𝑔
1 𝐿 𝑠𝑜𝑙𝑛 1 𝑚𝐿 𝑠𝑜𝑙𝑛

Because this solution contains 2.45 moles of methanol, the amount of water
(solvent) in the solution is.

𝑚𝑎𝑠𝑠 𝑜𝑓 𝐻2 𝑂 = 𝑚𝑎𝑠𝑠 𝑜𝑓 𝑠𝑜𝑙𝑛 − 𝑚𝑎𝑠𝑠 𝑜𝑓 𝑠𝑜𝑙𝑢𝑡𝑒

32.04 𝑔 𝐶𝐻3 𝑂𝐻
= 976 𝑔 − (2.45 𝑚𝑜𝑙 𝐶𝐻3 𝑂𝐻 𝑥 ) = 898 𝑔
1 𝑚𝑜𝑙 𝐶𝐻3 𝑂𝐻
The molality of the solution can be calculated by converting 898 g to 0.898
kg:

2.45 𝑚𝑜𝑙 𝐶𝐻3 𝑂𝐻 𝑚𝑜𝑙

𝑚𝑜𝑙𝑎𝑙𝑖𝑡𝑦 = = 2.73
0.898 𝑘𝑔 𝐻2 𝑂 𝑘𝑔
2. Percent by Volume
The percent by volume is used to express the concentration of a
solution when the volume of a solute and the volume of a solution are
given, multiplied by 100.

𝑣𝑜𝑙𝑢𝑚𝑒 𝑜𝑓 𝑠𝑜𝑙𝑢𝑡𝑒
𝑝𝑒𝑟𝑐𝑒𝑛𝑡 𝑏𝑦 𝑣𝑜𝑙𝑢𝑚𝑒 = 𝑥 100% Equation (1.5)
𝑣𝑜𝑙𝑢𝑚𝑒 𝑜𝑓 𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛
The percent by volume is a unitless number because it is a ratio of two similar
quantities.
Example 1.5
In a solution, there is 122.4 mL solvent and 5.24 mL solute present. Find the
percent by volume.

Strategy We are given the volume of a solute dissolved in a certain amount

of solvent. Hence, we can calculate the volume percent using Equation (1.5).
Solution We write

𝑣𝑜𝑙𝑢𝑚𝑒 𝑜𝑓 𝑠𝑜𝑙𝑢𝑡𝑒
𝑝𝑒𝑟𝑐𝑒𝑛𝑡 𝑏𝑦 𝑣𝑜𝑙𝑢𝑚𝑒 = 𝑥 100%
𝑣𝑜𝑙𝑢𝑚𝑒 𝑜𝑓 𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛

5.24 𝑚𝐿
= 𝑥 100%
122.4 𝑚𝐿 + 5.24 𝑚𝐿

= 4.11%
1. Parts per million
A concentration of a solution that contained 1 g solute and 1000000
mL solution (same as 1 mg solute and 1 L solution) would create a very
small percentage concentration. Because a solution like this would be so
dilute, the density of the solution is well approximated by the density of
the solvent; for water, that is 1g/mL (other solvents are different case). So,
after solving and converting the mL of solution into grams of solution
(assuming that the solvent is water):
1 𝑔 𝑠𝑜𝑙𝑢𝑡𝑒 1 𝑚𝐿 1 𝑔 𝑠𝑜𝑙𝑢𝑡𝑒
𝑥 =
1000000 𝑚𝐿 𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛 1𝑔 1000000 𝑔 𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛

We get (1g solute)/ (1000000 g solution). Because both the solute and the
solution are now expressing in terms of grams, it could now be said that the
solute concentration is 1 part per million (ppm).
1 𝑚𝑔 𝑠𝑜𝑙𝑢𝑡𝑒
1 𝑝𝑝𝑚 =
1 𝐿 𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛

The ppm unit can also be used in terms of volume/volume (v/v) instead.

Example 1.6
A solution has a concentration of 1.24 g/L. What is its concentration in ppm?
Strategy We need to convert the mass in grams into milligrams and then
re-write the concentration in mg/L.
Solution We write

1.24 𝑔 1000 𝑚𝑔
𝑝𝑝𝑚 = 𝑥 = 1240 𝑝𝑝𝑚
1𝐿 1𝑔

III. Accompanying DepEd Textbook and Educational Sites

Chang, R. (2010). Chemistry. Tenth Edition.McGraw-Hill. America,
New York
Licuanan, P.B. (2016). Teaching Guide for Senior High School
(GENERAL CHEMISTRY 2). Commission on Higher Education. Diliman,
Quezon City Publication

IV. Activity Proper

Activity 1. COMPLETE ME!
Directions: Complete the table by giving the equation and the units of
concentration mentioned.
UNITS OF
EQUATION UNIT
CONCENTRATION
1. Percent by Mass
2. Molarity
3. Mole Fraction
4. Molality
5. Percent by Volume
6. Parts per Million

ACTIVITY 2. LET’S DO THIS!

Directions: Answer the following problems. Write your full solution on your
answer sheet and box the final answer.
1. Hydrogen peroxide, H2O2, is used by some water treatment systems to
remove the disagreeable odor of sulfides in drinking water. An aqueous
solution of H2O2 prepared in the laboratory was found to have a
concentration of 20.0% by mass. What is the mole fraction of H2O2?
2. What is the molality of a solution containing 0.75 moles of sodium
hydroxide in 500 mL of water at 25℃? The density of water at 25℃ is 1
g/mL. (Hint: d=m/v)
3. A sample of 0.938 g of sodium hydroxide (NaOH) is dissolved in 60.9 g
of water. What is the percent by mass of NaOH in the solution?

V. Reflection
You must fill in the component of the KWL chart to generalize the things
they have learned about the topic.
KWL Chart
Topic Know Want to know Learned
Physical I understand I want to know I have learned
Properties of that…… that…… that ….
Solutions
VI. Answer Key

Prepared by:
may vary.
answer
may vary Student’s RODEL A. AZARES
Student’s answer SHS-Teacher
Activity 1 Reflections

3. 1.52%
2. 1.5 mol/kg
1. 0.117

Activity 2

Quarter 3, Week 2

Learning Activity Sheets (LAS) No.7

Name of Learner: _______________________________________________________

Grade and Section: _________________________ Date: ___________________

Learning Activity Sheets in General Chemistry 2

(Colligative Properties of Solutions)

I. Learning Competency
1. Describe the effect of concentration on the colligative properties of
solutions (STEM_GC11PPIIId-f-115).
2. Differentiate the colligative properties of nonelectrolyte solutions and
of electrolyte solutions (STEM_GC11PPIIId-f-116).

II. Background Information for Learners

In the previous lessons we discover that a solution is described in terms
of concentration of one or more solutes present in it.
There are some important physical properties of solution which are
more directly dependent on the concentration of solute particles. Previously,
we looked at the different concentration units and how they are utilized to
determine the desired result. In this lesson, we will examine the properties
that are called colligative (Latin, coligare – which means “tied together”)
properties which mean, they depend on the collective effect of the
concentration of solute particles present in the solution. These properties
include: (1) vapor pressure lowering, (2) boiling point elevation, (3) freezing
point depression, and (4) osmotic pressure.
Because of their direct relationship to the number of solute particles,
the colligative properties are very useful for characterizing the nature of a
solute after it is dissolved in a solvent and for determining the molar masses
of substances. The latter will be discussed in the next lesson.

Effect of solute concentration on the colligative properties of solutions

The concentration or amount of nonvolatile solute (i.e., a solute that
does not have a vapor pressure of its own) in the solution influences the
colligative properties of solutions. The result will depend on the ratio between
the number of solute and solvent particles in the solution and not on the
solute's identity. However, it is necessary to consider whether the solute is an
electrolyte or a nonelectrolyte.

Effect of solute concentration on the colligative properties of solutions

1. Vapor Pressure Lowering

A direct measure of the escaping capacity of molecules is vapor
pressure. A pure liquid (solvent) can achieve equilibrium with its vapor in a
closed container. And the pressure exerted by the vapor is called vapor
pressure until the equilibrium is attained. A substance that does not have a
noticeable vapor pressure is nonvolatile, whereas one that has a vapor
pressure is volatile.
If a liquid evaporates readily, a significant amount of the molecules
would be present in the gas phase, resulting in a high vapor pressure. A
surface filled by liquid molecules is seen on the left, some of which have
evaporated and formed a vapor. On the right, a nonvolatile solute like salt or
sugar has been dissolved into the solvent, having the effect of diluting the
water. The addition of a non-volatile solute resulted in lowering of the
solvent's vapor pressure. The lowering in vapor pressure depends on the
amount of dissolved solute particles. The molecular essence of the solute is
not taken into consideration since the vapor pressure is simply a solvent's
physical property and does not undergo a chemical reaction with the solvent
and does not escape into the gas phase by itself.

Figure 1: Volatile Solvent VS Non-volatile Solute

It should be remembered that the decrease in the vapor pressure of the

solution in this case is directly proportional to the fraction of the volatile
molecules in the oil, which is the solvent’s mole fraction. It is possible to
assess this decreased vapor pressure using Raoult’s Law (1886).
 Figure 2: Relationship Between Vapor Pressure and Mole Fraction
of Water

Where:

Recall from the definition of mole fraction that in a two-component solution

(a solvent and a single solute), Xsolvent = 1 – Xsolute.
While the chemical nature of the solute is not a factor to consider, it is
important to take into consideration whether the solute is an electrolyte or
nonelectrolyte. Ionic compounds such as sodium chloride, NaCl, are strong
electrolytes that dissociate into ions, resulting in a greater number of
dissolved particles when they dissolve in solution. Consider two distinct
equivalent concentration solutions: one is made of ionic compound NaCl, and
the other is made of molecular compound glucose (C6H12O6). The equations
below show what happens when these solutions dissolve:

NaCl (s) → Na+ (aq) + Cl- (aq) 2 dissolved particles

C6H12O6 (s) → C6H12O6 (aq) 1 dissolved particle

The sodium chloride, NaCl dissociates into 2 ions, while glucose does not
dissociate. Thus, twice as many dissolved particles as in the case of NaCl
would result in equal concentrations of each solution. In the NaCl solution
(electrolyte), the vapor pressure of the solvent can be reduced twice as much
as that of the solvent in the glucose (nonelectrolyte) solution. Since the salt
solution surface is now filled with more solvent particles, there is less space
for solvent molecules to evaporate, decreasing the solvent's water vapor
pressure.

1. Boiling Point Elevation

The addition of a non-volatile solute decreases the vapor pressure of the
solution, so that the vapor pressure of the solution is returned to a value
conforming to the pure solvent, the temperature must be increased. In fact,
the temperature at which the vapor pressure is 1 atm is greater than the
normal boiling point by an amount known as the boiling point elevation.
 Figure 3 below shows the phase diagram of a solution and the effect
that the lowered vapor pressure has on the boiling point of the solution
compared to the solvent. In this case the sucrose solution has a higher boiling
point than the pure solvent. Since the vapor of the solution is lower, more
heat must be supplied to the solution to bring its vapor pressure up to the
pressure of the external atmosphere. The boiling point elevation is the
difference in temperature between the boiling point of the pure solvent and
that of the solution.

Figure 3: The Result of Lowering the Vapor Pressure in a Solution to the

Boiling Point
Figure 4: Normal Boiling Point for Water (solvent) as a Function of Molality in
Several Solution Containing Sucrose (a non-volatile solute)
For dilute solution, the elevation of the boiling point is directly
proportional to the molal concentration of the solute:

The molal boiling point elevation constant Kb, has a specific value
depending on the identity of the solvent.

2. Freezing Point Depression

The freezing point of a substance is the temperature at which the solid
and liquid forms can coexist indefinitely, at equilibrium. Under these
conditions molecules pass between the 2 phases at equal rates because their
escaping tendencies from the two phases are identical.
Figure 5 below shows the phase diagram for a pure solvent and how it
changes when a solute is added to it. The solute lowers the vapor pressure of
the solvent resulting in a lower freezing point for the solution compared to the
pure solvent. The freezing point depression is the difference in temperature
between the freezing point of a pure solvent and that of a solution. On the
graph, Tf represents the freezing point depression.
Figure 5: The Result of Lowering the Vapor Pressure in a Solution to the
Freezing Point

If a substance is applied to a solvent such as water at a given

temperature, the solute-solvent interactions prohibit the solvent from
entering the solid phase, causing the temperature to drop further until the
solution solidifies. As a result, more energy must be removed from the
solution to freeze it and the freezing point of the solution is power than that
of the pure solvent.
The degree of the freezing point depression is directly proportional to
the solution's molality. Thus:
△ 𝑇𝑓 = 𝐾𝑓 𝑚

Where:
𝐾𝑓 – is the molal freezing point depression constant, a constant
that is equal to the change in the freezing point for a 1 molal
solution of a nonvolatile molecular solute
△ 𝑇𝑓 – freezing point depression
𝑚 – molality of solute

The study of colligative properties of electrolytes requires a slightly

different approach than the one used for the colligative properties of
nonelectrolytes. The explanation is because electrolytes dissociate in solution
into ions, and thus as they dissolve, one unit of an electrolyte compound splits
into two or more particles. Remember that it is the total number of solute
particles that determines the colligative properties of a solution.
For example, each unit of NaCl dissociates into two ions – Na+ and Cl-.
The colligative properties of a 0.1 m NaCl solution should, thus, be twice as
high as those of a nonelectrolyte-containing 0.1 m solution, such as sucrose.
Similarly, we would expect a 0.1 m CaCl2 solution to depress the freezing point
by three times as much as a 0.1 m sucrose solution because each CaCl2
produces three ions. We characterize a quantity called the Van't Hoff factor
to account for this effect, given by

𝑎𝑐𝑡𝑢𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑝𝑎𝑟𝑡𝑖𝑐𝑙𝑒𝑠 𝑖𝑛 𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛 𝑎𝑓𝑡𝑒𝑟 𝑑𝑖𝑠𝑠𝑜𝑐𝑖𝑎𝑡𝑖𝑜𝑛

𝑖=
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑓𝑜𝑟𝑚𝑢𝑙𝑎 𝑢𝑛𝑖𝑡𝑠 𝑖𝑛𝑖𝑡𝑖𝑎𝑙𝑙𝑦 𝑑𝑖𝑠𝑠𝑜𝑙𝑣𝑒𝑑 𝑖𝑛 𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛
 Thus, 𝑖 should be 1 for all nonelectrolytes. For strong electrolytes such
as NaCl and KNO3, 𝑖 should be 2, and for strong electrolytes such as Na 2SO4
and CaCl2, 𝑖 should be 3. Consequently, the equations for colligative
properties must be modified as

∆𝑇𝑏 = 𝑖𝐾𝑏 𝑚
∆𝑇𝑓 = 𝑖𝐾𝑓 𝑚

In reality, the colligative properties of electrolyte solutions are usually

smaller than anticipated because at higher concentrations, electrostatic
forces come into play and bring about the formation of ion pairs. An ion pair
is made up of one or more cations and one or more anions held together by
electrostatic forces. The presence of an ion pair reduces the number of
particles in solution, causing a reduction in the colligative properties.
Electrolytes containing multicharged ions such as 𝑀𝑔2+, 𝐴𝑙 3+, 𝑆𝑂42−, 𝑃𝑂43− have
a greater tendency to form ion pairs than electrolytes such as NaCl and KNO 3,
which are made up of singly charged ions.
Table 1. The van’t Hoff Factor

III. Accompanying DepEd Textbook and Educational Sites

Chang, R. (2010). Chemistry. Tenth Edition.McGraw-Hill. America,
New York
Licuanan, P.B. (2016). Teaching Guide for Senior High School
(GENERAL CHEMISTRY 2). Commission on Higher Education. Diliman,
Quezon City Publication

IV. Activity Proper

Activity 1. MATCH ME!
Directions: Choose the answer that best matches each of the definitions
below. Write the letter of your answer on the column entitled “Match”.

Definition Match Key Terms

It is a direct measure of
A. Colligative
1 escaping tendency of
Properties
molecules.
It depends on the collective
effect of the concentration B. Boiling Point
2
of solute particles present Elevation
in the solution.
 It is used to determine the
3 C. Vapor Pressure
reduced vapor pressure.
The temperature at which D. Freezing Point
the vapor pressure is 1 Depression
4 atm will be higher than the
normal boiling point by an E. Vapor Pressure
amount. Lowering
It is the difference in
temperature between the
5 freezing point of a pure F. Raoult’s Law
solvent and that of a
solution.

ACTIVITY 2. KNOW ME!

Directions: Answer the following questions. You may refer to books and the
internet to solidify your explanation.

1. The ice cream made in an old-fashioned way is where the maker has a
tub full of mixed ingredients immersed in a bigger tub filled with ice
and salt. Why do you think is salt added to the ice?
2. Which would increase more the boiling point of water: salt or sugar?
Why?

V. Reflection
You must fill in the component of the KWL chart to generalize the things they
have learned about the topic.
KWL Chart
Topic Know Want to know Learned
Colligative I understand I want to know I have learned
Properties of that…… that…… that ….
Solutions

5. D 4. B 3. F 2. A 1. C
may vary.
Activity 1 answer
vary. Student’s
Student’s answer may
Reflections
Activity 2 Prepared by:

RODEL A. AZARES
SHS-Teacher