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Ga 6 Qu - Mica 10
Ga 6 Qu - Mica 10
6
ÁREA DE CIENCIAS NATURALES Y EDUCACIÓN AMBIENTAL- GRADO DÉCIMO
Colegio
Indicadores de aprendizaje:
301: Identifica los procesos y cálculos implicados en el proceso de disolución, así como los cambios
en las propiedades físicas de las sustancias una vez formada una solución química.
302: Aplica los conceptos adquiridos sobre soluciones para la preparación y análisis de las
propiedades de diversas soluciones de uso cotidiano.
Para ver esta guía de forma interactiva, puedes ingresar al siguiente link:
https://sway.office.com/ffcEo7aDmiwR17Vs?ref=Link
Para el laboratorio: kit personal, kit grupal, pipeta, vaso de precipitado, matraces de diferente
volumen, espátula, balanza, jeringa, rotulador (sharpie o cinta), refresco en polvo y agua destilada.
OBJETIVOS (Objectives)
• Conocer las propiedades coligativas de las soluciones, teniendo en cuenta factores como la
presión y la temperatura, para analizar y deducir el comportamiento de éstas en situaciones
cotidianas.
Teniendo en cuenta que ya tienes unos conceptos previos en soluciones y las formas de expresar la
concentración, analiza la información del siguiente video, ya que nos relacionan la forma en la que se
pueden afectar las soluciones por efecto del soluto, lo que se conoce como propiedades coligativas.
Toma apuntes y si es necesario, observa el video varias veces.
https://www.youtube.com/watch?v=e9vfMrjitXw
Después de ver el video debes responder las siguientes preguntas y socializarlas en clase cuando la
docente disponga:
¿Por qué es necesario mezclar una sustancia diferente al combustible o agua del automóvil?
¿Qué cambios en las propiedades de la solución genera agregar un soluto?
Para probar tus conocimientos en conceptos básicos de soluciones, juega de forma interactiva y
compite con tus compañeros en un Kahoot. Debes prestar mucha atención, ser muy ágil y responder
lo más rápido posible ya que las preguntas son muy fáciles.
4. INFORMACIÓN (Information)
Presta atención a tu docente en la explicación de los respectivos temas. Observa el siguiente video
acerca de diluciones:
https://www.youtube.com/watch?v=UyX-novV8OE
II. CONSTRUYO EL SABER CIENTÍFICO (Build scientific knowledge)
1. LABORATORIO DE DILUCIONES: Lee atentamente la Guía de orientación para este laboratorio
y tener en cuenta los materiales a continuación:
Recuerda que es importante asumir toda la responsabilidad, ya que vas a trabajar con material de
vidrio, y debes reunirte con tres de tus compañeros para la presentación del informe.
1.2. La Rúbrica para la revisión del Informe se encuentra como ANEXO al final de la guía.
2. SAY IT IN ENGLISH
To review the terms seen in the previous weeks to reinforce the main characteristics of chemistry
solutions through English making connections between these important ideas.
Enter the following link where you will find a video about how to express the concentration of a
solution. This video will be of great help for the next activity.
https://www.youtube.com/watch?v=XCX0PkZdUjM
2.1. Look at the image and complete each one of them with the corresponding word(s) talking about
Concentration of solutions. Definitions are given as a clue but they are in disorder:
C. This unit is very useful because it relates the number of moles and can be applied to balanced
chemical equations.
E. It is the fraction of the number of moles of a substance in relation to the totality of the solution.
F. It is used in medicine since it allows to measure very small proportions of a solute in the blood.
2.2.1. Complete each of the sentences applying what was studied in class:
B. If you perform a mixture separation technique, you will have ________ and ________ separately.
This active reading strategy links concept of highlighting key words and phrases in a text and
annotating those highlights with marginal notes.
2.4. CONTENT
Read the text and write five main ideas related to the solutions in your notebook. Share one of your
ideas in the meeting chat to socialize them with the course.
TYPES OF SOLUTIONS
At the molecular level, molecules and ions of a solute are completely mixed with and interact with
those of the solvent when a solute dissolves in a solvent. This type of mixing is homogeneous because
no boundary is visible in the entire solution. In a mixture, differences may exist between regions or
parts of the whole system.
Material exists in three states: solid, liquid, and gas. Solutions exist in all these states:
• Gaseous mixtures are usually homogeneous and all gases mixtures are gas-gas solutions. The air
is a gas solution, but its oxygen, nitrogen, water and carbon dioxide contents may vary depends
on the temperature and places.
• When molecules of gas, solid or liquid are dispersed and mixed with those of liquid, the
homogeneous (uniform) states are called liquid solutions. Solid, liquid and gas dissolve in liquid to
form liquid solutions. In general, the terms solution and liquid solution are synonymous. Gases
and liquid solutions have attracted the attention of most chemists, while material scientists and
engineers are more interested in the manufacture and properties of solid solutions.
• Many alloys, ceramics, and polymer blends are solid solutions. Within certain range, copper and
zinc dissolve in each other and harden to give solid solutions called brass. Silver, gold, and copper
form many different alloys with unique colors and appearances. Alloys and solid solutions are
important in the world of materials. The research, development, manufacture, and production of
these material are big business, and a company for example, Standard Alloys, may concentrate on
some aspects of these materials.
SOLUBILITY
The maximum amount of a substance dissolved in a given volume of solvent is called solubility. Often,
the solubility in water is expressed in gram/100 mL. For example, the solubilities of some common
substances are given in the Table of Solubility, which is also listed in the Handbook Menu as Solubility.
A solution reached the maximum solubility is called a saturated solution. Often, another phase such
as gas, liquid, or solid of the solute is present and in contact with in the solution. In general, there is
no net change in the amount of solute dissolved, but the system is by no means static. In fact, the
solute is constantly being dissolved and deposited at equal rate. Such a phenomenon is
called equilibrium.
In case another phase is not present, a solution may be unsaturated or supersaturated. Yes, due to
what can be attributed to a kinetic factor, a solution may stay supersaturated for a long time. When
promoted by a seed, a solution may start to precipitate quickly. Sodium acetate has a very high
solubility at say 270 K. In fact, it can dissolve in the water of crystallization similar to melting. When
cooled, such a solution stay in a meta-stable state. When a seeding crystal is present or started due to
surface of another medium, the entire solution will solidify. During the crystallization process, heat is
evolved, and the solution becomes warm. Thus, such a solution, when properly packaged, has been
used as hand warmer packs for skiers. One useful classification of materials is polarity. Substances
such as H2, O2, N2, CH4, CCl4 etc are called non-polar compounds, whereas H2O, NH3, CH3OH, NO, CO,
HCl, H2S, PH3 etc., are called polar compounds. Regarding solubility, a useful rule is: “LIKE DISSOLVES
LIKE”. Polar materials dissolve polar materials whereas non-polar materials will mix and become true
solutions. An additional factor to consider is the hydrogen bonding. For example, ethanol and water
are completely miscible at any proportion due to the extensive hydrogen bonding among their
molecules.
Electrolytes or ionic substances are soluble in water due to hydration. Due to the strong polarity of
the water molecule, the positive and negative ions are pushed apart. In general, reasonable size ions
are believed to have six water molecules around them, but these water molecules readily exchange
with those in the medium. There are many applications of this rule. On the small scale, personal
hygiene and household cleaning requires various types of cleaning agents.
Other factor such as temperature and pressure also affects the solubility of a solvent. Thus, in
specifying solubility, one should be aware of the factors.
Taken from:
https://chem.libretexts.org/Bookshelves/Inorganic_Chemistry/Modules_and_Websites_(Inorganic_Chemistry)/Chemical_Reactions/Chem
ical_Reactions_1/Solutions
2.5. HANDS ON
Observe, read and analyze the information of the Figure 2 and 3. Then, answer the questions below:
2.5.2. The components in each mixture that have the highest percentage of composition are called:
a. Solutes
b. Solvents
c. Diluted
d. Concentrates
2.5.3. From the state of aggregation in which each solution is found, it can be inferred that:
a. The solution acquires the state of the substance that is in greater quantity
b. The solution acquires the state of the substance that is in less quantity
c. The state is a product of the chemical reaction that occurs between substances
d. The state has nothing to do with the nature of the substances
2.6. FOLLOW UP
In group, design an infographic about a solution that is very useful in our daily life such as: alloys
(bronze, steel, brass), medicines (garabes, pills), hygiene products (liquid soap, chlorox, detergent),
food and beverages, etc. Keep in mind the reading, and that the solutions acquire the state of the
substance that is in greater quantity. You must upload this assignment to the Q10 platform.
CONTRUCTION CRITERIA
III. SINERGIA CIENTÍFICA (Scientific synergy)
1. Observa los siguientes videos que corresponden a prácticas sencillas de cada una de las
propiedades coligativas. Escucha las aclaraciones de tu docente y en grupo con tres compañeros
más, realicen una lista de mínimo dos ejemplos cotidianos donde se evidencie la aplicación de
cada propiedad.
2. Socialicen en clase los respectivos ejemplos y realicen un refuerzo resolviendo los ejercicios
propuestos por la docente a cerca de propiedades coligativas.
3. Observen el siguiente video y el cuadro acerca de los tipos de coloides, y al igual que en el ejercicio
anterior, busquen ejemplos reales y que puedan mostrar para cada uno. La idea es que expliquen por
qué su clasificación.
Teniendo en cuenta tu desempeño en el desarrollo de esta guía de aprendizaje y lo que has logrado a
partir de lo trabajado durante las clases, responde de forma auto reflexiva las siguientes preguntas:
2. COEVALUACIÓN (Co-evaluation)
b. ¿Escuché, apoyé o corregí las ideas que mis compañeros de grupo presentaron?
Revisa el cuadro de elementos de evaluación para tener claro cuando se aplicarán estas evaluaciones.
REFERENCIAS (References)
• Brown, T. y otros. (2014). Química la ciencia central. Editorial Prentice Hall. México. Décimo
segunda edición.
• Chang, R. (2003). Química. Mc Graw - Hill, México.Rodríguez, E. (2011). Tau de Química
Grado 10. Primera Edición. Bogotá.
• Timberlake, K., Timberlake, W. (2008). Química. Segunda edición. Ed. Pearson Educación,
México.
• Canal TED-Ed. (2014, 24 de julio). Under the hood: the chemistry of cars-Cynthia Chubbuck.
[Video] Youtube. https://www.youtube.com/watch?v=e9vfMrjitXw
• Figura 3. Adaptada de Química la Ciencia Central (p 541), por T.L. Brown, 2014, Editorial
Pearson.
ANEXO RÚBRICA PARA INFORME DE LABORATORIO