2.

1 DISSOLVING
 OBJECTIVES
Students will be able to:
• Take appropriately accurate and precise measurements,
explaining why accuracy and precision are important.
• Carry out practical work safely, supported by risk assessments
where appropriate.
• Collect and record sufficient observations and/or measurements in
an appropriate form.
• Present and interpret observations and measurements
 INDUCTION:
•EXPLAIN THE
DIFFERENCES
BETWEEN AN
ELEMENT, A
COMPOUND AND A
MIXTURE IN A
GOOGLE DOCUMENT
•• DRAWINDUCTION:
A
DIAGRAM
SHOWING THE
WAY THE
PARTICLES ARE
ARRANGED IN
LIQUID
NOW SHARE
WITH THE
CLASS
DIAGRAMS TO
SHOW THE
DIFFERENCE
BETWEEN
ELEMENT ,
COMPOUND
AND MIXTURE
 YOU WILL
NEED:
1. BEAKERS OF WATER
2. SOLUTE SUCH AS SALT
OR SUGAR THAT IS
COLOURLESS IN
SOLUTION
3. SOLUTE SUCH AS
COPPER SULFATE
THAT FORMS A
COLOURED SOLUTION
•DISSOLVE THE SUGAR OR SALT IN A BEAKER OF
WATER ( WHAT DO YOU THINK IS HAPPENING?)
•THE PARTICLE MODEL TO EXPLAIN WHAT
HAPPENS.
1. ALL SUBSTANCES ARE MADE OF PARTICLES.
2. THE PARTICLES ARE ATTRACTED TO EACH
OTHER (SOME STRONGLY, OTHERS WEAKLY).
3. THE PARTICLES MOVE AROUND (HAVE
KINETIC ENERGY).
4. AS TEMPERATURE INCREASES, THE PARTICLES
MOVE MORE (THEIR KINETIC ENERGY
•DO THE SAME WITH COPPER SULFATE (IS
THIS A SOLUTION? HAS THE COPPER
SULFATE DISSOLVED? )
•BRING OUT THE MILK
•IS THIS A SOLUTION?
•(ANSWER THIS IN PAIRS AND SHARE
ANSWERS.)
• WHAT A SOLUTION IS WOULD BE USEFUL
FOR?
LEARNER’S BOOK PAGE 36
TEMPLATE 2.1
TEMPLATE 2.1
ACTIVITY 2.1
 NOW ANSWER THE FOLLOWING
QUESTIONS
• WHAT ARE YOU DOING ? AND WHY?
• HOW ACCURATELY HAVE YOU MEASURED THE
WATER?
• HOW SURE ARE YOU THAT YOU HAVE ADDED ALL
THE SOLUTE?
• REMEMBER THAT THE MEASUREMENTS NEED TO
BE ACCURATE
 ANSWER THESE QUESTIONS
• 1 WHAT WAS THE MASS OF SALT USED?
• 2 WHAT WAS THE MASS OF THE WATER AND THE BEAKER?
• 3 WHAT WAS THE MASS OF THE SOLUTION AND THE BEAKER?
• THESE WILL DEPEND ON THE PRACTICAL TASK.
• 4 WHAT DOES THIS TELL YOU ABOUT THE SALT SOLUTION?
• THE SOLVENT AND SOLUTE BOTH HAVE MASS SO THAT, WHEN
THE TWO ARE PLACED IN THE SAME BEAKER, NONE OF THE
MASS SUDDENLY DISAPPEARS. THE SALT IS STILL PRESENT
EVEN THOUGH YOU CANNOT SEE THE PARTICLES BECAUSE
THEY HAVE DISSOLVED.
 QUESTIONS
• 1 IN A SOLUTION OF SUGAR AND WATER, WHICH IS THE
SOLVENT AND WHICH IS THE SOLUTE?
• WATER IS THE SOLVENT; SUGAR IS THE SOLUTE
• 2 WHAT IS THE DIFFERENCE BETWEEN DISSOLVING
AND MELTING?
• WHEN SOMETHING DISSOLVES, SUCH AS SUGAR IN
TEA, THERE ARE TWO SUBSTANCES INVOLVED. THE
SUGAR IS THE SOLUTE, WHICH DISSOLVES IN THE TEA,
WHICH IS THE SOLVENT. WHEN SOMETHING MELTS,
SUCH AS ICE CREAM ON A HOT DAY, ONLY ONE
 QUESTIONS
• 3 WHAT MASS OF SALT SOLUTION IS MADE WHEN 9 G OF SALT IS
DISSOLVED IN 50 G OF WATER? EXPLAIN HOW YOU WORKED OUT
YOUR ANSWER.
• 59 G; THE MASS OF WATER IS 50 G AND THE MASS OF THE SALT IS
9 G SO TOGETHER IT IS 59 G
• 4 A GREEN POWDER WAS PLACED INTO A BEAKER OF WATER.
AFTER IT WAS STIRRED, THE WATER LOOKED CLOUDY AND
LUMPS OF POWDER COULD STILL BE SEEN. HAS A SOLUTION
BEEN FORMED? EXPLAIN YOUR ANSWER.
• NO; A SOLUTION IS TRANSPARENT AND IF THERE ARE LUMPS
•YOU HAVE TO KNOW
• 1. USING MEASURING
CYLINDER
• 2. LOOK AT EYE LEVEL
• 3. READ FROM THE BOTTOM
OF THE MINISCUS
 QUESTIONS
• 5 WHEN MEASURING THE VOLUME OF A LIQUID, WHAT
SHOULD YOU DO IN ORDER TO MAKE YOUR
MEASUREMENT AS ACCURATE AS POSSIBLE?
• CREDIT ANY SENSIBLE SUGGESTIONS SUCH AS: THE
CHOICE OF A SUITABLE MEASURING CYLINDER (A 10
CM3 ONE IF USING SMALL VOLUMES); USING A PIPETTE
TO TOP UP TO THE CORRECT LEVEL; ENSURING THAT
THE MENISCUS IS READ AT EYE LEVEL
ACTIVITY

YOU MAY
DO THE
LUCKY DIP
WORD
NOW
 NOTE
•WHEN SALT IS ADDED TO WATER AND IT
DISSOLVES, IT HAS NOT DISAPPEARED. THE
SALT PARTICLES ARE STILL IN THE WATER.
• THE MASS OF THE SOLUTION EQUALS THE TOTAL
MASS OF THE SOLUTE AND SOLVENT.
MASS OF SOLUTE + MASS OF SOLVENT = MASS OF
SOLUTION
NO MASS HAS BEEN LOST.
• THE MASS HAS BEEN SAMPLE
CONSERVED
IT IS EASY TO CONFUSE MELTING WITH
DISSOLVING. REMEMBER: DISSOLVING NEEDS
TWO SUBSTANCES, A SOLUTE AND A SOLVENT.
Examples of dissolving Examples of melting
Sugar (solute) in black tea Butter in a frying
(solvent) pan
Instant coffee (solute) in Ice cream on a warm
hot water (solvent) day
Nail polish (solute) in nail Candle wax as the candle
polish remover (solvent) burns
 HOMEWORK
•WORKBOOK 2.1 A,B &C
 STUDY THE FOLLOWING
• DISSOLVING/DISSOLVE: CONCEPTS:
WHEN PARTICLES OF A SUBSTANCE MIX COMPLETELY WITH A
LIQUID SO THAT A TRANSPARENT SOLUTION IS FORMED.
• SOLUTION:
A MIXTURE IN WHICH PARTICLES OF A SUBSTANCE (SOLUTE) ARE
MIXED WITH PARTICLES OF A LIQUID SO THAT THE SUBSTANCE
CAN NO LONGER BE SEEN.
• SOLUTE:
A SUBSTANCE THAT IS DISSOLVED
 STUDY THE FOLLOWING
•SOLVENT: CONCEPTS:
A LIQUID IN WHICH OTHER SUBSTANCES WILL DISSOLVE
• TRANSPARENT:
DESCRIBES A MATERIAL THROUGH WHICH LIGHT CAN PASS
• OPAQUE:
DESCRIBES A MATERIAL THAT DOES NOT TRANSMIT LIGHT.
• CONSERVED:
NO CHANGE HAPPENS, USED HERE WITH REGARD TO MASS AND
VOLUME