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Define solute, solvent, and solution by describing the process of dissolving a solid in a liquid.

Short Answer

Expert verified
A solute is the substance to be dissolved, a solvent is the substance in which the solute dissolves, and a solution is the mixture formed when a solute dissolves in a solvent. During the dissolving process, the solute's particles separate and distribute evenly within the solvent, forming the solution.

Step by step solution

01

Define 'Solute'

A solute is the substance that is to be dissolved. In the context of a solid dissolving in a liquid (for example, salt dissolving in water), the solid - salt - is the solute.
02

Define 'Solvent'

The solvent is the substance in which the solute dissolves. In this case, if we consider the example of salt dissolving in water, water is the solvent.
03

Define 'Solution'

A solution is the homogeneous mixture formed when a solute is dissolved in a solvent. It contains particles of two or more different substances that are uniformly distributed at a molecular level. Thus, when salt (solute) is dissolved in water (solvent), the resulting homogeneous mixture is the solution.
04

Describe the Dissolving Process

During the dissolving process, the particles of the solute (solid) separate and distribute uniformly within the solvent (liquid). This happens due to the interaction between the particles of the solute and the solvent. In the example of water and salt, the positive end of water molecules are attracted to the negative chloride ions of the salt, and the negative ends of the water molecules are attracted to the positive sodium ions. Because of these attractions, the water molecules surround and separate the salt particles, causing the salt to dissolve in water.

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

Exploring the Solute
In the world of solution chemistry, the term *solute* holds a specific place of importance. A solute is the substance that is dissolved in another substance. In simple situations, think of the solute as the smaller part of your solution, the one that you usually have less of. Consider an example: when you dissolve table salt into water, salt is the solute because it’s being dispersed throughout the liquid. This remains true regardless of the state of the solute; it could be a solid, liquid, or gas, although solids like salt are most common.
When talking about solutes, it's vital to note that their particles are what spread out and intermingle within the solvent, creating a mixture that appears uniform to the naked eye. This uniformity is a hallmark of solutions, making them seem like a single pure substance even though they're combinations of two or more distinct substances. As a result, the original characteristics of the solute can sometimes disappear, being camouflaged by the solvent.
Understanding the Solvent
The *solvent* in a solution plays the starring role of being the medium that dissolves the solute. In many everyday solutions, the solvent exists in a larger quantity compared to the solute. When you mix salt with water, the water is the solvent. Essentially, the solvent is the host for the solute's particles, allowing them to distribute evenly within it.
Solvents can be many things depending on the nature of the reaction or solution. The defining feature of a solvent is not its chemical nature, but that it remains in that phase which is predominant in the mixture. Water, often referred to as the "universal solvent," is the most common example we encounter, able to dissolve a vast array of substances due to its polarity and interaction abilities. This ability makes it invaluable in both biological and chemical processes.
The Dissolving Process Unraveled
The *dissolving process* is the intricate event when the solute blends into the solvent, resulting in what we observe as a complete and uniform solution. This process occurs at a molecular level, where interactions and attractions between molecules matter.
During dissolving, solute particles are separated from each other and surrounded by solvent molecules. In our salt-water example, water molecules interact with the ions that make up table salt. The positively charged sodium ions are attracted to the negatively charged parts of the water molecules, while the negatively charged chloride ions seek the positively charged parts. This dual attraction essentially pulls the ions away from the solid crystal and disperses them throughout the water.
  • The role of intermolecular forces is paramount. It dictates how quickly or effectively a solute can dissolve.
  • Temperature can influence how solutes dissolve; generally, higher temperatures increase dissolution rates.
  • Stirring or agitating a solution speeds up the distribution of solute particles by constantly moving the solvent molecules around.
Thus, dissolving is not just the simple act of mixing, but a dynamic event shaped by various physical and chemical factors.

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Most popular questions from this chapter

Sodium carbonate \(\left(\mathrm{Na}_{2} \mathrm{CO}_{3}\right)\) is available in very pure form and can be used to standardize acid solutions. What is the molarity of a HCl solution if \(28.3 \mathrm{~mL}\) of the solution are required to react with \(0.256 \mathrm{~g}\) of \(\mathrm{Na}_{2} \mathrm{CO}_{3} ?\)

Would the volume of a \(0.10 M \mathrm{NaOH}\) solution needed to titrate \(25.0 \mathrm{~mL}\) of a \(0.10 \mathrm{M} \mathrm{HNO}_{2}\) (a weak acid) solution be different from that needed to titrate \(25.0 \mathrm{~mL}\) of a \(0.10 \mathrm{M} \mathrm{HCl}\) (a strong acid) solution?

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Describe the laboratory preparation for the following gases: (a) hydrogen, (b) oxygen, (c) carbon dioxide, (d) nitrogen. Indicate the physical states of the reactants and products in each case. [Hint: Nitrogen can be obtained by heating ammonium nitrite \(\left(\mathrm{NH}_{4} \mathrm{NO}_{2}\right)\).]

The following "cycle of copper" experiment is performed in some general chemistry laboratories. The series of reactions starts with copper and ends with metallic copper. The steps are as follows: (1) A piece of copper wire of known mass is allowed to react with concentrated nitric acid [the products are copper(II) nitrate, nitrogen dioxide, and water]. (2) The copper(II) nitrate is treated with a sodium hydroxide solution to form copper(II) hydroxide precipitate. (3) On heating, copper(II) hydroxide decomposes to yield copper(II) oxide. (4) The copper(II) oxide is reacted with concentrated sulfuric acid to yield copper(II) sulfate. (5) Copper(II) sulfate is treated with an excess of zinc metal to form metallic copper. (6) The remaining zinc metal is removed by treatment with hydrochloric acid, and metallic copper is filtered, dried, and weighed. (a) Write a balanced equation for each step and classify the reactions. (b) Assuming that a student started with \(65.6 \mathrm{~g}\) of copper, calculate the theoretical yield at each step. (c) Considering the nature of the steps, comment on why it is possible to recover most of the copper used at the start.

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