Names: Gian Carlo Arcenal

Marie Isabella G. Labatos

Jesse Jobiel Ledesma
Isabel Palmitos

Date Submitted: December 3, 2013

COLLIGATIVE PROPERTIES OF SOLUTIONS

Experiment No.1
I. Data and Discussions
A.
Table1.1 TYPES OF DISPERSED SYSTEMS
TRUE SOLUTION
(NaCl)
APPEARANCE
VISIBILITY OF
PARTICLES
EFFECT OF A
BEAM OF LIGHT
PARTICLE SIZE

Clear
Not visible

COLLOIDAL
DISPERSION
(uncooked starch)
Cloudy
Visible

COARSE MIXTURE
(cooked starch)
Clear
Not visible

Passed through

Scattered

Passed through

Invisible

Small visible particles

Invisible

Based on the qualitative observations seen in the experiment, the test tubes containing
NaCl solution and cooked starch solution displayed the same characteristics. Both had a clear
appearance and no visible particles were observed. On the other hand, the test tube containing
uncooked starch solution was different compared to the other two. It was observed to have a
cloudy appearance and small visible particles. When a beam of light was flashed through the
three test tubes, the light passed through the NaCl solution and cooked starch solution but then
scattered when beamed to the uncooked starch solution.
The NaCl solution was said to be the true solution, the cooked starch was the coarse
mixture and the uncooked starch was the colloidal dispersion. With the use of a beam of light,
solutions can be classified into different dispersed systems. A true solution has ions and
molecules that are too small to scatter visible light. However, the particles in a colloidal
dispersion are large enough in size and are able to scatter light.

B.
Table1.2 BOILING POINT ELEVATION

LIQUIDS

MOLALIT
Y

BOILING POINT
(in C)
1st Reading

2nd Reading

100

100

BP
DIFFERENCE
(Tb = Tsoln
Tsolvent)

THEORETICA
L
Tb

Distilled
Water
Set-up A

1M

90

100

101.024

Set-up B

1M

80

96

100.512

Table 1.2 shows the boiling temperature readings from the three solutions - distilled
water, Set-up A, and Set-up B. The first reading represents the temperature in which there is an
appearance of bubbles in the solution; meanwhile, the second reading represents the temperature
where the solution is already boiling. Out from these readings, clearly Set-up A has a higher
boiling temperature than that of Set-up B, thus we can conclude that Set-up A contains the NaCl
solution since NaCl is an electrolyte and it dissociates thus it is expected to have a higher
temperature reading than the other solution which is the Urea solution. Theoretical boiling point
of the two set-ups was also recorded. Set-up A with the NaCl solution has a theoretical boiling
point of 101.024 which is higher than that of Set-up B with a 100.512 theoretical boiling point.
C.
Table 1.3 FREEZING POINT DEPRESSION
Temperature Reading in (0C)
5.00g Benzoic Acid
First sign of Physical
Change
First appearance of
meniscus
Liquefied

119.4

5.00g Benzoic Acid +

1.00g unknown
substance
122.0

122.5

122.4

122.9

122.8

Table 1.3 shows the temperature reading in the benzoic acid and benzoic acid + unknown
solution. In this experiment, the colligative molality of a benzoic acid solution containing an
unknown substance will be used to predict the freezing point depression. Then, this prediction
will be compared to the experimentally measured freezing point of the solution. To perform this
determination, you must know the mass of both the solvent and solute and the molecular mass of
the solute. This will allow you to calculate the colligative molality of the solution, m c. plugging
the mc into equation. You can calculate the freezing point depression, Tf, of the solution.
On the other hand, we will be able to know the unknown organic compound in solution.
In order to predict the organic compound we should rely on the molecular weight given by the
equation: MW= (weight of solute)(Kf solvent)/(T)(weight of solvent).
Unfortunately we havent able to predict the unknown substance because of the
insufficient data for the freezing point constant of the benzoic acid.

First mark
Second mark

D.

Distilled

20% Sugar Soln.

The 10% sugar solution in both set-up A and set-up B had decreased in volume after 3
days. Set-up A contained distilled water while set-up B had 20% sugar solution. Theoretically
speaking, set-up A should have increased in volume since the distilled water had a higher solvent
concentration compared to the 10% sugar solution inside the glass tubing. Solutions with higher
solvent concentration tend to move into the medium which has a lower solvent concentration.
The data obtained in the experiment was different from the expected result. An error may have
occurred during the preparation of the medium in the experiment.
On the other hand, solutions with lower solvent concentration tend to move outward the
medium that is towards the higher solvent concentration. Set-up B was composed of a higher
solvent concentration (10% sugar solution) on the inside and lower solvent concentration (20%
sugar solution) outside. It was expected to have a decreased in volume and so was observed in
the experiment.

II. Question and Answer

A. Types of Dispersed System
1. Can the beam of light passed through the dispersed systems be used to classify.
It is used to classify whether a solution is a true solution, a colloidal dispersion, or
a coarse mixture.
2. How can components of solutions be physically separated? What is the basis for the
separation?
It can be decanted, filtered, distilled, or evaporated. If the particles are large
enough and are visible to the naked eye, it can either be decanted or filtered.
However, if the particles are smaller and are not visible to the human eye, it can
either be distilled or evaporated.

3. Cite the importance of colloidal dispersion.

Colloidal dispersion makes it possible to see the light beam of an automobile on a
dusty dirt road or the sunlight from a forest canopy. Another is the projector beam
that is visible at a cinema.
4. What is Tyndall Effect?
Tyndall effect is when light is scattered by particles suspended in water. It can be
used to differentiate whether a solution is a true solution, colloidal dispersion, or
coarse mixture.
B. Boiling Point Elevation
1. What is the boiling point of water in the experiment?
The boiling point of water is 100C.
2. What is the boiling point of each of the two solutions?
a. BP urea solution = 96C
b. BP NaCl solution = 100 C
3. What is the difference in the boiling points of pure water and the two solutions?
a. BP urea solution = 4C
b. BP NaCl solution = 0C

4. Given the molal-boiling point elevation constant Kb of water, calculate the

theoretical boiling point elevation of each solution.
a. Theoretical BP Urea Solution
Tb
=km
= (0.512)( 1 )
= 0.512
= 100 + 0.512
= 100.512 C
b. Theoretical BP NaCl Solution =
Tb =i k m
=2 (0.512)( 1 )
=1.024
= 100 + 1.024
= 101.024 C
C. Melting Point Depression
1. How is melting point affected by adding a small amount of another substance?
By adding a small amount of another substance, the melting point lowered.
2. Why should a solid be finely powdered in the determination of its melting point?
The solid be finely powdered so that it could uniformly mixed throughout the
mixture, because the surface area affects the temperature.
3. Compare melting points of pure compound with its solution.
The melting point of the pure compound is higher than that of the solution.
4. Calculate the freezing point depression (Tf) of benzoic acid unknown solution.
T
= (Tf - Ti)
=1290C-1280C
=0.10C
5. Calculate the molality of the solution using the Kf of benzoic acid.
Note: No freezing point constant for Benzoic Acid
6. Calculate the molar mass of the 1.00g unknown, using the mass of the solvent,
benzoic acid used in the experiment.
Note: No freezing point constant for Benzoic Acid
D. Osmotic Pressure

1. Which among the different solutions increased in volume (level of solution inside the
tube is higher than the level mark) inside the membrane? Which decreased the
volume of the membrane?
The beaker with 10% sugar solution increased in volume while the beaker with
30% sugar solution decreased.
2. Which one did not change in volume?
The beaker containing 20% sugar solution did not change in volume.
3. Describe the direction of the net flow of the 20% sugar solution in each set-up.
The direction of the 20% sugar solution flows outwards into the 30% sugar
solution. It remains the same in the 10% and 20% sugar solution.
4. Draw the three set-ups and show the levels of solution inside the tubes in respect to
the original mark.

III. Comment
In experiment D where we were asked to compare the different osmotic pressure of a
given concentration, the use of a more appropriate semi-permeable medium should have been
observed or used by the researcher to be able to obtain more accurate results.