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رێلوەه-نیددەحلاەس یۆکناز Salahaddin University-Erbil: (solubility product constant)
رێلوەه-نیددەحلاەس یۆکناز Salahaddin University-Erbil: (solubility product constant)
Salahaddin University-Erbil
Jun_2020
Abstract
Introduction
Ksp is called the solubility product because it is literally the product of the
solubilities of the ions in moles per liter. The solubility product of a salt can
therefore be calculated from its solubility, or vice versa. Photographic films are
based on the sensitivity of AgBr to light. When light hits a crystal of AgBr, a small
fraction of the Ag+ ions are reduced to silver metal. The rest of the Ag+ ions in
these crystals are reduced to silver metal when the film is developed. AgBr crystals
that do not absorb light are then removed from the film to "fix" the image.
Example: Let's calculate the solubility of AgBr in water in grams per liter, to see
whether AgBr can be removed by simply washing the film. We start with the
balanced equation for the equilibrium.
H2O
The Ksp value refers to a two-phase system where the equilibrium solid phase is a
sparingly soluble precipitate, whose Ksp value is measured/calculated according to
defined expression for the solubility product. This assumption means that the
solution with defined species is saturated against this precipitate, at given
temperature and composition of the solution. However, often a precipitate, when
introduced into aqueous media, is not the equilibrium solid phase, and then this
fundamental requirement is not complied, as indicated in examples of the
physicochemical analyses of the systems with struvite MgNH4PO4 dolomite
CaMg(CO3)2 Michałowski Tet.al (2009) and Ag2Cr2O7.
Example
Solution
Ca(O2CCO2)⋅H2O(s)⇌Ca2+(aq)+−O2CCO−2(aq)+H2O(l)Ksp=[Ca2+][ox2−]
Neither solid calcium oxalate monohydrate nor water appears in the solubility
product expression because their concentrations are essentially constant.
B_ Next we need to determine [Ca2+] and [ox2−] at equilibrium. We can use the
mass of calcium oxalate monohydrate that dissolves in 100 mL of water to
calculate the number of moles that dissolve in 100 mL of water. From this we can
determine the number of moles that dissolve in 1.00 L of water. For dilute
solutions, the density of the solution is nearly the same as that of water, so
dissolving the salt in 1.00 L of water gives essentially 1.00 L of solution. Because
each 1 mol of dissolved calcium oxalate monohydrate dissociates to produce 1 mol
of calcium ions and 1 mol of oxalate ions, we can obtain the equilibrium
concentrations that must be inserted into the solubility product expression. The
number of moles of calcium oxalate monohydrate that dissolve in 100 mL of water
is as follows:
Because of the stoichiometry of the reaction, the concentration of Ca2+ and ox2−
ions are both 5.04 × 10−5 M. Inserting these values into the solubility product
expression,
Ksp=[Ca2+][ox2−]=(5.04×10−5)(5.04×10−5)=2.54×10−9
result
The solubility and dissolution of sparingly soluble salts in aqueous media are
among the main educational topics realized within general chemistry and analytical
chemistry courses. The principles of solubility calculations were formulated at a
time when knowledge of the two-phase electrolytic systems was still rudimentary.
However, the earlier arrangements persisted in subsequent generations Umland JB,
Bellama JM. (1996) and little has changed in the meantime . About 20 years ago,
Hawkes put in the title of his article a dramatic question, corresponding to his
statement presented therein that “the simple algorithms in introductory texts
usually produce dramatic and often catastrophic errors”; it is hard not to agree with
this opinion. In the meantime, Meites et al. (1996) stated that “It would be better to
confine illustrations of the solubility product principle to 1:1 salts, like silver
bromide (…), in which the (…) calculations will yield results close enough to the
truth.” The unwarranted simplifications cause confusion in teaching of chemistry.
Students will trust us enough to believe that a calculation we have taught must be
generally useful. The theory of electrolytic systems, perceived as the main problem
in the physicochemical studies for many decades, is now put on the side. It can be
argued that the gaining of quantitative chemical knowledge in the education
process is essentially based on the stoichiometry and proportions.
Reference
Clever HL, Gevantman LH.(1989) Obituary: A.S. Kertes. Pure and Applied
Chemistry.;61: 121
Meites L, Pode JSF, Thomas HC.(1996) Are solubilities and solubility products
related? Journal of Chemical Education.;43:667-672
Hawkes SJ. (1998) What should we teach beginners about solubility and solubility
products? Journal of Chemical Education.;75(9):1179-1181. DOI:
10.1021/ed075p1179
Umland JB, Bellama JM. (1996) General Chemistry. 2nd ed. Minneapolis, MN:
West;. pp. 621-622