‫‪Acids and Bases‬‬

‫ﻳﻤﻜـﻦ ﺗﻌﺮﻳـﻒ ﺍﻷﲪﺎﺽ‬

‫ﻭﺍﻟﻘﻮﺍﻋـﺪ ﺑﺎﺳـﺘﻌﲈﻝ ﻣﻔـﺮﺩﺍﺕ‪ ،‬ﻣﻨﻬـﺎ‪ :‬ﺃﻳﻮﻧﺎﺕ‬
‫ﺍﳍﻴﺪﺭﻭﺟـﲔ‪ ،‬ﺃﻳﻮﻧـﺎﺕ ﺍﳍﻴﺪﺭﻭﻛﺴـﻴﺪ‪ ،‬ﺃﺯﻭﺍﺝ‬
‫ﺍﻹﻟﻜﱰﻭﻧﺎﺕ‪.‬‬
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‫اﻟﻔﻜﺮة اﻟﺮﺋﻴﺴﺔ ﺗﺴـﺎﻋﺪ ﺍﻟﻨـﲈﺫﺝ ﺍﳌﺨﺘﻠﻔـﺔ‬
‫ﻋﲆ ﻭﺻﻒ ﺳﻠﻮﻙ ﺍﻷﲪﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ‪.‬‬ ‫ﻟﻠﺒـﺪﺀ ﺑﺘﻘﺪﻳـﻢ ﺍﻟﻔﻜـﺮﺓ ﺍﻟﻌﺎﻣـﺔ ﻟﻠﻔﺼـﻞ‪ ،‬ﺍﻋﺮﺽ ﻋـﲆ ﺍﻟﻄﻼﺏ‬
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‫اﻟﻔﻜﺮة اﻟﺮﺋﻴﺴﺔ ﺗﺘﺄﻳـﻦ ﺍﻷﲪﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ‬ ‫ﻋ ﱢﻴﻨﺎﺕ ﻣﻦ ﲪﺾ ﺍﻷﻛﺴـﺎﻟﻴﻚ ﺍﻟﺼﻠﺐ ‪ ،H2C2O4‬ﻭﻫﻴﺪﺭﻭﻛﺴﻴﺪ‬
‫ﺗﺎﻣﺎ‪ ،‬ﺑﻴﻨﲈ ﺗﺘﺄﻳﻦ ﺍﻷﲪﺎﺽ‬
‫ﺍﻟﻘﻮﻳﺔ ﰲ ﺍﳌﺤﺎﻟﻴﻞ ﺗﺄﻳﻨﹰﺎ ﹼﹰ‬
‫ﺟﺰﺋﻴﺎ‪.‬‬
‫ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻀﻌﻴﻔﺔ ﰲ ﺍﳌﺤﺎﻟﻴﻞ ﺗﺄﻳﻨﹰﺎ ﹼﹰ‬ ‫ﺃﻱ ﻣﻨﻬﲈ ﹰ‬
‫ﲪﻀﺎ ﺃﻡ‬ ‫ﺍﻟﺼﻮﺩﻳﻮﻡ ﺍﻟﺼﻠﺐ ‪ ،NaOH‬ﻭﺍﺳﺄﻝ‪ :‬ﻫﻞ ﻳﺒﺪﻭ ﱞ‬
‫ﻧﻘﻴﺔ‪ ،‬ﻭﻟﻜﻦ ﻻ ﻳﻤﻜﻦ ﻣﻌﺮﻓﺔ ﻃﺒﻴﻌﺔ‬
‫ﻣﺎﺩﺓ ﺻﻠﺒﺔ ﱠ‬ ‫ﻗﺎﻋﺪﺓ؟ ﻻ‪ .‬ﻛﻼﳘﺎ ﱠ‬
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‫ﻳﻌـﱪ ﻛﻞ ﻣﻦ ‪ pH‬ﻭ ‪pOH‬‬

‫ﱢ‬ ‫اﻟﻔﻜﺮة اﻟﺮﺋﻴﺴﺔ‬
‫ﻋـﻦ ﺗﺮﻛﻴـﺰ ﺃﻳﻮﻧـﺎﺕ ﺍﳍﻴﺪﺭﻭﺟـﲔ ﻭﺃﻳﻮﻧـﺎﺕ‬
‫ﺍﳊﻤﻀﻴﺔ‪ ،‬ﺃﻭ ﺍﻟﻘﺎﻋﺪ ﹼﻳﺔ ﺑﻤﺠﺮﺩ ﺍﻟﻨﻈﺮ ﺇﱃ ﺷﻜﻠﻴﻬﲈ‪.‬‬
‫ﹼ‬ ‫ﱟ‬
‫ﻛﻞ ﻣﻨﻬﲈ‬
‫ﺍﳍﻴﺪﺭﻭﻛﺴﻴﺪ ﰲ ﺍﳌﺤﺎﻟﻴﻞ ﺍﳌﺎﺋﻴﺔ‪.‬‬
‫‪54‬‬ ‫ﻛﻞ ﻣﻦ ﺍﳌﺎ ﹼﺩﺗﲔ ﺍﻟﺼﻠﺒﺘﲔ ﰲ ‪ 100ml‬ﻣﻦ ﺍﳌﺎﺀ‬ ‫ﺃﺫﺏ ‪ 1g‬ﺗﻘﺮﻳ ﹰﺒﺎ ﻣﻦ ﱟ‬
‫اﻟﻔﻜﺮة اﻟﺮﺋﻴﺴﺔ ﻳﺘﻔﺎﻋﻞ ﺍﳊﻤﺾ ﻣﻊ ﺍﻟﻘﺎﻋﺪﺓ‬
‫ﺍﳌﻘﻄﺮ‪ ،‬ﻭﺍﺳـﺄﻝ ﺍﻟﻄﻼﺏ‪ :‬ﻛﻴﻒ ﻳﻤﻜـﻦ ﺍﺧﺘﺒﺎﺭ ﺍﳌﺤﻠﻮﻟﲔ؛ ﳌﻌﺮﻓﺔ‬ ‫ﹼ‬
‫ﻣﻠﺤﺎ ﻭﻣﺎﺀ‪.‬‬
‫ﰲ ﺗﻔﺎﻋﻞ ﺍﻟﺘﻌﺎﺩﻝ ﻟﻴﻨﺘﺠﺎ ﹰ‬
‫ﺣﻘﺎﺋﻖ ﻛﻴﻤﻴﺎﺋﻴﺔ‬ ‫ﲪﻀﻴﺎﻥ ﺃﻡ ﻗﺎﻋﺪ ﹼﻳﺎﻥ؟ ﻗﺪ ﻳﻘﱰﺡ ﺍﻟﻄﻼﺏ ﺍﺳﺘﻌﲈﻝ ﻣﻘﻴﺎﺱ‬ ‫ﹼ‬ ‫ﻫﻞ ﳘﺎ‬
‫• ﺗﹸﻌـﺪ ‪ pH= 8.2‬ﻗﻴﻤـﺔ ﻣﻘﺒﻮﻟـﺔ ﻋﻤﻮ ﹰﻣـﺎ‬
‫ﻟﻸﺣﻴـﺎﺀ ﺍﳌﺎﺋﻴـﺔ‪ ،‬ﺇﻻ ﺃﻥ ﺍﳌﺤﺎﻓﻈـﺔ ﻋﲆ ﻫﺬﻩ‬ ‫ﺃﻥ ﳏﻠﻮﻝ‬‫‪ ،pH‬ﺃﻭ ﻭﺭﻕ ﹼﺗﺒﺎﻉ ﺍﻟﺸـﻤﺲ؛ ﻟﺬﺍ ﺍﺧﺘﱪ ﺍﳌﺤﻠﻮﻟﲔ ﻣﺒ ﱢﻴﻨﹰﺎ ﹼ‬
‫ﺍﻟﻘﻴﻤـﺔ ﰲ ﺣـﻮﺽ ﺍﻟﺴـﻤﻚ ﻻ ﻳﻀﻤـﻦ‬
‫ﺍﺳـﺘﻤﺮﺍﺭ ﻧﻤـﻮ ﺍﳌﺨﻠﻮﻗﺎﺕ ﺍﻟﺘـﻲ ﺗﻌﻴﺶ ﻓﻴﻪ‬ ‫‪ H2C2O4‬ﺍﳌﺎﺋﻲ ﲪﴤ‪ ،‬ﰲ ﺣﲔ ﺃﻥ ﳏﻠﻮﻝ ‪ NaOH‬ﺍﳌﺎﺋﻲ ﻗﺎﻋﺪﻱ‪،‬‬
‫ﺑﺼﻮﺭﺓ ﻃﺒﻴﻌﻴﺔ‪.‬‬
‫• ﺗﺴـﺘﻄﻴﻊ ﺍﻟﻘﴩﻳـﺎﺕ ﺍﻟﺘـﻲ ﺗﻌﻴـﺶ ﰲ ﺍﳌﻴﺎﻩ‬ ‫ﺗﺒﲔ ﻛﻴـﻒ ﻳﻨﺘـﺞ ‪H2C2O4‬ﺃﻳﻮﻧﺎﺕ‬ ‫ﻛﻴﲈﺋﻴﺔ ﹼ‬
‫ﹼ‬ ‫ﺛـﻢ ﺍﻛﺘﺐ ﻣﻌـﺎﺩﻻﺕ‬ ‫ﹼ‬
‫ﹶ‬
‫ﺍﻟﻌﻴﺶ ﰲ ﻣﻴﺎﻩ‬ ‫ﺍﻟﻌﺬﺑـﺔ ﰲ ﺃﻣﺮﻳﻜﺎ ﺍﳉﻨﻮﺑﻴـﺔ‪،‬‬
‫ﳍـﺎ ﺭﻗﻢ ﻫﻴﺪﺭﻭﺟﻴﻨـﻲ ‪ pH‬ﺑﲔ ‪ 6.4‬ﻭ‪،7.0‬‬ ‫ﺍﳌﺎﺋـﻲ‪ ،‬ﻭﻛﻴـﻒ ﻳﻨﺘـﺞ ‪ NaOH‬ﺃﻳﻮﻧﺎﺕ‬ ‫ﻫﻴﺪﺭﻭﺟـﲔ ﰲ ﺍﳌﺤﻠـﻮﻝ ﹼ‬
‫ﰲ ﺣـﲔ ﺗﻌﻴﺶ ﺍﻟﻘﴩﻳﺎﺕ ﺍﻹﻓﺮﻳﻘﻴﺔ ﰲ ﻣﻴﺎﻩ‬
‫‪ pH‬ﳍﺎ ﺑﲔ ‪ 8.0‬ﻭ ‪.9.2‬‬ ‫ﺍﳌﺎﺋﻲ‪.‬‬
‫ﻫﻴﺪﺭﻭﻛﺴﻴﺪ ﰲ ﺍﳌﺤﻠﻮﻝ ﹼ‬
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‫)‪H 2C 2O 4(s) →H + (aq) + HC 2O 4 - (aq‬‬

‫)‪NaOH (S) → Na + (aq) + OH - (aq‬‬

‫ﻣﻮﺿﺤﺎ ﱠ‬
‫ﺃﻥ ﺍﻷﲪﺎﺽ ﺗﻨﺘﺞ ﺃﻳﻮﻧﺎﺕ ﻫﻴﺪﺭﻭﺟﲔ ﰲ‬ ‫ﹰ‬ ‫ﳋﺺ ﻣﺎ ﺳﺒﻖ‬ ‫ﱢ‬
‫ﺍﳌﺎﺀ‪ ،‬ﱠ‬
‫ﻭﺃﻥ ﺍﻟﻘﻮﺍﻋﺪ ﺗﻨﺘﺞ ﺃﻳﻮﻧﺎﺕ ﻫﻴﺪﺭﻭﻛﺴﻴﺪ ﰲ ﺍﳌﺎﺀ‪.‬‬

‫ﺍﳌﺎﺋﻲ‬
‫ﺍﺳـﺄﻝ‪ :‬ﻣـﺎﺫﺍ ﻳﻤﻜﻦ ﺃﻥ ﻧﻌﺮﻑ ﻋـﻦ ﺍﳌﺤﻠﻮﻝ ﹼ‬ ‫‪pH‬‬
‫ﺍﻃﻠـﺐ ﺇﱃ ﺍﻟﻄـﻼﺏ ﻣﺮﺍﺟﻌـﺔ ﺍﳌﻔﺎﻫﻴـﻢ ﺍﻵﺗﻴـﺔ ﻗﺒﻞ ﺩﺭﺍﺳـﺔ ﻫﺬﺍ‬
‫ﰲ ﺣﻮﺽ ﺍﻷﺳـﲈﻙ‪ ،‬ﻣﻦ ﺧـﻼﻝ ﻣﻌﺮﻓﺘﻨﺎ ﻗﻴﻤﺔ ‪ pH‬؟ ﻭﺍﻃﻠـﺐ ﺇﻟﻴﻬﻢ ﻗﺮﺍﺀﺓ‬
‫ﺍﻟﻔﺼﻞ‪:‬‬
‫ﻗﺎﻋﺪﻱ ﺇﱃ ﺣﺪﱟ‬
‫ﹼ‬ ‫ﻣﻘﻴـﺎﺱ ‪ pH‬ﰲ ﺍﻟﺼﻮﺭﺓ‪ ،‬ﻭﺍﺳـﺄﳍﻢ‪ :‬ﻣﺎ ﻣﻌﻨـﻰ ‪pH= 8.2‬؟‬
‫ﹴ‬ ‫ﺍﻟﻜﻴﻤﻴﺎﺋﻴﺔ‪.‬‬
‫ﹼ‬ ‫‪ -‬ﺍﻟﺘﻔﺎﻋﻼﺕ‬
‫ﳏﻠﻮﻝ ﻓﻴـﻪ ﻗﻴﻤـﺔ ‪ ،pH= 8.00‬ﻭﳏﻠﻮﻝ ﺁﺧﺮ ﻓﻴﻪ‬ ‫ﻣـﺎ‪ .‬ﺛﻢ ﺩﻋﻬـﻢ ﻳﻘﺎﺭﻧﻮﺍ ﺑﲔ‬
‫ﻗﻴﻤﺔ ‪ .pH = 8.20‬ﻳﻜﻮﻥ ﺍﳌﺤﻠﻮﻝ ﺍﻟﺬﻱ ﻓﻴﻪ ﻗﻴﻤﺔ ‪ "pH = 8.00‬ﹼ‬
‫ﺃﻗﻞ ﻗﺎﻋﺪ ﹼﻳﺔ‬ ‫ﺍﻟﻜﻴﻤﻴﺎﺋﻴﺔ‪.‬‬
‫ﹼ‬ ‫‪ -‬ﻣﻌﺎﺩﻻﺕ ﺍﻟﺘﻔﺎﻋﻼﺕ‬
‫ﲪﻀﻴـﺔ( ﻣـﻦ ﺍﳌﺤﻠﻮﻝ ﺍﻟـﺬﻱ ﻗﻴﻤـﺔ ‪pH‬ﻓﻴـﻪ = ‪ .8.20‬ﻭﺃﴍ ﺇﱃ ﺃﻥ‬ ‫ﹼ‬ ‫)ﺃﻛﺜـﺮ‬ ‫ﺍﻟﻜﻴﻤﻴﺎﺋﻲ‪ ،‬ﻗﻮﺍﻧﲔ ﴎﻋﺔ ﺍﻟﺘﻔﺎﻋﻞ‪.‬‬
‫ﹼ‬ ‫‪ -‬ﴎﻋﺔ ﺍﻟﺘﻔﺎﻋﻞ‬
‫ﺃﻳﻮﻧﺎﺕ ﺍﳍﻴﺪﺭﻭﻛﺴـﻴﺪ ‪ OH -‬ﺗﺴﺒﺐ ﻗﺎﻋﺪ ﹼﻳﺔ ﺍﳌﺤﻠﻮﻟﲔ‪ ،‬ﹼ‬
‫ﻭﺃﻥ ﺗﺮﻛﻴﺰ ﺃﻳﻮﻧﺎﺕ‬ ‫ﺍﻟﻜﻴﻤﻴﺎﺋﻲ‪.‬‬
‫ﹼ‬ ‫‪ -‬ﺍﻻﺗﺰﺍﻥ‬
‫ﺗﻐﲑ ﻗﻴﻢ ‪.pH‬‬ ‫ﲑﺍ ﻣﻊ ﹼ‬
‫ﺍﳍﻴﺪﺭﻭﻛﺴﻴﺪ ﻳﺘﺒﺎﻳﻦ ﻛﺜ ﹰ‬

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 ‫ﺍﻋــﻤــﻞ ﺍﳌــﻄــﻮﻳــﺔ ﺍﻵﺗــﻴــﺔ‬

‫ﻳﺴـﺘﻌﻤﻞ ﺍﻟﻄـﻼﺏ ﻛﺎﺷـ ﹶﻔﲔ؛ ﻟﻠﺘﻤﻴﻴـﺰ ﺑـﲔ ﺍﳌﻨﺘﻮﺟﺎﺕ‬

‫ﻟﺘﺴﺎﻋﺪﻙ ﻋﲆ ﺍﳌﻘﺎﺭﻧﺔ ﺑﲔ‬ ‫ﻳﻤﻜﻨﻚ ﺃﻥ ﺗﺘﻌﻠﻢ ﺷـﻴﺌﹰﺎ ﺣـﻮﻝ ﺧﻮﺍﺹ ﺍﳌﻨﻈﻔـﺎﺕ‪ ،‬ﻭﺍﳌﻨﺘﺠﺎﺕ‬
‫ﺍﻟﻨﲈﺫﺝ ﺍﻟﺮﺋﻴﺴﺔ ﻟﻸﲪﺎﺽ‬ ‫ﺍﻟﺘـﻲ ﺗﺴـﺘﻌﻤﻠﻬﺎ ﰲ ﻣﻨﺰﻟـﻚ‪ ،‬ﻭﺫﻟـﻚ ﺑﺎﺧﺘﺒﺎﺭﻫﺎ ﺑﺄﴍﻃـﺔ ﹼﺗﺒﺎﻉ‬

‫ﺍﳊﻤﻀﻴﺔ ﻭﺍﻟﻘﺎﻋﺪ ﹼﻳﺔ‪.‬‬

‫ﹼ‬
‫ﻭﺍﻟﻘﻮﺍﻋﺪ‪.‬‬ ‫ﺍﻟﺸـﻤﺲ‪ .‬ﻫﻞ ﺗﺴـﺘﻄﻴﻊ ﺗﺼﻨﻴﻒ ﺗﻠﻚ ﺍﳌﻨﺘﺠﺎﺕ ﰲ ﳎﻤﻮﻋﺘﲔ؟‬

‫‪ 1‬ﺃﺣــﴬ ﺛﻼﺙ‬
‫ﺃﻭﺭﺍﻕ‪ ،‬ﻭﺍﻃﻮ ﹼﹰ‬
‫ﺗﺄﻛﺪ ﻣﻦ ﺗﻌﺒﺌﺔ ﺍﻟﻄﻼﺏ ﻟﺒﻄﺎﻗﺔ ﺍﻟﺴﻼﻣﺔ ﰲ‬ ‫ﻋﺮﺿﻴﺎ‬
‫ﹼﹰ‬
‫ﹼﹰ‬
‫ﻛﻼ ﻣﻨﻬﺎ‬
‫ﻣﻦ ﺍﳌﻨﺘﺼﻒ‪ .‬ﻭﺍﺭﺳﻢ ﺧﻄﺎ ﻋﲆ‬

‫ﺍﳌﺨﺘﱪ ﻗﺒﻞ ﺑﺪﺀ ﺍﻟﻌﻤﻞ‪.‬‬ ‫ﹸﺑﻌﺪ ‪ 3 cm‬ﺗﻘﺮﻳ ﹰﺒﺎ ﻣﻦ ﺍﻟﻄﺮﻑ‬

‫ﺍﻷﻳﴪ‪ .‬ﻗﺺ ﺍﻟﻮﺭﻗﺔ ﻋﲆ ﻃﻮﻝ‬
‫ﻫﺬﺍ ﺍﳋﻂ ﺣﺘﻰ ﺗﺼﻞ ﺇﱃ ﺍﻟﺜﻨﻴﺔ‪.‬‬
‫ﺃﺑﻌﺪ ﻛﺎﺷﻒ ﺍﻟﻔﻴﻨﻮﻟﻔﺜﺎﻟﲔ ﻋﻦ ﺍﻟﻠﻬﺐ ﻭﺍﻟﴩﺭ‪.‬‬ ‫ﻛﺮﺭ ﺫﻟﻚ ﻣﻊ ﺍﻟﻮﺭﻗﺘﲔ ﺍﻷﺧﺮﻳﲔ‪.‬‬

‫ﻛﻞ ﻭﺭﻗﺔ‪F‬ﺑﺎﺳﻢ‬ ‫ﻋﻨﻮﻥ‬ ‫‪2‬‬

‫ﻳﻤﻜﻦ ﺍﻟﺘﺨ ﱡﻠﺺ ﻣﻦ ﺍﳌـﻮﺍ ﹼﺩ‪ ،‬ﺑﺈﻟﻘﺎﺋﻬﺎ ﰲ‬
‫‪A‬‬ ‫‪B‬‬ ‫‪C‬‬ ‫‪D‬‬ ‫‪E‬‬ ‫‪G‬‬ ‫‪H AA I BB J ACACA KBD‬‬
‫‪BDBA LCC‬‬
‫‪EE‬‬
‫‪CB MDFDFD‬‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‪EGEDO .‬‬
‫‪C N EG‬‬ ‫ﺍﻟﺘﺠﺎﺭﺏ‪IF‬‬
‫‪FHFHFEP GGIG‬‬ ‫‪HH‬‬‫ﺩﻟﻴﻞ ‪JG‬‬
‫‪JH‬‬ ‫ﰲ ‪IKIKHI‬‬
‫ﺍﻟﺴﻼﻣﺔ‪JLJLJ‬‬
‫ﺑﻄﺎﻗﺔ ‪MKJ‬‬
‫‪I KM‬‬
‫‪K‬‬ ‫‪N‬‬‫ﺍﻣﻸ ‪LLK‬‬
‫‪LN‬‬ ‫‪M‬‬ ‫‪OML .N‬‬
‫‪OM‬‬ ‫‪1PNPNM‬‬ ‫‪OOON PPPO‬‬ ‫‪P‬‬
‫ﻧﻤﻮﺫﺝ ﻣﻦ ﻧﲈﺫﺝ ﺗﻌﺮﻳﻒ ﺍﻷﲪﺎﺽ‬
‫ﻭﺍﻟﻘﻮﺍﻋﺪ‪.‬‬ ‫‪ .2‬ﺿﻊ ﺛﻼﺙ ﺇﱃ ﺃﺭﺑﻊ ﻗﻄﺮﺍﺕ ﻣﻦ ﻣﻨﺘﺠﺎﺕ ﳐﺘﻠﻔﺔ ﰲ ﻓﺠﻮﺍﺕ‬

‫ﺍﻟﺼﺤﻲ‪ ،‬ﻣﻊ ﺳﻜﺐ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳌﺎﺀ ﺑﻌﺪﻫﺎ‪.‬‬‫ﹼ‬ ‫ﳎﺎﺭﻱ ﺍﻟﴫﻑ‬ ‫‪ 3‬ﹼﺛﺒﺖ ﺍﻷﻭﺭﺍﻕ‬
‫ﻃﺒﻖ ﺍﻟﺘﻔﺎﻋﻼﺕ ﺍﻟﺒﻼﺳﺘﻴﻜﻲ ﺃﻭ ﻳﻤﻜﻨﻚ ﺍﺳﺘﺨﺪﺍﻡ ﺃﻧﺎﺑﻴﺐ‬
‫ﻻﻳﺒﲔﻣﻮﺿﻊﻛﻞﻣﻨﻬﺎ‪.‬‬ ‫ﻻﻣﻦﺫﻟﻚ‪.‬ﻭﺍﺭﺳﻢﺟﺪﻭ ﹰ‬ ‫ﺍﻻﺧﺘﺒﺎﺭﺑﺪ ﹰ‬
‫ﻣﻌﺎ ﻋﲆ ﻃﻮﻝ ﺣﺎﻓﺎﲥﺎ‬ ‫ﺍﻟﺜﻼﺙ ﹰ‬ ‫‪ .3‬ﺍﺧﺘـﱪ ﻛﻞ ﻣﻨﺘـﺞ ﺑـﻮﺭﻕ ﹼﺗﺒـﺎﻉ ﺍﻟﺸـﻤﺲ ﺍﻷﺯﺭﻕ ﻭﺍﻷﲪـﺮ‪.‬‬
‫ﺍﳋﺎﺭﺟﻴﺔ‪.‬‬
‫ﺛﻢ ﺳـﺠﻞ‬ ‫ﺃﺿـﻒ ﻗﻄﺮﺗﲔ ﻣـﻦ ﺍﻟﻔﻴﻨﻮﻟﻔﺜﺎﻟﲔ ﺇﱃ ﻛﻞ ﻋﻴﻨﺔ‪ .‬ﹼ‬
‫ﻭﺳﺠﻞ‬ ‫ﻣﻼﺣﻈﺎﺗﻚ‪.‬‬
‫• ﻭﺯﹼ ﻉ ﺳـﺘﺔ ﺇﱃ ﺛﲈﻧﻴﺔ ﻣﻨﺘﺠﺎﺕ ﻟﻠﻄﻼﺏ ﰲ ﺩﻭﺍﺭﻕ ﺻﻐﲑﺓ ﻋﻠﻴﻬﺎ‬ ‫‪ 5-1‬ﹼ‬ ‫اﻟﻤﻄﻮﻳﺎت‬

‫ﻣﻼﺣﻈﺎﺗﻚ ﺍﳌﺘﻌﻠﻘﺔ ﺑﻨﲈﺫﺝ ﺍﻷﲪﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ ﰲ ﺃﺛﻨﺎﺀ‬

‫‪C18-01A-874637‬‬ ‫ﺍﻟﻔﻴﻨﻮﻟﻔﺜﺎﻟـﲔ ﻗﺎﺑـﻞ ﻟﻼﺷـﺘﻌﺎﻝ‪ .‬ﻟـﺬﺍ ﺃﺑﻌﺪﻩ ﻋﻦ‬
‫ﺃﺳﲈﺀ ﺍﳌﻮﺍ ﹼﺩ‪ ،‬ﻭﻣﻌﻬﺎ ﱠ‬
‫ﻗﻄﺎﺭﺍﺕ‪.‬‬ ‫ﻗﺮﺍﺀﺓ ﻫﺬﺍ ﺍﻟﻘﺴﻢ‪ ،‬ﺛﻢ ﺍﻛﺘﺐ ﺗﻔﺎﻋﻼﺕ ﻋﺎ ﹼﻣﺔ ﲤﺜﻞ ﻛﻞ‬
‫ﻧﻤﻮﺫﺝ‪.‬‬
‫ﺍﻟﻠﻬﺐ‪.‬‬

‫• ﺃﲪـﺎﺽ ﻣﻘﱰﺣـﺔ‪ :‬ﹼ‬

‫ﺧﻞ ﺃﺑﻴﺾ‪ ،‬ﻋﺼﲑ ﺗﻔـﺎﺡ ﺃﺑﻴﺾ‪ ،‬ﻣﴩﻭﺏ‬ ‫‪ .1‬ﺻﻨﹼﻒ ﺍﳌﻮﺍﺩ ﰲ ﳎﻤﻮﻋﺘﲔ‪ ،‬ﺑﻨﺎ ﹰﺀ ﻋﲆ ﻣﺸﺎﻫﺪﺍﺗﻚ‪.‬‬
‫‪ .2‬ﺻـﻒ ﻛﻴـﻒ ﲣﺘﻠـﻒ ﺍﳌﺠﻤﻮﻋﺘـﺎﻥ؟ ﻭﻣـﺎﺫﺍ ﻳﻤﻜﻨـﻚ ﺃﻥ‬
‫ﻣﻠﻮﻥ‪.‬‬
‫ﻏﺎﺯﻱ ﻏﲑ ﹼ‬
‫ﹼ‬ ‫ﳌﺮﺍﺟﻌﺔ ﳏﺘﻮ￯ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﻭﻧﺸـﺎﻃﺎﺗﻪ ﺍﺭﺟﻊ ﺇﱃ‬
‫ﺗﺴﺘﻨﺘﺞ؟‬
‫ﺍﳌﻮﻗﻊ‪:‬‬ ‫ﺍﺧﱰ ﻋﻴﻨﺔ ﻭﺍﺣﺪﺓ ﺗﻔﺎﻋﻠﺖ ﻣـﻊ ﺍﻟﻔﻴﻨﻮﻟﻔﺜﺎﻟﲔ‪ .‬ﻫﻞ‬
‫• ﻗﻮﺍﻋﺪ ﻣﻘﱰﺣﺔ‪ :‬ﺃﻣﻮﻧﻴﺎ ﻟﻼﺳـﺘﻌﲈﻝ ﺍﳌﻨﺰ ﹼﱄ‪ ،‬ﺻﺎﺑﻮﻥ ﺳـﺎﺋﻞ ﻏﲑ‬ ‫‪www.obeikaneducation.com‬‬ ‫ﺗﺴـﺘﻄﻴﻊ ﺟﻌـﻞ ﻫـﺬﺍ ﺍﻟﺘﻔﺎﻋﻞ ﻳﺴـﲑ ﺑﺎﻻﲡﺎﻩ ﺍﻟﻌﻜـﴘ؟ ﺻﻤﻢ‬
‫ﲡﺮﺑﺔ ﻻﺧﺘﺒﺎﺭ ﻓﺮﺿﻴﺘﻚ‪.‬‬
‫ﻣﻠﻮﻥ‪ ،‬ﳏﻠﻮﻝ ﺻﻮﺩﺍ ﺍﳋﺒﺰ‪.‬‬
‫ﹼ‬ ‫‪161‬‬

‫ﲢﻮﻝ ﺍﻷﲪﺎﺽ ﹼﺗﺒﺎﻉ ﺍﻟﺸـﻤﺲ ﺍﻷﺯﺭﻕ ﺇﱃ ﺃﲪﺮ‪،‬‬ ‫ﹼ‬

‫ﲢﻮﻝ ﺍﻟﻘﻮﺍﻋﺪ ﹼﺗﺒﺎﻉ ﺍﻟﺸـﻤﺲ ﺍﻷﲪﺮ ﺇﱃ ﺃﺯﺭﻕ‪ ،‬ﻛﲈ ﻳﺼﺒﺢ‬
‫ﰲ ﺣﲔ ﹼ‬
‫ﻭﺭﺩﻱ ﺍﻟ ﹼﻠﻮﻥ ﰲ ﺍﻟﻘﻮﺍﻋﺪ‪.‬‬
‫ﱠ‬ ‫ﺍﻟﻔﻴﻨﻮﻟﻔﺜﺎﻟﲔ‬

‫ﻳﺘـﻢ ﺍﺧﺘﺒﺎﺭﻫـﺎ‪ .‬ﺍﳌﺠﻤﻮﻋﺘﺎﻥ ﳘﺎ‬

‫ﺗﺘﺒﺎﻳـﻦ ﺍﻹﺟﺎﺑﺎﺕ ﺣﺴـﺐ ﺍﳌﻮﺍ ﹼﺩ ﺍﻟﺘﻲ ﹼ‬ ‫‪.1‬‬
‫ﺍﻷﲪﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ‪.‬‬
‫ﺗﺘﻔﺎﻋﻞ ﺍﳌﻮﺍ ﹼﺩ ﻣﻊ ﹼﺗﺒﺎﻉ ﺍﻟﺸﻤﺲ ﻭﺍﻟﻔﻴﻨﻮﻟﻔﺜﺎﻟﲔ؛ ﺑﻨﺎ ﹰﺀ ﻋﲆ ﺍﳌﺠﻤﻮﻋﺔ ﺍﻟﺘﻲ‬ ‫‪.2‬‬
‫ﺗﻨﺘﻤﻲ ﺇﻟﻴﻬﺎ‪.‬‬

‫ﺗﺘﻀﻤـﻦ ﺇﺿﺎﻓﺔ ﹴ‬
‫ﲪﺾ ﺇﱃ‬ ‫ﹼ‬ ‫ﺗﺘﺒﺎﻳـﻦ ﺍﻹﺟﺎﺑـﺎﺕ‪ .‬ﻏﲑ ﺃﻧﹼﻪ ﳚـﺐ ﺃﻥ‬
‫ﻣﻌﺎﺩﻟﺔ ﺍﻟﻜﺎﺷﻒ‪.‬‬

‫‪161‬‬
 ‫‪Introduction to Acids and Bases‬‬
‫اﻟﺮﺋﻴﺴﺔ‬ ‫اﻟﻔﻜﺮة‬
‫‪5-1‬‬

‫ﲢــﺪﺩ ﺍﳋـــﻮﺍﺹ ﺍﻟﻔﻴـﺰﻳـﺎﺋـﻴــﺔ‬

‫ﻭﺍﻟﻜﻴﻤﻴﺎﺋﻴﺔ ﻟﻸﲪـﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ‪.‬‬
‫‪5-1‬‬
‫ﺷـﻴﻮﻋﺎ ﻟﻠﻤﻮﺍﺩ ﻫـﻮ ﺗﺼﻨﻴﻔﻬﺎ ﺇﱃ ﺃﲪـﺎﺽ ﻭﻗﻮﺍﻋﺪ‪.‬‬‫ﹰ‬ ‫ﺇﻥ ﺍﻟﺘﺼﻨﻴﻒ ﺍﻷﻛﺜﺮ‬
‫ﻭﻳﻤﻜـﻦ ﲤﻴﻴﺰ ﺍﻷﲪﺎﺽ ﻣﻦ ﺍﻟﻄﻌﻢ ﺍﻟﻼﺫﻉ ﻟﺒﻌﺾ ﺍﳌﴩﻭﺑﺎﺕ ﺍﳌﻔﻀﻠﺔ ﻟﺪﻳﻚ‪ ،‬ﺃﻭﺍﻟﺮﺍﺋﺤﺔ ﺍﳊﺎﺩﺓ‬
‫ﺗﺼﻨﹼﻒ ﺍﳌﺤﺎﻟﻴﻞ ﺇﱃ ﲪﻀﻴﺔ‪ ،‬ﺃﻭ‬
‫ﻗﺎﻋﺪﻳﺔ‪ ،‬ﺃﻭ ﻣﺘﻌﺎﺩﻟﺔ‪.‬‬
‫‪.1‬‬
‫ﺗﻘﺎﺭﻥ ﺑـﲔ ﻧـﲈﺫﺝ ﺃﺭﻫﻴﻨﻴﻮﺱ‪ ،‬ﻟﺒﻌﺾ ﺍﻟﻘﻮﺍﻋﺪ ﻣﺜﻞ ﺍﻷﻣﻮﻧﻴﺎ ﰲ ﺑﻌﺾ ﺍﳌﻨﻈﻔﺎﺕ ﺍﳌﻨﺰﻟﻴﺔ‪.‬‬

‫‪Properties of Acids and Bases‬‬ ‫ﻭﺑﺮﻭﻧﺴـﺘﺪ ‪ -‬ﻟـﻮﺭﻱ‪ ،‬ﻭﻟﻮﻳﺲ‬

‫ﻟﻸﲪﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ‪.‬‬
‫ﻓﻴﻨﺒﻪ ﺃﻓﺮﺍﺩ‬
‫ﹼ‬ ‫ﻣﺴﺘﻌﻤﺮﺗﻪ‪،‬‬ ‫ﳞﺪﺩ‬ ‫ﺑﺨﻄﺮ‬ ‫ﻳﺸﻌﺮ‬ ‫ﻋﻨﺪﻣﺎ‬ ‫)ﺍﻟﻔﻮﺭﻣﻴﻚ(‬ ‫ﺍﳌﻴﺜﺎﻧﻮﻳﻚ‬ ‫ﲪﺾ‬ ‫ﺍﻟﻨﻤﻞ‬
‫ﺍﳌﺴﺘﻌﻤﺮﺓ ﻛﻠﻬﺎ‪ .‬ﺃﻣﺎ ﺍﻷﲪﺎﺽ ﺍﳌﺬﺍﺑﺔ ﰲ ﻣﺎﺀ ﺍﳌﻄﺮ ﻓﺘﺆﺩﻱ ﺇﱃ ﺗﻜﻮﻳﻦ ﻛﻬﻮﻑ ﻛﺒﲑﺓ ﰲ ﺍﻟﺼﺨﻮﺭ‬
‫ﻳﻄﻠﻖ‬
‫ﻗﺒﻞ ﺑﺪﺀ ﺍﻟـﺪﺭﺱ‪ ،‬ﺍﻋﺮﺽ ﻋﲆ ﺍﻟﻄﻼﺏ ﴍﳛـﺔ ﺍﻟﱰﻛﻴﺰ ﺭﻗﻢ‬
‫ﺃﻳﻀﺎ ﺇﱃ ﺗﻠﻒ ﺍﻷﺑﻨﻴﺔ ﻭﺍﳌﻮﺍﻗﻊ ﺍﻷﺛﺮﻳﺔ ﺍﻟﻘ ﱢﻴﻤﺔ ﻣﻊ ﻣﺮﻭﺭ ﺍﻟﺰﻣﻦ‪ .‬ﻭﺗﺴﺘﻌﻤﻞ‬ ‫ﻧﻤﻮﺫﺝ ﻳﺴـﺘﻌﻤﻞ ﺍﳉﲑﻳﺔ‪ ،‬ﻭﺗﺆﺩﻱ ﹰ‬ ‫)‪ (15‬ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﻣﺼـﺎﺩﺭ ﺍﻟﺘﻌﻠﻢ ﻟﻠﻔﺼﻮﻝ )‪ ،(1-5‬ﻭﻳﻤﻜﻨﻚ‬
‫ﺃﻳﻀﺎ ﲪﺾ‬ ‫ﺍﻟﺘﻤﺜﻴـﻞ ﺍﻟﻨﻘﻄـﻲ ﻟﻺﻟﻜﱰﻭﻧـﺎﺕ؛ ﺍﻷﲪﺎﺽ ﰲ ﺇﺿﺎﻓﺔ ﻧﻜﻬﺔ ﺇﱃ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳌﴩﻭﺑﺎﺕ ﻭﺍﻷﻃﻌﻤﺔ ﺍﻟﺘﻲ ﺗﺘﻨﺎﻭﳍﺎ‪ .‬ﻭﻫﻨﺎﻙ ﹰ‬
‫ﺩﻭﺭﺍ ﰲ ﺣﻴﺎﺗﻚ؛ ﻓﺎﻟﺼﺎﺑﻮﻥ ﺍﻟﺬﻱ‬ ‫ﻟﻴﺒﲔ ﻛﻴﻔﻴﺔ ﺗﺮﺗﻴـﺐ ﺍﻹﻟﻜﱰﻭﻧﺎﺕ ﰲ ﺍﳌﻌﺪﺓ ﻳﺴﺎﻋﺪ ﻋﲆ ﻫﻀﻢ ﺍﻟﻄﻌﺎﻡ‪ .‬ﻛﺬﻟﻚ ﺗﻠﻌﺐ ﺍﻟﻘﻮﺍﻋﺪ ﹰ‬
‫ﻋﺮﺿﻬـﺎ ﻣﻠﻮﻧﺔ ﻣﻦ ﺧـﻼﻝ ﺍﻟﺮﺟـﻮﻉ ﺇﱃ ﺍﳌﻮﻗـﻊ ﺍﻹﻟﻜﱰﻭﲏ‪:‬‬
‫ﺗﺴﺘﻌﻤﻠﻪ ﻭﺍﻷﻗﺮﺍﺹ ﺍﳌﻀﺎﺩﺓ ﻟﻠﺤﻤﻮﺿﺔ ﺍﻟﺘﻲ ﻗﺪ ﺗﺘﻨﺎﻭﳍﺎ ﻋﻨﺪ ﺍﺿﻄﺮﺍﺏ ﺍﳌﻌﺪﺓ ﻣﻦ ﺍﻟﻘﻮﺍﻋﺪ‪.‬‬ ‫ﰲ ﺍﳉﺰﻳﺌﺎﺕ‪.‬‬
‫ﻛﲈ ﺃﻥ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳌﻮﺍﺩ ﺍﳌﻨﺰﻟﻴﺔ ‪-‬ﻛﺎﻟﺘﻲ ﺍﺳﺘﻌﻤﻠﺖ ﰲ ﺍﻟﺘﺠﺮﺑﺔ ﺍﻻﺳﺘﻬﻼﻟﻴﺔ ‪ -‬ﺃﲪﺎﺽ ﺃﻭ ﻗﻮﺍﻋﺪ‪.‬‬
‫ﻗﺪ ﺗﻜﻮﻥ ﺑﻌﺾ ﺍﳋﻮﺍﺹ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﻟﻸﲪﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ ﻣﺄﻟﻮﻓﺔ‪ ،‬ﻓﺄﻧﺖ‬ ‫‪www.obeikaneducation.com‬‬
‫ﻼ ﺃﻥ ﺍﳌﺤﺎﻟﻴﻞ ﺍﳊﻤﻀﻴﺔ ﻃﻌﻤﻬﺎ ﻻﺫﻉ‪ ،‬ﻭﻣﻨﻬﺎ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﴩﻭﺑﺎﺕ ﺍﻟﻐﺎﺯﻳﺔ ﺍﻟﺘﻲ ﲤﺘﺎﺯ‬ ‫ﺗﻌﻠﻢ ﻣﺜ ﹰ‬ ‫ﺍﳌﺤﻠﻮﻝ ﺍﳊﻤﴤ‬
‫ﲠﺬﺍ ﺍﻟﻄﻌﻢ ﺍﻟﻼﺫﻉ ﺑﺴﺒﺐ ﺍﺣﺘﻮﺍﺋﻬﺎ ﻋﲆ ﲪﴤ ﺍﻟﻜﺮﺑﻮﻧﻴﻚ ‪ H2CO3‬ﻭﺍﻟﻔﻮﺳﻔﻮﺭﻳﻚ ‪H3PO4‬؛‬ ‫ﺍﳌﺤﻠﻮﻝ ﺍﻟﻘﺎﻋﺪﻱ‬ ‫اﻟﺮﺋﻴﺴﺔ‬ ‫اﻟﻔﻜﺮة‬
‫ﻭﻣﻨﻬﺎ ﺍﻟﻠﻴﻤﻮﻥ ﻭﺍﳉﺮﻳﺐ ﻓﺮﻭﺕ ﻻﺣﺘﻮﺍﺋﻬﲈ ﻋﲆ ﲪﴤ ﺍﻟﺴﱰﻳﻚ ﻭﺍﻷﺳﻜﻮﺭﺑﻴﻚ؛ ﻛﲈ ﺃﻥ ﲪﺾ‬ ‫ﻧﻤﻮﺫﺝ ﺃﺭﻫﻴﻨﻴﻮﺱ‬
‫ﻻﺫﻋﺎ‪ .‬ﻭﺭﺑﲈ ﺗﻌﻠﻢ ﺃﻥ ﺍﳌﺤﺎﻟﻴﻞ ﺍﻟﻘﺎﻋﺪﻳﺔ ﻃﻌﻤﻬﺎ ﹸﻣ ﹼﺮ‪ ،‬ﻭﳍﺎ ﻣﻠﻤﺲ ﺯﹶ ﻟﹺﻖ‪.‬‬
‫ﺍﳋﻞ ﳚﻌﻞ ﻃﻌﻢ ﺍﳋﻞ ﹰ‬
‫ﹼ‬
‫ﻧﻤﻮﺫﺝ ﺑﺮﻭﻧﺴﺘﺪ – ﻟﻮﺭﻱ‬
‫ﺍﳊﻤﺾ ﺍﳌﺮﺍﻓﻖ )ﺍﳌﻘﱰﻥ(‬
‫ﺍﻟﻜﻴﻤﻴﺎﺋﻴﺔ ﻟﻠﺘﺄ ﱡﻳﻦ‬
‫ﹼ‬ ‫ﺍﻛﺘﺐ ﻋﲆ ﺍﻟﺴﺒﻮﺭﺓ ﺍﳌﻌﺎﺩﻟﺔ‬
‫ﺗﻌﺮﻑ ﺃﻱ ﲪﺾ ﺃﻭ ﻗﺎﻋﺪﺓ ﺃﻭ‬ ‫ﻓﻜﺮ ﻛﻴﻒ ﺗﺼﺒﺢ ﻗﻄﻌﺔ ﺍﻟﺼﺎﺑﻮﻥ ﺯﻟﻘﺔ ﻋﻨﺪﻣﺎ ﺗﺒﺘﻞ‪ .‬ﻻ ﲢﺎﻭﻝ ﺃﺑﺪﹰ ﺍ ﹼ‬
‫ﺃﻱ ﻣﺎﺩﺓ ﺃﺧﺮ￯ ﰲ ﺍﳌﺨﺘﱪ ﻋﱪ ﺗﺬﻭﻗﻬﺎ ﺃﻭ ﳌﺴﻬﺎ‪.‬‬ ‫ﺍﻟﻘﺎﻋﺪﺓ ﺍﳌﺮﺍﻓﻘﺔ )ﺍﳌﻘﱰﻧﺔ(‬
‫ﺍﻷﺯﻭﺍﺝ ﺍﳌﱰﺍﻓﻘﺔ‬
‫ﺍﻷﻭﻝ ﳊﻤﺾ ﺍﻷﻛﺴﺎﻟﻴﻚ‪ ،‬ﻭﺍﻛﺘﺐ ﺍﳌﺎﺀ ﻋﲆ ﺃﻧﹼﻪ ﻣﺎﺩﺓ ﻣﺘﻔﺎﻋﻠﺔ‪.‬‬
‫ﱠ‬
‫ﻳﺒﲔ ﺍﻟﺸﻜﻞ ‪ 5-1‬ﻧﺒﺘﺘﲔ ﺗﻨﻤﻮﺍﻥ ﰲ ﺗﺮﺑﺘﲔ ﳐﺘﻠﻔﺘﲔ‪ ،‬ﻓﺈﺣﺪﺍﳘﺎ ﺗﻨﻤﻮ ﰲ ﺗﺮﺑﺔ ﲪﻀﻴﺔ‪ ،‬ﻭﺍﻷﺧﺮ￯‬
‫ﻣﻮﺍﺩ ﻣﱰﺩﺩﺓ )ﺃﻣﻔﻮﺗﲑﻳﺔ(‬ ‫)‪H 2C 2O 4(s) + H 2O (1) → H 3O + (aq)+ HC 2O 4 - (aq‬‬
‫ﺗﻨﻤﻮ ﰲ ﺗﺮﺑﺔ ﻗﺎﻋﺪﻳﺔ )ﻗﻠﻮﻳﺔ(‪.‬‬
‫ﻧﻤﻮﺫﺝ ﻟﻮﻳﺲ‬
‫ﺃﻥ ‪ ، H3O+‬ﺃﻭ ﺃﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﻧﻴﻮﻡ ﻳﻤﺜﹼﻞ ﺃﻳﻮﻥ ﻫﻴﺪﺭﻭﺟﲔ‬ ‫ﻭﺃﴍ ﺇﱃ ﹼ‬
‫‪5-1‬‬

‫ﺛـﻢ ﺃﻋـﺪ ﻛﺘﺎﺑـﺔ ﺍﳌﻌﺎﺩﻟـﺔ ﻣﺒ ﱢﻴﻨﹰـﺎ ﺗﺮﺍﻛﻴـﺐ ﻟﻮﻳـﺲ ﺫﺍﺕ‬

‫ﹸﻣﺘﻤ ﱢﻴ ﹰﻬـﺎ‪ ،‬ﹼ‬
‫ﺍﻹﻟﻜﱰﻭﻧﻴـﺔ ﳉﻤﻴﻊ ﺍﳌـﻮﺍ ﹼﺩ ﺍﳌﺘﻔﺎﻋﻠﺔ ﻭﺍﻟﻨﺎﲡـﺔ‪ .‬ﻣﻼﺣﻈﺔ‪:‬‬
‫ﹼ‬ ‫ﺍﻟﻨﻘـﺎﻁ‬
‫ﲪـﺾ ﺍﻷﻛﺴـﺎﻟﻴﻚ ﻫﻮ ﲪـﺾ ﺍﻹﻳﺜﺎﻧﻮﻳـﻚ ﺛﻨﺎﺋﻲ ﺍﻟﻜﺮﺑﻮﻛﺴـﻴﻞ‬
‫‪162‬‬
‫)‪ .(Ethanedioic acid‬ﻭﺍﺳـﺄﻝ‪ :‬ﻣـﺎﺫﺍ ﳛﺼـﻞ ﺑـﲔ ﺟﺰﻳﺌـﺎﺕ‬
‫‪ H2C2O4‬ﻭ‪ H2O‬ﰲ ﺃﺛﻨـﺎﺀ ﺍﻟﺘﻔﺎﻋﻞ؟ ﻳﻨﺘﻘـﻞ ﺃﻳﻮﻥ ﻫﻴﺪﺭﻭﺟﲔ‪ ،‬ﺃﻭ‬
‫ﺑﺮﻭﺗـﻮﻥ‪ ،‬ﻣﻦ ﺟـﺰﻱﺀ ‪ H2C2O4‬ﺇﱃ ﺟـﺰﻱﺀ ‪ ، H2O‬ﺣﻴﺚ ﻳﺮﺗﺒﻂ‬
‫ﻭﺿﺢ ﱠ‬
‫ﺃﻥ‬ ‫ﻣﺘـﺎﺡ ﻣـﻦ ﺍﻹﻟﻜﱰﻭﻧـﺎﺕ‪ .‬ﱢ‬
‫ﹴ‬ ‫ﺑـﺰﻭﺝ‬
‫ﹴ‬ ‫ﺃﻳـﻮﻥ ﺍﳍﻴﺪﺭﻭﺟـﲔ‬
‫ﺃﻥ ‪H2C2O4‬‬ ‫ﺃﺣﺪ ﻧﲈﺫﺝ ﺍﻷﲪﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﺸـﺎﺋﻌﺔ ﻳﺮﻛـﺰ ﻋﲆ ﱠ‬
‫ﻃﺮاﺋﻖ ﺗﺪرﻳﺲ ﻣﺘﻨﻮﻋﺔ‬ ‫ﻧﻤﻮﺫﺟﺎ ﺛﺎﻧ ﹰﻴﺎ‬
‫ﹰ‬ ‫ﻳﻔﻘـﺪ ﺃﻭ ﻳﻜﺘﺴـﺐ ﺃﻳﻮﻥ ﻫﻴﺪﺭﻭﺟـﲔ‪ ،‬ﻭﻟﻜﻦ ﻫﻨـﺎﻙ‬
‫ﺯﻭﺟﺎ‬ ‫ﺃﻥ ﺃﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﺟﲔ ﻣﻦ ﺟﺰﻱﺀ ‪ H2C2O4‬ﻳﻘﺒﻞ ﹰ‬ ‫ﻳﺮﻛﺰ ﻋـﲆ ﹼ‬
‫ﺍﻃﻠﺐ ﺇﱃ ﺍﻟﻄﻼﺏ‬
‫ﺃﻥ ﺍﻟﻨﻤﻮﺫﺟﲔ‬ ‫ﻣـﻦ ﺍﻹﻟﻜﱰﻭﻧـﺎﺕ ﻣﻦ ﺟﺰﻱﺀ ﺍﳌـﺎﺀ‪ ،‬ﻟـﺬﺍ ﺃﴍ ﺇﱃ ﹼ‬
‫ﺃﻥ ﻳﺴﺘﻌﻤﻠﻮﺍ ﺍﻟﺮﺳﻮﻡ ﺃﻭﺍﻟﻨﲈﺫﺝ؛‬
‫ﻛﻴﻔﻴﺔ‬
‫ﺻﺤﻴﺤﺎﻥ ﻭﻣﻘﺒﻮﻻﻥ‪ ،‬ﻭﳘﺎ ﻳﻘﺪﹼ ﻣﺎﻥ ﺭﺅﻳﺘﲔ ﳐﺘﻠﻔﺘﲔ ﺣﻮﻝ ﹼ‬
‫ﻟﺘﻮﺿﻴـﺢ ﺍﻟﻔـﺮﻕ ﺑـﲔ ﺗﺮﻛﻴـﺐ‬
‫ﺣﺪﻭﺙ ﺍﻟﺘﻔﺎﻋﻞ‪.‬‬
‫ﺃﻳـﻮﻥ ﺍﳍﻴﺪﺭﻭﻛﺴـﻴﺪ‪ ،‬ﻭﺃﻳـﻮﻥ‬
‫ﺍﳍﻴﺪﺭﻭﻧﻴﻮﻡ‪ ،‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﴍﺡ‬
‫ﻧﲈﺫﺟﻬﻢ ﻭﺭﺳﻮﻣﻬﻢ‪.‬‬

‫‪162‬‬
 ‫‪5-2‬‬
‫‪HCl‬‬

‫‪.2‬‬
‫‪NaOH‬‬

‫ﻭﻣﻦ ﺍﳋﻮﺍﺹ ﺍﻷﺧﺮ￯ ﻟﻠﻤﺤﺎﻟﻴﻞ ﺍﳊﻤﻀﻴﺔ ﻭﺍﻟﻘﺎﻋﺪﻳﺔ ﻣﻘﺪﺭﲥﺎ ﻋﲆ ﺗﻮﺻﻴﻞ‬

‫ﺍﺳـﺄﻝ ﺍﻟﻄـﻼﺏ ﻛﻴﻒ ﻳﻜﻮﻥ‬ ‫ﺍﻟﻜﻬﺮﺑﺎﺀ ﺑﺴﺒﺐ ﺗﺄﻳﻨﻬﺎ‪ .‬ﻓﺎﳌﺎﺀ ﺍﻟﻨﻘﻲ ﻏﲑ ﻣﻮﺻﻞ ﻟﻠﻜﻬﺮﺑﺎﺀ‪ ،‬ﺇﻻ ﺃﻥ ﺇﺿﺎﻓﺔ ﲪﺾ ﺃﻭ ﻗﺎﻋﺪﺓ ﺇﻟﻴﻪ ﺗﻨﺘﺞ‬

‫ﻣﻠﻤﺲ ﺍﻟﺼﺎﺑﻮﻥ ﻋﻨﺪﻣﺎ ﻳﻐﺴـﻠﻮﻥ ﺃﻳﺪﳞـﻢ؟ ﺯﻟﹺ ﹰﻘﺎ‪ ،‬ﺛﻢ ﹼﺑﲔ ﳍﻢ‬
‫ﺃﻳﻮﻧﺎﺕ ﲡﻌﻞ ﺍﳌﺤﻠﻮﻝ ﺍﻟﻨﺎﺗﺞ ﻣﻮﺻ ﹰ‬
‫ﻼ ﻟﻠﻜﻬﺮﺑﺎﺀ‪.‬‬
‫ﻳﻤﻜﻦ ﺗﻌﺮﻑ ﺍﻷﲪﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ ﻣﻦ ﺧﻼﻝ ﺗﻔﺎﻋﻠﻬﲈ ﻣﻊ ﻭﺭﻕ ﺗﺒﺎﻉ ﺍﻟﺸﻤﺲ‪.‬‬

‫ﺃﻧﹼـﻪ ﻋﻨﺪﻣﺎ ﺗﻠﻤﺲ ﻭﺭﻗﺔ ﹼﺗﺒﺎﻉ ﺍﻟﺸـﻤﺲ ﺍﳊﻤﺮﺍﺀ ﻗﻄﻌﺔ ﺻﺎﺑﻮﻥ‬ ‫ﺃﻳﻀﺎ ﻣﻦ ﺧﻼﻝ ﺗﻔﺎﻋﻼﲥﺎ ﻣﻊ ﺑﻌﺾ ﺍﻟﻔﻠﺰﺍﺕ ﻭﻛﺮﺑﻮﻧﺎﺕ ﺍﻟﻔﻠﺰﺍﺕ‪.‬‬
‫ﻧﻮﻋﺎ ﻣﻦ ﺍﻷﺻﺒﺎﻍ ﺍﳌﺴﺘﻌﻤﻠﺔ ﻋﺎﺩﺓ ﰲ ﺍﻟﺘﻤﻴﻴﺰ‬
‫ﺗﻌﺮﻑ ﺍﻷﲪﺎﺽ ﹰ‬
‫ﻭﻳﻤﻜﻦ ﱡ‬
‫ﻳﻌﺪ ﺗﺒﺎﻉ ﺍﻟﺸﻤﺲ ﹰ‬
‫ﻳﺘﺤﻮﻝ ﻟﻮﳖﺎ ﺇﱃ ﺍﻟﻠﻮﻥ ﺍﻷﺯﺭﻕ‬
‫ﹼ‬ ‫ﲢﻮﻝ ﳏﺎﻟﻴﻞ ﺍﻷﲪﺎﺽ ﻟﻮﻥ ﻭﺭﻕ ﺗﺒﺎﻉ‬ ‫ﺑﲔ ﳏﺎﻟﻴﻞ ﺍﻷﲪﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ‪ ،‬ﻛﲈ ﰲ ﺍﻟﺸﻜﻞ ‪5-2‬؛ ﺇﺫ ﹼ‬
‫ﺍﻟﺸﻤﺲ ﺍﻷﺯﺭﻕ ﺇﱃ ﺍﻷﲪﺮ‪ ،‬ﻭﲢﻮﻝ ﳏﺎﻟﻴﻞ ﺍﻟﻘﻮﺍﻋﺪ ﻟﻮﻥ ﻭﺭﻕ ﺗﺒﺎﻉ ﺍﻟﺸﻤﺲ ﺍﻷﲪﺮ ﺇﱃ ﺍﻷﺯﺭﻕ‪.‬‬
‫ﻳﺘﻔﺎﻋﻞ ﻛﻞ ﻣﻦ ﺍﳌﺎﻏﻨﺴﻴﻮﻡ ﻭﺍﳋﺎﺭﺻﲔ ﻣﻊ ﳏﺎﻟﻴﻞ‬
‫ﺍﻷﲪﺎﺽ‪ ،‬ﻓﻴﻨﺘﺞ ﻋﻦ ﻫﺬﺍ ﺍﻟﺘﻔﺎﻋﻞ ﻏﺎﺯ ﺍﳍﻴﺪﺭﻭﺟﲔ‪ .‬ﻭﺗﺼﻒ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻵﺗﻴﺔ ﺍﻟﺘﻔﺎﻋﻞ ﺑﲔ ﺍﳋﺎﺭﺻﲔ‬
‫ﻭﲪﺾ ﺍﳍﻴﺪﺭﻭﻛﻠﻮﺭﻳﻚ‪:‬‬
‫)‪Zn(s) + 2HCl(aq) → ZnCl 2(aq) + H 2(g‬‬

‫ﻭﺗﺘﻔﺎﻋﻞ ﻛﺮﺑﻮﻧﺎﺕ ﺍﻟﻔﻠﺰﺍﺕ ‪ CO 32-‬ﻭﻛﺮﺑﻮﻧﺎﺕ ﺍﻟﻔﻠﺰﺍﺕ ﺍﳍﻴﺪﺭﻭﺟﻴﻨﻴﺔ ‪ HCO 3-‬ﹰ‬

‫ﺃﻳﻀﺎ ﻣﻊ ﳏﺎﻟﻴﻞ‬
‫ﺍﻷﲪﺎﺽ ﻣﻨﺘﺠﺔ ﻏﺎﺯ ﺛﺎﲏ ﺃﻛﺴﻴﺪ ﺍﻟﻜﺮﺑﻮﻥ ‪ .CO2‬ﻓﻌﻨﺪ ﺇﺿﺎﻓﺔ ﺍﳋﻞ ﺇﱃ ﺻﻮﺩﺍ ﺍﳋﺒﺰ ﳛﺪﺙ ﺗﻔﺎﻋﻞ‬
‫‪2Al (s) + 3H 2SO 4(aq) → Al 2(SO 4) 3(aq) + 3H 2(g) .a .1‬‬ ‫ﺑﲔ ﲪﺾ ﺍﻹﻳﺜﺎﻧﻮﻳﻚ )ﺍﳋﻞ( ‪ CH 3COOH‬ﺍﻟﺬﺍﺋﺐ ﰲ ﺍﳋﻞ ﻭﻛﺮﺑﻮﻧﺎﺕ ﺍﻟﺼﻮﺩﻳﻮﻡ ﺍﳍﻴﺪﺭﻭﺟﻴﻨﻴﺔ‬
‫‪ ،NaHCO3‬ﻭﻳﻨﺘﺞ ﻏﺎﺯ ‪ CO2‬ﺍﻟﺬﻱ ﹼ‬
‫ﻳﺴﺒﺐ ﻇﻬﻮﺭ ﺍﻟﻔﻘﺎﻋﺎﺕ‪.‬‬
‫‪CaC O 3(s) +2HB r (aq) →CaB r 2(aq) + H 2 O (l) +C .b‬‬
‫)‪NaHCO 3(s) + CH 3COOH → CH 3COONa + H 2O(l) + CO 2(g‬‬

‫)‪O 2(g‬‬ ‫ﻟﺘﻌﺮﻑ ﺍﻟﺼﺨﺮ ﺍﳉﲑﻱ )ﺍﻟﺬﻱ ﻳﺘﻜﻮﻥ ﺑﺸﻜﻞ‬ ‫ﻳﺴﺘﻌﻤﻞ ﺍﳉﻴﻮﻟﻮﺟﻴﻮﻥ ﳏﻠﻮﻝ ﲪﺾ ﺍﳍﻴﺪﺭﻭﻛﻠﻮﺭﻳﻚ ﱡ‬
‫ﺭﺋﻴﺲ ﻣﻦ ‪ ،(CaCO3‬ﻓﺈﺫﺍ ﺃﺩﺕ ﺑﻀﻊ ﻗﻄﺮﺍﺕ ﻣﻦ ﺍﳊﻤﺾ ﺇﱃ ﺇﻧﺘﺎﺝ ﻓﻘﺎﻋﺎﺕ ﺛﺎﲏ ﺃﻛﺴﻴﺪ ﺍﻟﻜﺮﺑﻮﻥ‬
‫‪Ca 2+ (aq) + CO3 2-_(aq) + 2H +(aq) + 2Br -_(aq) → .2‬‬ ‫ﺩﻝ ﺫﻟﻚ ﻋﲆ ﺃﻥ ﺍﻟﺼﺨﺮ ﳛﺘﻮﻱ ﻋﲆ ﻣﺎﺩﺓ ﺍﳉﲑ‪.‬‬

‫)‪CO 2(g) + Ca 2+ (aq) + 2Br - (aq) + H 2O (l‬‬ ‫‪ .1‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻻﺕ ﻛﻴﻤﻴﺎﺋﻴﺔ ﺭﻣﺰﻳﺔ ﻣﻮﺯﻭﻧﺔ ﻟﻠﺘﻔﺎﻋﻼﺕ ﺑﲔ‪:‬‬
‫‪ .a‬ﺍﻷﻟﻮﻣﻨﻴﻮﻡ ﻭﲪﺾ ﺍﻟﻜﱪﻳﺘﻴﻚ‪.‬‬
‫‪CO 3‬‬ ‫‪2-‬‬
‫)‪(aq‬‬ ‫‪+ 2H‬‬ ‫‪+‬‬
‫)‪(aq‬‬ ‫)‪→ CO 2(g) + H 2O (l‬‬
‫‪ .b‬ﻛﺮﺑﻮﻧﺎﺕ ﺍﻟﻜﺎﻟﺴﻴﻮﻡ ﻭﲪﺾ ﺍﳍﻴﺪﺭﻭﺑﺮﻭﻣﻴﻚ‪.‬‬
‫ﺍﻛﺘﺐ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻷﻳﻮﻧﻴﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ ﻟﻠﺘﻔﺎﻋﻞ ﰲ ﺍﻟﺴﺆﺍﻝ ‪.1b‬‬ ‫‪.2‬‬

‫‪163‬‬

‫دﻓﺘﺮ اﻟﻜﻴﻤﻴﺎء‬

‫ﺍﻃﻠﺐ ﺇﱃ‬
‫ﻳﺘﻔﺤﺼﻮﺍ ﺍﳌﻠﺼﻘﺎﺕ‬
‫ﺍﻟﻄﻼﺏ ﺃﻥ ﱠ‬
‫ﺍﳌﻮﺟﻮﺩﺓ ﻋﲆ ﺍﻷﻃﻌﻤﺔ‪ ،‬ﻭﺍﳌﻨﺘﺠﺎﺕ‬
‫ﺍﳌﻨﺰﻟﻴـﺔ‪ ،‬ﻣﺜـﻞ ﻣـﻮﺍﺩ ﺍﻟﺘﻨﻈﻴـﻒ‬
‫ﹼ‬
‫ﻭﺍﻟﺸﺎﻣﺒﻮ‪ ،‬ﻭﺃﻥ ﻳﻀﻌﻮﺍ ﰲ ﺩﻓﺎﺗﺮﻫﻢ‬
‫ﹴ‬
‫ﺃﲪﺎﺽ ﻣﻮﺟﻮﺩﺓ ﰲ ﺗﻠﻚ‬ ‫ﺑﺄﻱ‬
‫ﻗﻮﺍﺋﻢ ﱢ‬
‫ﺍﳌﻨﺘﺠﺎﺕ‪.‬‬

‫‪163‬‬
 ‫‪5-3‬‬
‫]‪[OH-] [H+‬‬
‫ﺍﻟﻌﻤﻮﺩﻱ ﺍﳌﺮﺳﻮﻡ ﰲ‬
‫ﱢ‬ ‫ﺍﻟﺸـﻜﻞ ‪ 5-3‬ﻋﻨﺪ ﱢ‬
‫ﺍﳋﻂ‬ ‫"‬
‫‪+‬‬
‫] ‪[H‬‬ ‫]‪[H+‬‬

‫‪-‬‬
‫]‪[OH-‬‬ ‫ﻣﺮﻛﺰ ﺍﻟﺮﺳﻢ‪.‬‬
‫] ‪[OH‬‬

‫ﲢﺘﻮﻱ ﺍﳌﺤﺎﻟﻴﻞ ﺍﳌﺎﺋﻴﺔ ﲨﻴﻌﻬﺎ ﻋﲆ ﺃﻳﻮﻧﺎﺕ ﺍﳍﻴﺪﺭﻭﺟﲔ ‪ H+‬ﻭﺃﻳﻮﻧﺎﺕ‬

‫ﲪﻀﻴﺎ ﺃﻭ ﻗﺎﻋﺪ ﹼﹰﻳﺎ ﺃﻭ ﻣﺘﻌﺎﺩ ﹰ‬
‫ﻻ‪.‬‬ ‫ﹼﹰ‬ ‫ﺍﳍﻴﺪﺭﻭﻛﺴﻴﺪ ‪ .OH-‬ﻭﲢﺪﺩ ﺍﻟﻜﻤﻴﺎﺕ ﺍﻟﻨﺴﺒﻴﺔ ﻣﻦ ﺍﻷﻳﻮﻧﲔ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﺤﻠﻮﻝ‬
‫‪C19-01C-828378-08-A‬‬
‫ﻭﺍﳌﺤﺎﻟﻴﻞ ﺍﳌﺘﻌﺎﺩﻟﺔ ﻟﻴﺴﺖ ﲪﻀﻴﺔ ﻭﻻ ﻗﺎﻋﺪﻳﺔ‪.‬‬ ‫ﺗﺴﺘﻌﻤﻞ ﺍﻷﲪﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ‬
‫ﳛﺘـﻮﻱ ﺍﳌﺤﻠـﻮﻝ ﺍﳊﻤـﴤ ﻋـﲆ ﺃﻳﻮﻧـﺎﺕ ﻫﻴﺪﺭﻭﺟـﲔ ﺃﻛﺜـﺮ ﻣـﻦ ﺃﻳﻮﻧـﺎﺕ ﺍﳍﻴﺪﺭﻭﻛﺴـﻴﺪ‪ .‬ﰲ ﺣـﲔ ﳛﺘـﻮﻱ‬
‫ﺍﳌﺤﻠﻮﻝ ﺍﻟﻘﺎﻋﺪﻱ ﻋﲆ ﺃﻳﻮﻧﺎﺕ ﻫﻴﺪﺭﻭﻛﺴـﻴﺪ ﺃﻛﺜﺮ ﻣﻦ ﺃﻳﻮﻧﺎﺕ ﺍﳍﻴﺪﺭﻭﺟﲔ‪ .‬ﺃﻣﺎ ﺍﳌﺤﻠﻮﻝ ﺍﳌﺘﻌﺎﺩﻝ ﻓﻴﺤﺘﻮﻱ ﻋﲆ‬ ‫ﺍﻟﺼﻨﺎﻋﻴـﺔ ﺑـﲈ ﻓﻴﻬـﺎ‪ ،‬ﺗﻜﺮﻳـﺮ ﺍﻟﺒﱰﻭﻝ‬
‫ﹼ‬ ‫ﺍﻟﻌﻤﻠﻴـﺎﺕ‬
‫ﱠ‬ ‫ﰲ ﺍﻟﻌﺪﻳـﺪ ﻣـﻦ‬
‫ﺗﺮﻛﻴﺰﻳﻦ ﻣﺘﺴـﺎﻭﻳﲔ ﻣﻦ ﺃﻳﻮﻧﺎﺕ ﺍﳍﻴﺪﺭﻭﺟﲔ ﻭﺃﻳﻮﻧﺎﺕ ﺍﳍﻴﺪﺭﻭﻛﺴـﻴﺪ‪ .‬ﻭﻳﻤﺜﻞ ﺍﻟﺸﻜﻞ ‪ 5-3‬ﻫﺬﻩ ﺍﻟﻌﻼﻗﺎﺕ‪ ،‬ﰲ‬
‫ﻃﻮﺭ ﺍﻟﻌﻠﲈﺀ ﻓﻬﻤﻬﻢ ﻟﻸﲪﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ‪.‬‬
‫ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ‪،‬‬
‫ﹼ‬ ‫ﹼ‬
‫ﻭﺍﻟﺴـﻜﺮ‪ ،‬ﻭﺍﻟﻄـﻼﺀ ﺑﺎﻟﻜﻬﺮﺑـﺎﺀ‪ ،‬ﻭﺃﻟـﻮﺍﺡ ﺍﻟﺪﻭﺍﺋـﺮ‬
‫ﺣﲔ ﻳﻤﺜﻞ ﺍﻟﺸﻜﻞ ‪ 5-4‬ﻛﻴﻒ ﹼ‬
‫ﻳﻨﺘﺞ ﺍﳌﺎﺀ ﺍﻟﻨﻘﻲ ﺃﻋﺪﺍﺩﹰﺍ ﻣﺘﺴﺎﻭﻳﺔ ﻣﻦ ﺃﻳﻮﻧﺎﺕ ‪ H+‬ﻭﺃﻳﻮﻧﺎﺕ ‪ OH-‬ﰲ ﻋﻤﻠﻴﺔ ﺗﺴﻤﻰ ﺍﻟﺘﺄﻳﻦ ﺍﻟﺬﺍﰐ؛ ﺇﺫ ﺗﺘﻔﺎﻋﻞ‬
‫ﺟﺰﻳﺌﺎﺕ ﺍﳌﺎﺀ ﻣﻨﺘﺠﺔ ﺃﻳﻮﻧﺎﺕ ﺍﳍﻴﺪﺭﻭﻧﻴﻮﻡ ‪ ،H3O+‬ﻭﺃﻳﻮﻧﺎﺕ ﺍﳍﻴﺪﺭﻭﻛﺴﻴﺪ‪.‬‬
‫ﺍﻟﺼﺤﻲ ﻭﻣﺎ ﻓﻴﻬﺎ‬
‫ﹼ‬ ‫ﻭﻣﻌﺎﺩﻟـﺔ ﺍﳌﻴﺎﻩ ﺍﻟﻌﺎﺩﻣﺔ‪ ،‬ﻭﻣﻌﺎﳉﺔ ﻣﻴـﺎﻩ ﺍﻟﴫﻑ‬
‫)‪H 2O(l) + H 2O(l‬‬ ‫‪#‬‬ ‫)‪H 3O +(aq) + OH -(aq‬‬ ‫ﻣﻦ ﺍﻟﻨﻔﺎﻳﺎﺕ‪ ،‬ﻭﲣﻤﲑ ﺍﻟﻜﺤﻮﻝ‪ .‬ﻭﺗﺸﻤﻞ ﺍﳌﻨﺘﺠﺎﺕ ﺍﻟﺘﻲ ﺗﺴﺘﻌﻤﻞ‬
‫ﺟﺰﻳﺌﺎ ﻣﺎﺀ‬ ‫ﺃﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﻧﻴﻮﻡ‬ ‫ﺃﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﻛﺴﻴﺪ‬

‫ﺃﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﻧﻴﻮﻡ ﻋﺒﺎﺭﺓ ﻋﻦ ﺃﻳﻮﻥ ﻫﻴﺪﺭﻭﺟﲔ ﻣﺮﺗﺒﻂ ﻣﻊ ﺟﺰﻱﺀ ﻣﺎﺀ ﺑﺮﺍﺑﻄﺔ ﺗﺴﺎﳘﻴﺔ‪ .‬ﻭﻳﻤﻜﻦ ﺍﺳﺘﻌﲈﻝ ﺍﻟﺮﻣﺰﻳﻦ‬ ‫ﻭﺍﳌﺘﻔﺠﺮﺍﺕ‪،‬‬
‫ﹼ‬ ‫ﺍﻷﲪـﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ ﰲ ﺇﻧﺘﺎﺟﻬﺎ ﻣﺎ ﻳﲇ‪ :‬ﺍﻷﺳـﻤﺪﺓ‪،‬‬
‫ﺍﳌﺒﺴﻄﺔ ﻟﻠﺘﺄﻳﻦ ﺍﻟﺬﺍﰐ‪:‬‬ ‫‪ H+‬ﻭ ‪ H3O+‬ﺑﺎﻟﺘﺒﺎﺩﻝ‪ ،‬ﹾ‬
‫ﺃﻱ ﻭﺿﻊ ﺃﺣﺪﳘﺎ ﻣﻜﺎﻥ ﺍﻵﺧﺮ‪ ،‬ﻛﲈ ﺗﺒﲔ ﺍﳌﻌﺎﺩﻟﺔ ﹼ‬
‫)‪H 2O(l) # H +(aq) + OH -(aq‬‬
‫ﻭﺍﻟﺒﻼﺳﺘﻴﻚ‪ ،‬ﻭﺍﳊﱪ‪ ،‬ﻭﺍﻟﺼﺎﺑﻮﻥ‪ ،‬ﻭﺍﻟﻮﺭﻕ‪ ،‬ﻭﺍﻷﻓﻼﻡ‪ ،‬ﻭﺍﻷﺩﻭﻳﺔ‪،‬‬
‫‪5-4‬‬
‫ﺍﻟﺼﻨﺎﻋﻴﺔ‪ ،‬ﻭﺍﻷﺻﺒﺎﻍ‪ ،‬ﻭﻃﻼﺀ ﺍﻟﺒﻼﺳﺘﻴﻚ‪ ،‬ﻭﺍﳌﺬﻳﺒﺎﺕ‪،‬‬‫ﹼ‬ ‫ﻭﺍﻷﻧﺴﺠﺔ‬
‫‪ 1909‬ﺳﺎﻋﺪ ﺗﻄﻮﻳﺮ ﺗﺪﺭﻳﺞ‬
‫‪ 1869‬ﺍﻛﺘﺸـﻔﺖ ﺍﻷﲪﺎﺽ‬
‫ﺍﻟﻨﻮﻭﻳﺔ ﻣﺜﻞ‪ DNA :‬ﻭ‪ RNA‬ﰲ‬
‫ﻭﺍﳌﺒﻴﺪﺍﺕ ﺍﳊﴩ ﹼﻳﺔ‪.‬‬
‫‪ pH‬ﺍﻟﻌﻠﲈﺀ ﻋﲆ ﺗﻌﺮﻳﻒ ﲪﻀﻴﺔ‬
‫ﻧﻮ￯ ﺍﳋﻼﻳﺎ‪.‬‬ ‫‪150‬‬
‫ﺍﳌﺎﺩﺓ‪.‬‬

‫‪ 1883‬ﺍﻓـﱰﺽ ﺃﺭﻫﻴﻨﻴـﻮﺱ ﺃﻥ‬ ‫‪ 1865‬ﺇﺩﺧـﺎﻝ ﺍﻟـﺮﺫﺍﺫ ﺍﳌﻌﻘـﻢ‬

‫‪$‬‬

‫ﺗﻮﺳـﻊ ﺍﻟﻌﻠـﲈﺀ ﰲ ﺗﻌﺮﻳـﻒ‬‫ﹼ‬ ‫‪1923‬‬

‫ﺍﻷﲪﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ‪ ،‬ﻭﻗﺪﱠ ﻣﻮﺍ ﺍﻟﺘﻌﺎﺭﻳﻒ‬ ‫ﺍﻷﲪـﺎﺽ ﺗﻨﺘـﺞ ﺃﻳﻮﻧـﺎﺕ ﺍﳍﻴﺪﺭﻭﺟـﲔ‬
‫ﺣﺎﻟﻴﺎ‪.‬‬
‫ﺍﳌﺴﺘﻌﻤﻠﺔ ﹼﹰ‬ ‫‪ ،H+‬ﰲ ﺣـﲔ ﺗﻨﺘـﺞ ﺍﻟﻘﻮﺍﻋـﺪ ﺃﻳﻮﻧـﺎﺕ‬
‫ﺍﳍﻴﺪﺭﻭﻛﺴـﻴﺪ ‪ OH-‬ﻋﻨـﺪ ﺇﺫﺍﺑﺘﻬـﺎ ﰲ‬
‫ﺍﳌﺎﺀ‪.‬‬
‫ﺍﻟﺬﻱ ﳛﺘﻮﻱ ﻋـﲆ ﲪﺾ ﺍﻟﻜﺮﺑﻮﻟﻴﻚ‬
‫)ﺍﻟﻔﻴﻨﻮﻝ( ‪ C6H5OH‬ﻟﻠﻤﺮﺓ ﺍﻷﻭﱃ‬
‫ﻭﺍﻟـﺬﻱ ﻳﻌﺪ ﺑﺪﺍﻳـﺔ ﺍﳉﺮﺍﺣﺔ ﺍﳊﺪﻳﺜﺔ‬
‫ﰲ ﺃﺟﻮﺍﺀ ﻣﻌﻘﻤﺔ‪.‬‬

‫‪164‬‬

‫ﻣﺸﺮوع اﻟﻜﻴﻤﻴﺎء‬

‫ﺍﻃﻠﺐ ﺇﱃ ﺍﻟﻄﻼﺏ ﺃﻥ ﻳﺴﺘﻌﻤﻠﻮﺍ ﺧﺮﻳﻄﺔ ﺍﳌﻤﻠﻜﺔ؛‬

‫ﻹﻋﺪﺍﺩ ﻗﺎﺋﻤﺔ ﺑﺄﺳﲈﺀ ﻋﺪﺩ ﻣﻦ ﺍﳌﺪﻥ ﻭﺍﻟﻘﺮ￯ ﰲ ﺃﻧﺤﺎﺀ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﳌﻤﻠﻜﺔ‪،‬‬
‫ﲪﻀﻴﺔ ﺍﳌﻄﺮ‬
‫ﹼ‬ ‫ﻭﺍﻃﻠـﺐ ﺇﻟﻴﻬﻢ ﺍﻟﻌﻤﻞ ﰲ ﳎﻤﻮﻋـﺎﺕ؛ ﻟﻮﺿﻊ ﹼ‬
‫ﺧﻄﺔ ﳌﻘﺎﺭﻧـﺔ‬
‫ﺍﳋﻄﺔ ﻛﻴﻒ ﻭﻣﺘﻰ ﺳـﺘﺆﺧﺬ ﺍﻟﻘﻴﺎﺳـﺎﺕ‪،‬‬ ‫ﰲ ﻫﺬﻩ ﺍﳌﻮﺍﻗﻊ‪ ،‬ﻋﲆ ﺃﻥ ﺗﺸـﻤﻞ ﹼ‬
‫ﺳﺘﺘﻢ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﻟﻨﺘﺎﺋﺞ‪ ،‬ﻭﻣﺎ ﺁﺛﺎﺭ‬
‫ﺳﻴﺘﻢ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﻛﻴﻒ ﹼ‬
‫ﻭﻛﻴﻒ ﹼ‬
‫ﳞﺘﻤﻮﻥ ﺑﺎﳌﻄﺮ‬‫ﺃﻥ ﻣﻌﻈﻢ ﺍﻟﻨـﺎﺱ ﹼ‬ ‫ﺍﳊﻤـﴤ ﰲ ﺍﳌﺠﺘﻤﻊ‪ .‬ﻫﻞ ﺗﻌﺘﻘـﺪ ﹼ‬
‫ﹼ‬ ‫ﺍﳌﻄـﺮ‬
‫ﺍﳊﻤﴤﹼ ﰲ ﳎﺘﻤﻌﻚ؟ ﻭﳌﺎﺫﺍ؟ ﻗﺪ ﳚﻌﻞ ﺍﳌﻄﺮ ﺍﳊﻤﴤﹼ ﹼ‬
‫ﲡﻤﻌﺎﺕ ﺍﳌﻴﺎﻩ ﺃﻛﺜﺮ‬
‫ﺍﳋﺎﺭﺟﻴﺔ‬
‫ﹼ‬ ‫ﲪﻀﻴﺔ‪ ،‬ﻭ ﹸﻳ ﹸ‬
‫ﺘﻠﻒ ﺍﻷﺷـﺠﺎﺭ ﻭﺍﻟﱰﺑﺔ‪ ،‬ﻭﳚﻌﻞ ﺍﳌﺒﺎﲏ ﻭﺍﳌﻨﺤﻮﺗﺎﺕ‬ ‫ﹼ‬
‫ﺗﺘﺂﻛﻞ ﺑﴪﻋﺔ‪.‬‬

‫‪164‬‬
 ‫‪The Arrhenius Model‬‬
‫ﲪﻀﻴـﺎ ﺃﻭ‬
‫ﹼﹰ‬ ‫ﻻ ﻓﻜﻴـﻒ ﻳﺼﺒـﺢ ﺍﳌﺤﻠـﻮﻝ ﺍﳌﺎﺋـﻲ‬ ‫ﺇﺫﺍ ﻛﺎﻥ ﺍﳌـﺎﺀ ﺍﻟﻨﻘـﻲ ﻣﺘﻌـﺎﺩ ﹰ‬
‫ﻗﺎﻋـﺪ ﹼﹰﻳﺎ؟ ﻛﺎﻥ ﺃﻭﻝ ﺷـﺨﺺ ﳚﻴﺐ ﻋﻦ ﻫﺬﺍ ﺍﻟﺘﺴـﺎﺅﻝ ﺍﻟﻜﻴﻤﻴﺎﺋﻲ ﺍﻟﺴـﻮﻳﺪﻱ‬
‫ﺳـﻔﺎﻧﺖ ﺃﺭﻫﻴﻨﻴﻮﺱ ﺍﻟﺬﻱ ﺍﻗﱰﺡ ﻋﺎﻡ ‪1883‬ﻡ ﻣﺎ ﻳﻌﺮﻑ ﺍﻵﻥ ﺑﺎﺳـﻢ ﻧﻤﻮﺫﺝ‬

‫ﻳﻔﺮﻗﻮﺍ ﺑـﲔ )‪HCl (g‬‬

‫ﺍﺳــﺄﻝ ﺍﻟﻄــﻼﺏ ﺃﻥ ﱢ‬
‫ﺃﺭﻫﻴﻨﻴـﻮﺱ ﻟﻸﲪﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ‪ ،‬ﺍﻟﺬﻱ ﻳﻨﺺ ﻋـﲆ ﺃﻥ ﺍﳊﻤﺾ ﻣﺎﺩﺓ ﲢﺘﻮﻱ‬
‫ﻋـﲆ ﺍﳍﻴﺪﺭﻭﺟـﲔ‪ ،‬ﻭﺗﺘﺄﻳﻦ ﰲ ﺍﳌﺤﺎﻟﻴـﻞ ﺍﳌﺎﺋﻴﺔ ﻣﻨﺘﺠﺔ ﺃﻳﻮﻧـﺎﺕ ﺍﳍﻴﺪﺭﻭﺟﲔ‪.‬‬
‫ﻭ)‪ HCl(g) .HCl (aq‬ﻫـﻮ ﻏـﺎﺯ ﻛﻠﻮﺭﻳﺪ ﺍﳍﻴﺪﺭﻭﺟـﲔ؛ ﰲ ﺣﲔ ﻳﻌﺪ‬ ‫ﻭﺍﻟﻘﺎﻋـﺪﺓ ﻣـﺎﺩﺓ ﲢﺘﻮﻱ ﻋـﲆ ﳎﻤﻮﻋﺔ ﺍﳍﻴﺪﺭﻭﻛﺴـﻴﺪ‪ ،‬ﻭﺗﺘﻔـﻜﻚ ﰲ ﺍﳌﺤﻠﻮﻝ‬
‫ﺍﳌﺎﺋﻲ ﻣﻨﺘﺠﺔ ﺃﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﻛﺴﻴﺪ‪.‬‬
‫)‪ HCl (aq‬ﻏـﺎﺯ ﻛﻠﻮﺭﻳـﺪ ﺍﳍﻴﺪﺭﻭﺟﲔ ﻣﺬﺍ ﹰﺑﺎ ﰲ ﺍﳌﺎﺀ ﻭﻳﺴـﻤﻰ ﲪﺾ‬ ‫ﺗﺄﻣـﻞ ﻣـﺎ ﳛﺪﺙ ﻋﻨـﺪ ﺇﺫﺍﺑﺔ ﻏـﺎﺯ ﻛﻠﻮﺭﻳﺪ‬
‫ﻻ ﻋﲆ ﻧﻤﻮﺫﺝ ﺃﺭﻫﻴﻨﻴﻮﺱ ﻟﻸﲪﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ؛‬ ‫ﺍﳍﻴﺪﺭﻭﺟﲔ ﰲ ﺍﳌﺎﺀ ﺑﻮﺻﻔﻪ ﻣﺜﺎ ﹰ‬
‫ﲑﺍ ﰲ‬
‫ﺃﻥ ﺃﺳـﲈﺀ ﺍﻷﲪﺎﺽ ﺳﺘﺴـﺘﻌﻤﻞ ﻛﺜ ﹰ‬ ‫ﺍﳍﻴﺪﺭﻭﻛﻠﻮﺭﻳـﻚ‪ .‬ﻭﺑـﲈ ﹼ‬ ‫‪5-5‬‬ ‫ﲪﻀﻴﺎ‪.‬‬
‫ﹼﹰ‬ ‫ﺍﳌﺤﻠﻮﻝ‬ ‫ﲡﻌﻞ‬ ‫ﺍﻟﺘﻲ‬ ‫‪H‬‬‫‪+‬‬
‫ﺃﻳﻮﻧﺎﺕ‬ ‫ﻣﻜﻮﻧﺔ‬
‫ﺇﺫ ﺗﺘﺄﻳﻦ ﺟﺰﻳﺌﺎﺕ ‪ HCl‬ﹼ‬

‫ﻫﺬﺍ ﺍﻟﻔﺼﻞ‪ ،‬ﻟﺬﺍ ﺭﺍﺟﻊ ﺍﻟﻄﻼﺏ ﻓﻴﲈ ﺗﻌﻤﻠﻮﻩ ﺳـﺎﺑ ﹰﻘﺎ ﺣﻮﻝ ﺗﺴـﻤﻴﺔ‬
‫)‪HCl(g) → H +(aq) + Cl -(aq‬‬
‫ﻭﻋﻨﺪﻣـﺎ ﻳـﺬﻭﺏ ﺍﳌﺮﻛﺐ ﺍﻷﻳﻮﲏ ﻫﻴﺪﺭﻭﻛﺴـﻴﺪ ﺍﻟﺼﻮﺩﻳـﻮﻡ ‪ NaOH‬ﰲ ﺍﳌﺎﺀ‬
‫ﻓﺈﻧﻪ ﻳﺘﺤﻠﻞ ﻟﻴﻨﺘﺞ ﺃﻳﻮﻧﺎﺕ ‪ OH-‬ﺍﻟﺘﻲ ﲡﻌﻞ ﺍﳌﺤﻠﻮﻝ ﻗﺎﻋﺪ ﹼﹰﻳﺎ‪.‬‬
‫ﺍﻷﻛﺴﺠﻴﻨﻴﺔ‪.‬‬
‫ﹼ‬ ‫ﹼﻨﺎﺋﻴﺔ‪ ،‬ﻭﺍﻷﲪﺎﺽ‬
‫ﺍﻷﲪﺎﺽ ﺍﻟﺜ ﹼ‬ ‫)‪NaOH(s) → Na +(aq) + OH -(aq‬‬
‫ﻭﻋـﲆ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﻧﻤﻮﺫﺝ ﺃﺭﻫﻴﻨﻴﻮﺱ ﻳﻔـﴪ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳌﺤﺎﻟﻴﻞ ﺍﳊﻤﻀﻴﺔ‬
‫ﹰ‬
‫ﻓﻤﺜـﻼ ﻻ ﲢﺘﻮﻱ ﺍﻷﻣﻮﻧﻴﺎ‬ ‫ﻭﺍﻟﻘﺎﻋﺪﻳـﺔ‪ ،‬ﺇﻻ ﺃﻧﻪ ﻻ ﳜﻠﻮ ﻣﻦ ﺑﻌﺾ ﺍﻟﺴـﻠﺒﻴﺎﺕ؛‬
‫‪ NH3‬ﻭﻛﺮﺑﻮﻧﺎﺕ ﺍﻟﺼﻮﺩﻳﻮﻡ ‪ Na2CO3‬ﻋﲆ ﳎﻤﻮﻋﺔ ﺍﳍﻴﺪﺭﻭﻛﺴـﻴﺪ‪ ،‬ﺇﻻ ﺃﻥ‬
‫ﹼﹰ‬
‫ﻛﻼ ﻣﻨﻬـﲈ ﻳﻨﺘﺞ ﺃﻳﻮﻧﺎﺕ ﺍﳍﻴﺪﺭﻭﻛﺴـﻴﺪ ﻋﻨـﺪ ﺇﺫﺍﺑﺘﻪ ﰲ ﺍﳌـﺎﺀ‪ .‬ﻭﺗﻌﺪ ﻛﺮﺑﻮﻧﺎﺕ‬
‫اﻟﻤﻄﻮﻳﺎت ﺃﺩﺧـﻞ ﻣﻌﻠﻮﻣﺎﺕ‬
‫ﺍﻟﺼﻮﺩﻳﻮﻡ ﺍﳌﺮﻛﺐ ﺍﳌﺴـﺆﻭﻝ ﻋﻦ ﺟﻌﻞ ﺑﺤﲑﺓ ﻧﺎﺗﺮﻭﻥ ﰲ ﺗﻨﺰﺍﻧﻴﺎ ﺫﺍﺕ ﻭﺳـﻂ‬
‫ﺃﻱ ﻫﻴﺪﺭﻭﻛﺴـﻴﺪ‬‫ﺃﻥ ﱠ‬‫ﻗﺪ ﻳﻔـﱰﺽ ﺍﻟﻄـﻼﺏ ﹼ‬ ‫ﻣﻦ ﻫﺬﺍ ﺍﻟﻘﺴﻢ ﰲ ﻣﻄﻮﻳﺘﻚ‪.‬‬
‫ﻗﺎﻋـﺪﻱ‪ ،‬ﻛـﲈ ﻫﻮ ﻣﺒـﲔ ﰲ ﺍﻟﺸـﻜﻞ ‪ .5-5‬ﻟﺬﺍ ﻣـﻦ ﺍﻟﻮﺍﺿﺢ ﺃﻧﻨـﺎ ﺑﺤﺎﺟﺔ ﺇﱃ‬

‫ﻭﺿـﺢ ﳍـﻢ ﹼ‬
‫ﺃﻥ ﺇﺫﺍﺑﺔ‬ ‫ﻣﺎﺋﻴـﺎ ﻗﺎﻋﺪ ﹼﹰﻳـﺎ؛ ﻟـﺬﺍ ﹼ‬
‫ﻻ ﹼﹰ‬ ‫ﻓﻠـﺰﻱ ﺳـﻴﻨﺘﺞ ﳏﻠـﻮ ﹰ‬
‫ﱟ‬
‫ﻧﻤﻮﺫﺝ ﺃﻛﺜﺮ ﺩﻗﺔ ﻳﺸﻤﻞ ﺍﻟﻘﻮﺍﻋﺪ ﲨﻴﻌﻬﺎ‪.‬‬

‫ﺍﻟﻔﻠـﺰﺍﺕ ﻋﺎﻟﻴـﺔ ﺍﻟﺸـﺤﻨﺔ ﻣﺜـﻞ ‪ ،Al(OH) 3‬ﰲ‬ ‫ﱠ‬ ‫ﻫﻴﺪﺭﻭﻛﺴـﻴﺪﺍﺕ‬ ‫‪ 1990 – 1980‬ﻻ ﲢﺘـﻮﻱ‬
‫ﻃﻮﺭ ﻣﻘﺎﻳﻴﺲ ‪ pH‬ﺍﻟﺘﻲ ﺗﺸﺘﻤﻞ ﻋﲆ ﺭﻗﺎﺋﻖ‬ ‫‪ 1934 – 1933‬ﹼ‬

‫‪$‬‬
‫ﺍﻟﻔﻠﺰ ﺍﳌﻮﺟﺒﺔ ﺍﻟﺸـﺤﻨﺔ‬
‫ﻷﻥ ﺃﻳﻮﻧـﺎﺕ ﹼ‬ ‫ﲪﻀﻴـﺔ؛ ﹼ‬ ‫ﺍﳌـﺎﺀ ﻳﻨﺘـﺞ ﳏﺎﻟﻴـﻞ‬
‫ﻃـﻮﺭ ﺍﻟﻌﻠﲈﺀ ﺍﻷﲪﺎﺽ ﺍﳌﻄﻮﺭﺓ‪ ،‬ﻭﻫﻲ ﺃﻛﺜﺮ‬
‫ﹼ‬ ‫‪2005‬‬ ‫ﺍﻟﻌﻠﲈﺀ ﻣﻘﻴﺎﺱ ‪ pH‬ﺍﳌﺤﻤﻮﻝ‪ .‬ﺍﻟﺴـﻠﻴﻜﻮﻥ ﺃﺟـﺰﺍﺀ ﺯﺟﺎﺟﻴـﺔ‪ ،‬ﻭﻫـﻲ‬
‫ﹼ‬ ‫ﲪﻀﻴـﺔ ﻣﻦ ﲪـﺾ ﺍﻟﻜﱪﻳﺘﻴـﻚ ﺍﻟﺬﻱ ﺗﺮﻛﻴـﺰﻩ ‪.100%‬‬
‫ﻭﺗﺸـﻤﻞ ﺗﻄﺒﻴﻘﺎﺕ ﻫﺬﻩ ﺍﻷﲪﺎﺽ ﺇﻧﺘﺎﺝ ﺑﻼﺳـﺘﻴﻚ ﻗﻮﻱ‬
‫ﺷـﺎﺋﻌﺔ ﺍﻻﺳﺘﻌﲈﻝ ﺍﻵﻥ ﰲ ﺍﻟﺼﻨﺎﻋﺎﺕ‬
‫ﺍﻟﻐﺬﺍﺋﻴﺔ ﻭﺍﻟﺘﺠﻤﻴﻠﻴﺔ ﻭﺍﻟﺪﻭﺍﺋﻴﺔ‪.‬‬
‫ﺫﺭﺓ‬
‫ﻭﲤﻜﻦ ﹼ‬‫ﲡـﺬﺏ ﺍﻹﻟﻜﱰﻭﻧﺎﺕ ﻣـﻦ ﺭﺍﺑﻄـﺔ ‪ O-H‬ﻓﺘﻀﻌﻔﻬـﺎ‪ ،‬ﹼ‬ ‫ﻭﺑﻨﺰﻳﻦ ﻋﺎﱄ ﺍﻷﻭﻛﺘﺎﻥ‪.‬‬

‫ﺍﳍﻴﺪﺭﻭﺟﲔ ﻣﻦ ﺍﻟﺘﺄ ﱡﻳﻦ‪.‬‬

‫‪ 1953‬ﺩﺭﺱ ﺟﺎﻳﻤـﺲ‬

‫‪ 1963‬ﺍﻛﺘﺸـﻒ ﺍﻟﻌﻠﲈﺀ ﺍﳌﻄﺮ‬
‫ﺍﳊﻤـﴤ ﰲ ﺃﻣﺮﻳﻜﺎ ﺍﻟﺸـﲈﻟﻴﺔ؛ ﻓﻘﺪ‬
‫ﺑﻴﻨﺖ ﺍﻟﺪﺭﺍﺳـﺎﺕ ﺃﻥ ﺍﳌﻄﺮ ﺍﳌﻠﻮﺙ‬
‫ﺃﻛﺜـﺮ ﲪﻀﻴﺔ ﻣﺌﺔ ﻣﺮﺓ ﻣﻦ ﺍﳌﻄﺮ ﻏﲑ‬
‫ﺍﳌﻠﻮﺙ‪.‬‬
‫‪165‬‬
‫‪$‬‬
‫ﻭﺍﻃﺴﻮﻥ‪ ،‬ﻭﻓﺮﺍﻧﺴﻴﺲ ﻛﺮﻳﻚ‪،‬‬
‫ﻭﺭﻭﺯﺍﻟﻨـﺪ ﻓﺮﺍﻧﻜﻠﲔ ﺍﳊﻤﺾ‬
‫ﺍﻟﻨـﻮﻭﻱ ‪ ،DNA‬ﻭﺍﺿﻌـﲔ‬
‫ﺇﻃـﺎﺭﺍ ﻟﻠﺼﻨﺎﻋـﺔ‬
‫ﹰ‬ ‫ﺑﺬﻟـﻚ‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺍﳊﻴﻮﻳﺔ‪.‬‬

‫‪165‬‬
 ‫‪The Bronsted-Lowry Model‬‬
‫ﻧﻤﻮﺫﺟﺎ ﺃﺷﻤﻞ‬
‫ﹰ‬ ‫ﺍﻗﱰﺡ ﺍﻟﻜﻴﻤﻴﺎﺋﻲ ﺍﻟﺪﻧﲈﺭﻛﻲ ﻳﻮﻫﺎﻥ ﺑﺮﻭﻧﺴﺘﺪ ﻭﺍﻟﻜﻴﻤﻴﺎﺋﻲ ﺍﻹﻧﺠﻠﻴﺰﻱ ﺗﻮﻣﺎﺱ ﻟﻮﺭﻱ‬
‫ﻟﻸﲪﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ؛ ﺣﻴﺚ ﻳﺮﻛﺰ ﻋﲆ ﺃﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﺟﲔ ‪ .H+‬ﻓﻔﻲ ﻧﻤﻮﺫﺝ ﺑﺮﻭﻧﺴﺘﺪ – ﻟﻮﺭﻱ‬
‫ﻟﻸﲪﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ ﻳﻜﻮﻥ ﺍﳊﻤﺾ ﻫﻮ ﺍﳌﺎﺩﺓ ﺍﳌﺎﻧﺤﺔ ﻷﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﺟﲔ‪ ،‬ﰲ ﺣﲔ ﺗﻜﻮﻥ ﺍﻟﻘﺎﻋﺪﺓ ﻫﻲ‬
‫ﺍﳌﺎﺩﺓ ﺍﳌﺴﺘﻘﺒﻠﺔ ﳍﺬﺍ ﺍﻷﻳﻮﻥ‪.‬‬
‫ﺇﺫﺍ ﺍﻓﱰﺿﻨﺎ ﺃﻥ ﺍﻟﺮﻣﺰﻳﻦ ‪ X‬ﻭ ‪ Y‬ﻳﻤﺜﻼﻥ‬
‫ﻋﻨﴫﻳﻦ ﻏﲑ ﻓﻠﺰﻳﲔ ﺃﻭ ﺃﻳﻮﻧﺎﺕ ﺳﺎﻟﺒﺔ ﻣﺘﻌﺪﺩﺓ ﺍﻟﺬﺭﺍﺕ ﻓﺈﻧﻨﺎ ﻧﺴﺘﻄﻴﻊ ﻛﺘﺎﺑﺔ ﺍﻟﺼﻴﻐﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﺤﻤﺾ‬
‫‪A‬‬ ‫‪B‬‬ ‫‪C‬‬ ‫‪D‬‬ ‫‪E A F B G AC H BD I CE J DF K EG‬‬
‫‪A L FH‬‬ ‫‪CI N HD‬‬
‫‪BM G‬‬ ‫‪JO‬‬ ‫‪IE‬‬
‫‪KP‬‬ ‫‪JFL‬‬ ‫‪KM‬‬
‫‪G‬‬ ‫‪N‬‬
‫‪H‬‬
‫‪L‬‬ ‫‪M‬‬
‫‪OI‬‬
‫ﰲ ﺻﻮﺭﺓ ‪ HX‬ﺃﻭ ‪ .HY‬ﻭﻋﻨﺪﻣﺎ ﹶﻳﺬﻭﺏ ﺟﺰﻱﺀ ﻣﻦ ﲪﺾ ‪ HX‬ﰲ ﺍﳌﺎﺀ ﻳﻌﻄﻰ ﺃﻳﻮﻥ ‪ H+‬ﳉﺰﻱﺀ ﻣﺎﺀ‪،‬‬
‫ﻓﻴﺴﻠﻚ ﺟﺰﻱﺀ ﺍﳌﺎﺀ ﺳﻠﻮﻙ ﺍﻟﻘﺎﻋﺪﺓ‪ ،‬ﻭﻳﻜﺘﺴﺐ ﺃﻳﻮﻥ ‪ ، H+‬ﻛﲈ ﰲ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻵﺗﻴﺔ‪:‬‬
‫ﹶ‬
‫ﺃﺟـ ﹺﺮ ﻫﺬﺍ ﺍﻟﻌـﺮﺽ ﰲ ﻣـﻜﺎﻥ ﹼ‬
‫ﺟﻴﺪ ﺍﻟﺘﻬﻮﻳـﺔ‪ ،‬ﺃﻭ ﰲ‬
‫)‪HX(aq) + H 2O(l) # H 3O +(aq) + X -(aq‬‬
‫ﲪﻀﺎ‪ ،‬ﻓﺘﺼﺒﺢ ﺻﻴﻐﺘﻪ ‪ ،H3O+‬ﺍﻟﺬﻱ ﻳﺴﻤﻰ ﺃﻳﻮﻥ‬ ‫ﻭﻋﻨﺪ ﺍﻛﺘﺴﺎﺏ ﺟﺰﻱﺀ ﺍﳌﺎﺀ ﺃﻳﻮﻥ‪ H+‬ﻳﺼﺒﺢ ﹰ‬
‫ﺇﺿﺎﻓﻴﺎ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﻤﻨﺤﻪ‪ .‬ﻭﻋﻨﺪﻣﺎ ﻳﻤﻨﺢ ﺍﳊﻤﺾ ‪HX‬‬
‫ﹼﹰ‬ ‫ﺍﳍﻴﺪﺭﻭﻧﻴﻮﻡ‪ ،‬ﻭﻳﻌﺪﹼ ﹰ‬
‫ﲪﻀﺎ؛ ﻷﻥ ﻟﺪﻳﻪ ﺃﻳﻮﻥ ‪H+‬‬ ‫ﺧﺰﺍﻧـﺔ ﻃﺮﺩ ﺍﻟﻐﺎﺯﺍﺕ‪ .‬ﺑ ﹼﻠﻞ ﻭﺭﻗﺔ ﹼﺗﺒﺎﻉ ﺍﻟﺸـﻤﺲ ﺍﳊﻤﺮﺍﺀ ﺑﺎﳌﺎﺀ‬
‫ﺃﻳﻮﻥ ‪ H+‬ﻳﺼﺒﺢ ﻣﺎﺩﺓ ﻗﺎﻋﺪﻳﺔ ‪X-‬؛ ﻷﻥ ﻟﺪﻳﻪ ﺷﺤﻨﺔ ﺳﺎﻟﺒﺔ‪ ،‬ﻭﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﺴﺘﻘﺒﻞ ﺃﻳﻮﻥ ﻫﻴﺪﺭﻭﺟﲔ‬
‫ﻣﻮﺟ ﹰﺒﺎ‪ .‬ﻭﻫﻜﺬﺍ ﻳﻤﻜﻦ ﺃﻥ ﳛﺪﺙ ﺗﻔﺎﻋﻞ ﺑﲔ ﲪﺾ ﻭﻗﺎﻋﺪﺓ ﰲ ﺍﻻﲡﺎﻩ ﺍﳌﻌﺎﻛﺲ‪ .‬ﻭﻳﺴﺘﻄﻴﻊ ﺍﳊﻤﺾ‬ ‫ﺑﻤﻠﻘﻂ‪ ،‬ﻭﺿﻌﻬﺎ ﻓـﻮﻕ ﻓﻮﻫﺔ ﺯﺟﺎﺟﺔ ﳏﻠﻮﻝ‬ ‫ﺍﳌﻘﻄـﺮ‪ ،‬ﻭﺍﲪﻠﻬﺎ ﹺ‬
‫ﹼ‬
‫‪ H3O+‬ﺃﻥ ﻳﺘﻔﺎﻋﻞ ﻣﻊ ﺍﻟﻘﺎﻋﺪﺓ ‪ X-‬ﻣﻜﻮ ﹰﻧﺎ ﻣﺎﺀ ﻭ‪ ،HX‬ﻓﻴﺤﺪﺙ ﺍﻻﺗﺰﺍﻥ ﺍﻵﰐ‪:‬‬
‫ﻳﺘﺤﻮﻝ ﻟﻮﻥ ﻭﺭﻗﺔ ﹼﺗﺒﺎﻉ ﺍﻟﺸـﻤﺲ ﻣﻦ ﺍﻷﲪﺮ‬
‫ﹼ‬ ‫ﺍﻷﻣﻮﻧﻴـﺎ ﱠ‬
‫ﺍﳌﺮﻛﺰ‪.‬‬
‫)‪HX(aq) + H 2O(l) # H 3O +(aq) + X -(aq‬‬

‫ﻋﲈ ﻳﻌﻨﻴﻪ ﺫﻟﻚ ﺑﺨﺼﻮﺹ ﺗﻔﺎﻋﻞ‬ ‫ﺇﱃ ﺍﻷﺯﺭﻕ‪ .‬ﺍﺳﺄﻝ ﺍﻟﻄﻼﺏ ﹼ‬

‫ﻗﺎﻋﺪﻱ‪.‬‬
‫ﱞ‬ ‫ﹲ‬
‫ﳏﻠـﻮﻝ‬ ‫ﺍﻷﻣﻮﻧﻴـﺎ ﻣـﻊ ﺍﳌﺎﺀ ﺍﳌﻮﺟـﻮﺩ ﰲ ﺍﻟﻮﺭﻗﺔ‪ .‬ﻳﻨﺘﺞ‬
‫ﻳﻌـﺪﹼ ﺍﻟﺘﻔﺎﻋﻞ ﺍﻷﻣﺎﻣﻲ ﰲ ﺍﻟﺘﻔﺎﻋﻞ ﺍﻟﺴـﺎﺑﻖ ﺗﻔﺎﻋﻞ ﲪﺾ ﻣﻊ ﻗﺎﻋﺪﺓ‪.‬‬
‫ﺃﻳﻀـﺎ‪ .‬ﻭﻳﻌﺮﻑ ﺍﳊﻤـﺾ ﻭﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﻠـﺬﺍﻥ ﻳﺘﻔﺎﻋـﻼﻥ ﰲ ﺍﻻﲡﺎﻩ‬ ‫ﻭﺍﻟﺘﻔﺎﻋـﻞ ﺍﻟﻌﻜـﴘ ﳊﻤـﺾ ﻭﻗﺎﻋﺪﺓ ﹰ‬
‫ﺍﻟﻌﻜـﴘ ﺑﺄﳖﲈ ﲪـﺾ ﻣﺮﺍﻓﻖ ﻣﻊ ﻗﺎﻋﺪﺓ ﻣﺮﺍﻓﻘﺔ‪ .‬ﻓﺎﳊﻤﺾ ﺍﳌﺮﺍﻓﻖ )ﺍﳌﻘﱰﻥ( ﻫﻮ ﺍﳌﺮﻛﺐ ﺍﻟﻜﻴﻤﻴﺎﺋﻲ ﺍﻟﺬﻱ‬
‫ﻳﻨﺘﺞ ﻋﻨﺪﻣﺎ ﺗﺴﺘﻘﺒﻞ ﺍﻟﻘﺎﻋﺪﺓ ﺃﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﺟﲔ‪ .‬ﻓﺎﻟﻘﺎﻋﺪﺓ ‪ H 2O‬ﺗﺴﺘﻘﺒﻞ ﺃﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﺟﲔ ﻣﻦ ﺍﳊﻤﺾ‬
‫‪ ،HX‬ﻓﻴﻜﻮﻥ ﺍﳊﻤﺾ ﺍﳌﺮﺍﻓﻖ ‪ .H3O+‬ﺃﻣﺎ ﺍﻟﻘﺎﻋﺪﺓ ﺍﳌﺮﺍﻓﻘﺔ )ﺍﳌﻘﱰﻧﺔ( ﻓﻬﻲ ﺍﳌﺮﻛﺐ ﺍﻟﻜﻴﻤﻴﺎﺋﻲ ﺍﻟﺬﻱ ﻳﻨﺘﺞ‬
‫ﻋﻨﺪﻣﺎ ﻳﻤﻨﺢ ﺍﳊﻤـﺾ ﺃﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﺟﲔ‪ .‬ﻓﻌﻨﺪﻣﺎ ﻳﻤﻨﺢ ﺍﳊﻤﺾ ‪ HX‬ﺃﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﺟﲔ ﻳﺼﺒﺢ ﺍﻟﻘﺎﻋﺪﺓ‬
‫ﺍﳌﺮﺍﻓﻘـﺔ ‪ .X-‬ﻭﰲ ﺍﻟﺘﻔﺎﻋـﻞ ﺍﳌﺒـﲔ ﺃﻋﻼﻩ ﻳﻤﺜﻞ ﺃﻳـﻮﻥ ﺍﳍﻴﺪﺭﻭﻧﻴﻮﻡ ‪ H3O+‬ﺍﳊﻤﺾ ﺍﳌﺮﺍﻓـﻖ ﻟﻠﻘﺎﻋﺪﺓ ‪،H2O‬‬ ‫ﳛﺘﻮﻱ ﺃﻳـﻮﻥ ‪ HCO 3 -‬ﻋﲆ ﺃﻳﻮﻥ ﻫﻴﺪﺭﻭﺟﲔ‬
‫ﻭﻳﻤﺜﻞ ﺃﻳﻮﻥ ‪ X-‬ﺍﻟﻘﺎﻋﺪﺓ ﺍﳌﺮﺍﻓﻘﺔ ﻟﻠﺤﻤﺾ ‪ .HX‬ﻭﺗﺘﻜﻮﻥ ﺗﻔﺎﻋﻼﺕ ﺑﺮﻭﻧﺴﺘﺪ – ﻟﻮﺭﻱ ﻣﻦ ﺃﺯﻭﺍﺝ ﻣﱰﺍﻓﻘﺔ‬
‫ﻣﻌﺎ ﻋﻦ ﻃﺮﻳﻖ ﻣﻨﺢ ﻭﺍﺳﺘﻘﺒﺎﻝ ﺃﻳﻮﻥ ﻫﻴﺪﺭﻭﺟﲔ ﻭﺍﺣﺪ‪.‬‬ ‫ﻣﻦ ﺍﳊﻤﺾ ﻭﺍﻟﻘﺎﻋﺪﺓ؛ ﺃﻱ ﻣﻦ ﻣﺎﺩﺗﲔ ﺗﺮﺗﺒﻄﺎﻥ ﹰ‬ ‫ﺃﻥ ﺍﻷﻳﻮﻥ ﳛﻤﻞ ﺷـﺤﻨﺔ‬ ‫ﻳﻤﻜـﻦ ﻣﻨﺤﻪ ﰲ ﺻﻮﺭﺓ ﲪﺾ‪ ،‬ﻛﲈ ﹼ‬
‫‪5-6‬‬
‫ﻼ ﻟﺰﻭﺝ ﻣﱰﺍﻓﻖ ﻣﻦ ﲪﺾ ﻭﻗﺎﻋﺪﺓ‪ .‬ﻓﻌﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺍﻟﻜﺮﺓ ﰲ ﻳﺪ ﺍﻷﺏ ﻓﺈﻧﻪ ﻳﻤﺜﻞ‬ ‫ﻳﺒﲔ ﺍﻟﺸﻜﻞ ‪ 5-6‬ﲤﺜﻴ ﹰ‬
‫ﺳـﺎﻟﺒﺔ ﹼ‬
‫ﲤﻜﻨـﻪ ﻣﻦ ﺃﻥ ﻳﺴـﻠﻚ ﺳـﻠﻮﻙ ﺍﻟﻘﺎﻋـﺪﺓ‪ ،‬ﻭﺫﻟﻚ ﻋﻨﺪ‬
‫ﺍﳊﻤﺾ‪ ،‬ﻭﻋﻨﺪﻣﺎ ﻳﺮﻣﻲ ﺍﻟﻜﺮﺓ )ﺃﻳﻮﻥ ﻫﻴﺪﺭﻭﺟﲔ( ﺇﱃ ﺍﺑﻨﻪ ﻳﺼﺒﺢ ﺍﺑﻨﻪ ﻫﻮ ﺍﳊﻤﺾ؛ ﻷﻥ ﻟﺪﻳﻪ ﺍﻟﻜﺮﺓ‬ ‫–‬
‫ﺃﻱ‬
‫ﺃﻱ )ﺃﻳﻮﻥ ﻫﻴﺪﺭﻭﺟﲔ( ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﹶﳞﺒﻪﹸ ‪ .‬ﻭﻳﺼﺒﺢ ﺍﻷﺏ ﻫﻮ ﺍﻟﻘﺎﻋﺪﺓ ﻷﻧﻪ ﻣﺴﺘﻌﺪ ﻻﺳﺘﻘﺒﺎﻝ ﺍﻟﻜﺮﺓ ﹾ‬
‫)ﺃﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﺟﲔ(‪ .‬ﺍﻷﺏ ﻳﻤﺜﻞ ﺍﳊﻤﺾ ﻭﺍﻻﺑﻦ ﻫﻮ ﺍﻟﻘﺎﻋﺪﺓ ﰲ ﺍﻟﺘﻔﺎﻋﻞ ﺍﻷﻣﺎﻣﻲ‪ .‬ﺃﻣﺎ ﰲ ﺍﻟﺘﻔﺎﻋﻞ‬
‫ﹾ‬
‫ﺍﺳﺘﻘﺒﺎﻟﻪ ﺃﻳﻮﻥ ﻫﻴﺪﺭﻭﺟﲔ‪.‬‬
‫ﺍﻟﻌﻜﴘ ﻓﻴﻜﻮﻥ ﺍﻻﺑﻦ ﻫﻮ ﺍﳊﻤﺾ ﺍﳌﺮﺍﻓﻖ؛ ﻷﻥ ﻟﺪﻳﻪ ﺍﻟﻜﺮﺓ‪ ،‬ﰲ ﺣﲔ ﻳﻜﻮﻥ ﺍﻷﺏ ﻫﻮ ﺍﻟﻘﺎﻋﺪﺓ ﺍﳌﺮﺍﻓﻘﺔ‪.‬‬
‫ﻛﻴﻒ ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﺃﻳﻮﻥ ‪ HCO3-‬ﹰ‬
‫ﲪﻀﺎ ﻭﻗﺎﻋﺪﺓ ﰲ ﺁﻥ ﻭﺍﺣﺪ‪.‬‬
‫‪166‬‬

‫ﺍﺳـﺄﻝ ﺍﻟﻄﻼﺏ‪ :‬ﳌـﺎﺫﺍ ﻳﻤﻜـﻦ ﺃﻥ ﹸﻳﻄﻠﻖ ﻋﲆ‬

‫ﺫﺭﺓ ﺍﳍﻴﺪﺭﻭﺟﲔ ﻣﻦ‬ ‫ﺗﺘﻜـﻮﻥ ﱠ‬
‫ﹼ‬ ‫ﺃﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﺟﲔ ﺍﺳـﻢ ﺍﻟﱪﻭﺗﻮﻥ؟‬
‫ﻧـﻮﺍﺓ ﲢﺘﻮﻱ ﻋﺎﺩﺓ ﻋﲆ ﺑﺮﻭﺗﻮﻥ ﻭﺍﺣﺪ‪ ،‬ﻭﺇﻟﻜﱰﻭﻥ ﻭﺍﺣﺪ‪ ،‬ﻓﺈﺫﺍ ﹸﻧﺰﻉ‬
‫ﺍﻹﻟﻜﱰﻭﻥ ﻳﺒﻘﻰ ﺑﺮﻭﺗﻮﻥ ﻭﺍﺣﺪ‪.‬‬

‫‪166‬‬
 ‫‪+‬‬ ‫‪-‬‬ ‫‪5-7‬‬

‫ﺍﻟﺸﻜﻞ ‪ 5-7‬ﺍﻟﻘﺎﻋﺪﺓ ﺍﳌﺮﺍﻓﻘﺔ ﻫﻲ‬

‫‪+‬‬ ‫⇌‬ ‫‪+‬‬
‫‪F‬‬ ‫‪-‬‬
‫"‬
‫‪HF‬‬ ‫‪H2O‬‬ ‫‪H3O+‬‬ ‫‪F-‬‬

‫ﺗﺄﻣﻞ ﻣﻌﺎﺩﻟﺔ ﺗﺄﻳﻦ ﻓﻠﻮﺭﻳﺪ ﺍﳍﻴﺪﺭﻭﺟﲔ‬ ‫–‬ ‫–‬

‫ﻳﻨﺘﺞ‬ ‫ﺍﳌﺮﺍﻓﻘﺔ؟‬
‫‪C19-02C-828378-08‬‬ ‫ﺍﻟﻘﺎﻋﺪﺓ‬ ‫ﻫﻮ‬ ‫ﻭﺃﳞﲈ‬ ‫ﺍﳊﻤﺾ‪،‬‬ ‫ﻫﻮ‬ ‫ﺍﻟﺰﻭﺟﲔ‬ ‫ﺃﻱ‬
‫ﹼ‬ ‫‪.‬‬‫‪5‬‬ ‫‪-‬‬‫‪7‬‬ ‫ﺍﻟﺸﻜﻞ‬ ‫‪ HF‬ﰲ ﺍﳌﺎﺀ‪ ،‬ﺍﳌﺒﻴﻨﺔ ﰲ‬
‫ﺍﳊﻤﺾ ﰲ ﺍﻟﺘﻔﺎﻋﻞ ﺍﻷﻣﺎﻣﻲ – ﻭﻫﻮ ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﻓﻠﻮﺭﻳﺪ ﺍﳍﻴﺪﺭﻭﺟﲔ‪ -‬ﻗﺎﻋﺪﺗﻪﹸ ﺍﳌﺮﺍﻓﻘﺔ ‪،F-‬‬
‫ﺃﻳﻀﺎ ﺍﻟﻘﺎﻋﺪﺓ ﰲ ﺍﻟﺘﻔﺎﻋﻞ ﺍﻟﻌﻜﴘ‪ .‬ﺑﻴﻨﲈ ﺗﻨﺘﺞ ﺍﻟﻘﺎﻋﺪﺓ ﰲ ﺍﻟﺘﻔﺎﻋﻞ ﺍﻷﻣﺎﻣﻲ ‪ -‬ﻭﻫﻮ ﰲ ﻫﺬﻩ ﻣﱰﺍﻓﻖ ‪Conjugate‬‬ ‫ﻭﺗﻌﺪ ﹰ‬
‫ﺍﻟﺘﻄـﻮﻉ ﻟﺘﺨﻄﻴـﻂ‪ ،‬ﻭﺗﻘﺪﻳـﻢ ﻣﻨﺎﻇﺮﺓ‬
‫ﱡ‬ ‫ﺍﻃﻠـﺐ ﺇﱃ ﻃﺎﻟﺒـﲔ‬ ‫ﻣﻌﻨـﻰ ﻛﻠﻤـﺔ ‪Conjugate‬‬ ‫ﺍﳊﺎﻟﺔ ﺍﳌﺎﺀ‪ -‬ﲪﻀﻬﺎ ﺍﳌﺮﺍﻓﻖ ‪ ،H3O+‬ﻭﻫﻮ ﹰ‬
‫ﺃﻳﻀﺎ ﺍﳊﻤﺾ ﰲ ﺍﻟﺘﻔﺎﻋﻞ ﺍﻟﻌﻜﴘ‪.‬‬
‫ﰲ ﺍﻟﻠﻐـﺔ ﺍﻟﻌﺮﺑﻴـﺔ ﻣﱰﺍﻓـﻖ‪ ،‬ﻭﻗـﺪ‬
‫ﺗﺘﻌﻠـﻖ ﺑﻨﻤﻮﺫﺟـﻲ ﺃﺭﻫﻴﻨﻴـﻮﺱ‪ ،‬ﻭﺑﺮﻭﻧﺴـﺘﺪ‪ -‬ﻟـﻮﺭﻱ ﻟﻸﲪﺎﺽ‬ ‫ﺃﺧـﺬﺕ ﻫـﺬﻩ ﺍﻟﻜﻠﻤـﺔ ﻣـﻦ ﺍﻟﻠﻐﺔ‬ ‫)‪HF(aq) + H 2O(l) # H 3O +(aq) + F -(aq‬‬
‫ﺍﻟﻼﺗﻴﻨﻴﺔ‪ ،‬ﻭﻫﻲ ﺗﻌﻨﻲ‪:‬‬
‫ﻭﺍﻟﻘﻮﺍﻋﺪ‪ ،‬ﺣﻴﺚ ﻳﻘﻮﻡ ﺍﻟﻄﺎﻟﺐ ﺍﻷﻭﻝ ﺑﺪﻭﺭ ﺳﻔﺎﻧﺖ ﺃﺭﻫﻴﻨﻴﻮﺱ‪،‬‬ ‫ﻣﻌﺎ‪.‬‬
‫‪ -Con‬ﺑﺎﺩﺋﺔ ﺑﻤﻌﻨﻰ ﻣﻊ ﺃﻭ ﹰ‬
‫‪ jugate‬ﻓﻌـﻞ ﺑﻤﻌﻨـﻰ ﻳﺘﹼﺼﻞ ﺃﻭ‬
‫ﻭﻳﺪﺍﻓﻊ ﻋـﻦ ﻧﻤﻮﺫﺟﻪ‪ ،‬ﰲ ﺣﲔ ﻳﻘﻮﻡ ﺍﻟﻄﺎﻟـﺐ ﺍﻟﺜﺎﲏ ﺑﺪﻭﺭ ﻳﻮﻫﺎﻥ‬ ‫ﻳﺘﹼﺤﺪ‪.‬‬
‫ﻳﺴﺘﻌﻤﻞ ﻓﻠﻮﺭﻳﺪ ﺍﳍﻴﺪﺭﻭﺟﲔ ﰲ ﺻﻨﻊ ﻣﺮﻛﺒﺎﺕ ﻣﺘﻨﻮﻋﺔ ﲢﺘﻮﻱ ﻋﲆ ﺍﻟﻔﻠﻮﺭ‪ ،‬ﻣﺜﻞ ﺍﻟﻄﺒﻘﺔ ﺍﳌﻐﻠﻔﺔ‬
‫ﲪﻀﺎ ﻭﻓﻖ ﻧﻤﻮﺫﺟﻲ ﺃﺭﻫﻴﻨﻴﻮﺱ‬ ‫ﻷﺩﻭﺍﺕ ﺍﻟﻄﺒﺦ ﻏﲑ ﺍﻟﻼﺻﻘﺔ‪ ،‬ﻭﺍﳌﺒﻴﻨﺔ ﰲ ﺍﻟﺸﻜﻞ ‪ .5-8‬ﻭﻳﻌﺪ ﹰ‬
‫ﺑﺮﻭﻧﺴﺘﺪ ﻭﻳﺆ ﹼﻳﺪ ﻧﻤﻮﺫﺟﻪ‪.‬‬ ‫ﻭﺑﺮﻭﻧﺴﺘﺪ – ﻟﻮﺭﻱ‪.‬‬
‫ﻣﻌﻈـﻢ ﺍﻷﲪـﺎﺽ ﻭﺍﻟﻘﻮﺍﻋـﺪ ﺍﻟﺘﻲ ﺗﺘﻔﻖ ﻣـﻊ ﺗﻌﺮﻳﻒ‬ ‫–‬ ‫–‬
‫ﺃﻳﻀﺎ ﻣﻊ ﺗﻌﺮﻳﻒ ﺑﺮﻭﻧﺴـﺘﺪ – ﻟﻮﺭﻱ‪ .‬ﻭﻟﻜـﻦ ﺑﻌﺾ ﺍﳌﻮﺍﺩ‬ ‫ﺃﺭﻫﻴﻨﻴـﻮﺱ ﻟﻸﲪـﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ ﺗﺘﻔـﻖ ﹰ‬
‫ﺍﻷﺧﺮ￯ ﺍﻟﺘﻲ ﻻ ﺗﻮﺟﺪ ﻓﻴﻬﺎ ﳎﻤﻮﻋﺔ ﺍﳍﻴﺪﺭﻭﻛﺴـﻴﺪ ﻻ ﻳﻤﻜﻦ ﺃﻥ ﺗ ﹶﹸﻌﺪﱠ ﻣﻦ ﺍﻟﻘﻮﺍﻋﺪ ﺑﺤﺴـﺐ ﺗﻌﺮﻳﻒ‬
‫ﺃﺭﻫﻴﻨﻴـﻮﺱ‪ ،‬ﻭﻟﻜﻨﻬـﺎ ﺗﺼﻨـﻒ ﻗﻮﺍﻋـﺪﹰ ﺍ ﺑﺤﺴـﺐ ﻧﻤﻮﺫﺝ ﺑﺮﻭﻧﺴـﺘﺪ – ﻟـﻮﺭﻱ‪ .‬ﻭﻣﻦ ﺫﻟـﻚ ﺍﻷﻣﻮﻧﻴﺎ‬
‫ﲪﻀﺎ ﺑﺤﺴـﺐ ﺗﻌﺮﻳـﻒ ﺑﺮﻭﻧﺴـﺘﺪ – ﻟﻮﺭﻱ‬ ‫‪ .NH3‬ﻓﻌﻨﺪﻣـﺎ ﺗـﺬﻭﺏ ﺍﻷﻣﻮﻧﻴـﺎ ﰲ ﺍﳌـﺎﺀ ﻳﻜـﻮﻥ ﺍﳌـﺎﺀ ﹰ‬
‫ﱪﻉ‪ ،‬ﺃﻭ‬
‫ﻭﺿﺢ ﻟﻠﻄﻼﺏ ﺃﻧﹼﻪ ﻛﲈ ﹸﻳﻌﻄﻲ ﺍﳌﺘ ﱢ‬‫ﱢ‬ ‫ﻟﻴﻜـﻮﻥ ﺃﻳـﻮﻥ ﺍﻷﻣﻮﻧﻴﻮﻡ‬
‫ﹼ‬ ‫‪H‬‬ ‫‪+‬‬
‫ﺃﻳـﻮﻥ‬ ‫ﻳﺴـﺘﻘﺒﻞ‬ ‫ﰲ ﺍﻟﺘﻔﺎﻋـﻞ ﺍﻷﻣﺎﻣـﻲ‪ .‬ﻭﻷﻥ ﺟـﺰﻱﺀ ﺍﻷﻣﻮﻧﻴـﺎ ‪NH3‬‬
‫‪ NH4+‬ﻓﺈﻥ ﺍﻷﻣﻮﻧﻴﺎ ﺗﹸﺼﻨﹼﻒ ﻗﺎﻋﺪﺓ ﺑﺮﻭﻧﺴﺘﺪ – ﻟﻮﺭﻱ ﰲ ﺍﻟﺘﻔﺎﻋﻞ ﺍﻷﻣﺎﻣﻲ‪.‬‬
‫ﺍﳌﺎﻧـﺢ ﺍﳌﺎﻝ ﻟﻠﻤﺆﺳﺴـﺎﺕ ﺍﳋﲑ ﹼﻳﺔ‪ ،‬ﻓﺘﻜﻮﻥ ﻫﻲ ﺍ ﹸﳌﺴـﺘﻘﺒﹺﻞ‪ ،‬ﻛﺬﻟﻚ‬ ‫)‪NH 3(aq) + H 2O(l) # NH 4 +(aq) + OH -(aq‬‬

‫ﹸﻳﻌﻄـﻲ ﺍﳊﻤﺾ ﺃﻳﻮﻧـﺎﺕ ﺍﳍﻴﺪﺭﻭﺟـﲔ ﺃﻭ ﺍﻟﱪﻭﺗﻮﻧـﺎﺕ؛ ﻓﻴﻜﻮﻥ‬

‫ﱪﻉ‪ ،‬ﺃﻭ ﺍﳌﺎﻧﹺﺢ‪ ،‬ﻭﺗﺄﺧﺬﻫﺎ ﺍﻟﻘﺎﻋﺪﺓ‪ ،‬ﻓﺘﻜﻮﻥ ﻫﻲ‬ ‫ﻫـﻮ ﺍ ﹸﳌ ﹺ‬
‫ﻌﻄﻲ‪ ،‬ﺃﻭ ﺍﳌﺘ ﱢ‬ ‫ﻟﻴﻜﻮﻥ ﺟﺰﻱﺀ ﺃﻣﻮﻧﻴﺎ‪ .‬ﻭﻫﻜﺬﺍ‬
‫ﺃﻣﺎ ﰲ ﺍﻟﺘﻔﺎﻋﻞ ﺍﻟﻌﻜﴘ ﻓﻴﻌﻄﻲ ﺃﻳﻮﻥ ﺍﻷﻣﻮﻧﻴﻮﻡ ‪ N H 4 +‬ﺃﻳﻮﻥ ‪ H‬ﹼ‬
‫‪+‬‬

‫‪5-8‬‬
‫ﻳﻌﻤﻞ ﻋﻤﻞ ﲪﺾ‪ ،‬ﺑﺤﺴﺐ ﺑﺮﻭﻧﺴﺘﺪ – ﻟﻮﺭﻱ‪ .‬ﻭﻳﻜﻮﻥ ﺑﺬﻟﻚ ﺃﻳﻮﻥ ﺍﻷﻣﻮﻧﻴﻮﻡ ﻫﻮ ﺍﳊﻤﺾ ﺍﳌﺮﺍﻓﻖ‬
‫ﺍ ﹸﳌﺴﺘﻘﺒﹺﻞ‪.‬‬ ‫ﻟﻠﻘﺎﻋﺪﺓ )ﺍﻷﻣﻮﻧﻴﺎ(‪ .‬ﻭﻳﺘﻘﺒﻞ ﺃﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﻛﺴﻴﺪ ﺃﻳﻮﻥ ‪ H‬ﹼ‬
‫ﻟﻴﻜﻮﻥ ﺟﺰﻱﺀ ﻣﺎﺀ‪ .‬ﻭﻫﻜﺬﺍ ﻳﻜﻮﻥ ﻗﺎﻋﺪﺓ‬ ‫‪+‬‬

‫ﺑﺤﺴﺐ ﺑﺮﻭﻧﺴﺘﺪ – ﻟﻮﺭﻱ‪ .‬ﻟﺬﺍ ﻳﻜﻮﻥ ﺃﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﻛﺴﻴﺪ ﻫﻮ ﺍﻟﻘﺎﻋﺪﺓ ﺍﳌﺮﺍﻓﻘﺔ ﻟﻠﺤﻤﺾ ﻭﺍﳌﺎﺀ‪.‬‬
‫ﺗﺬﻛﺮ ﺃﻧﻪ ﻋﻨﺪﻣﺎ ﻳﺬﻭﺏ ‪ HF‬ﰲ ﺍﳌﺎﺀ ﻓﺈﻥ ﺍﳌﺎﺀ ﻳﺴﻠﻚ‬‫ﹼ‬ ‫–‬ ‫–‬
‫ﺳﻠﻮﻙ ﺍﻟﻘﺎﻋﺪﺓ؛ ﻭﻋﻨﺪﻣﺎ ﺗﺬﻭﺏ ﺍﻷﻣﻮﻧﻴﺎ ‪ NH3‬ﰲ ﺍﳌﺎﺀ‪ ،‬ﻓﺈﻥ ﺍﳌﺎﺀ ﻳﺴﻠﻚ ﺳﻠﻮﻙ ﺍﳊﻤﺾ‪ .‬ﻟﺬﺍ ﻳﺴﻠﻚ‬
‫ﺍﳌﺎﺀ ﺳﻠﻮﻙ ﺍﳊﻤﺾ ﺃﻭ ﺍﻟﻘﺎﻋﺪﺓ ﺑﺤﺴﺐ ﻃﺒﻴﻌﺔ ﺍﳌﻮﺍﺩ ﺍﳌﺬﺍﺑﺔ ﰲ ﺍﳌﺤﻠﻮﻝ‪ .‬ﻭ ﹸﻳﺴﻤﻰ ﺍﳌﺎﺀ ﻭﺍﳌﻮﺍﺩ ﺍﻷﺧﺮ￯‬
‫ﺍﻟﺘﻲ ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﺗﺴﻠﻚ ﺳﻠﻮﻙ ﺍﻷﲪﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ ﻣﻮﺍﺩ ﻣﱰﺩﺩﺓ )ﺃﻣﻔﻮﺗﲑﻳﺔ( ‪.Amphoteric‬‬
‫‪167‬‬

‫ﻃﺮاﺋﻖ ﺗﺪرﻳﺲ ﻣﺘﻨﻮﻋﺔ‬

‫ﺍﻃﻠﺐ ﺇﱃ ﺍﻟﻄﻼﺏ ﺇﻋﺪﺍﺩ ﺃﺷـﻜﺎﻝ ﺃﻭ ﺭﺳـﻮﻡ ﻣﻦ ﺍﻟﻮﺭﻕ؛‬

‫ﺫﺭﺍﺕ ﺍﳍﻴﺪﺭﻭﺟﲔ ﻭﺍﻷﻛﺴـﺠﲔ ﻭﺍﻟﻜﻠـﻮﺭ ﰲ ﺍﻟﺘﻔﺎﻋﻞ ﺑﲔ ﻛﻠﻮﺭﻳﺪ‬ ‫ﲤﺜﻞ ﹼ‬
‫ﺍﳍﻴﺪﺭﻭﺟـﲔ ﻭﺍﳌﺎﺀ‪ .‬ﻭﻳﻤﻜﻨﻬﻢ ﺍﺳـﺘﻌﲈﻝ ﺩﺑﺎﺑﻴﺲ ﺗﺜﺒﻴـﺖ؛ ﻟﺘﻌﻠﻴﻖ ﺍﻟﻨﲈﺫﺝ‬
‫ﺍﻟﻮﺭﻗﻴـﺔ ﻋﲆ ﻟﻮﺣـﺔ ﺍﻹﻋﻼﻧﺎﺕ‪ ،‬ﺃﻭ ﻟﻮﺣﺔ ﺍ ﹸﳌﻠﺼﻘﺎﺕ‪ ،‬ﺛﻢ ﻳﻨﻘﻠﻮﻥ ‪ H +‬ﻣﻦ‬
‫ﹼ‬
‫‪ HCl‬ﺇﱃ ‪ H 2O‬ﻟﺘﻜﻮﻳﻦ ‪ H 3O +‬ﻭ‪.Cl -‬‬

‫‪167‬‬
 ‫‪H‬‬

‫‪H‬‬ ‫‪O‬‬ ‫‪H‬‬ ‫‪H‬‬

‫‪ .3‬ﺣﺪﹼ ﺩ ﺍﻷﺯﻭﺍﺝ ﺍﳌﱰﺍﻓﻘﺔ ﻣﻦ ﺍﳊﻤﺾ ﻭﺍﻟﻘﺎﻋﺪﺓ ﰲ ﻛﻞ ﺗﻔﺎﻋﻞ ﳑﺎ ﻳﲇ‪:‬‬ ‫‪δ+‬‬ ‫‪δ‬‬ ‫‪-‬‬

‫—‬
‫‪H—C—C‬‬ ‫‪H—F‬‬
‫‪NH 4 +(aq) + OH -(aq) # NH 3(aq) + H 2O(l) .a‬‬
‫‪-‬‬ ‫‪+‬‬
‫‪δ‬‬ ‫‪δ‬‬
‫‪H‬‬

‫—‬
‫‪O—H‬‬ ‫‪H‬‬
‫‪HBr(aq) + H2O(l) # H3O+(aq) + Br-(aq) .b‬‬ ‫‪H‬‬
‫‪CO32-(aq) + H2O(l) # HCO3-(aq) + OH-(aq) .c‬‬ ‫‪H‬‬
‫ﺷـﺎﺋﻌﺔ‬ ‫ﻟﺒﻌﺾ ﺍﻷﲪﺎﺽ ﺃﺳـﲈﺀ‬
‫‪H‬‬
‫‪H‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥﹼ ﻧﻮﺍﺗﺞ ﺗﻔﺎﻋﻞ ﲪﺾ ﻣﻊ ﻗﺎﻋﺪﺓ ﻫﻲ ‪ H3O+‬ﻭ ‪.SO42-‬‬ ‫‪O .4‬‬ ‫‪δ+‬‬ ‫‪δ-‬‬
‫‪H‬‬ ‫‪H‬‬

‫—‬
‫ﻣﻮﺯﻭﻧﺔ ﻟﻠﺘﻔﺎﻋﻞ‪ ،‬ﻭﺣﺪﹼ ﺩ ﺍﻷﺯﻭﺍﺝ ﺍﳌﱰﺍﻓﻘﺔ ﻣﻦ ﺍﳊﻤﺾ ﻭﺍﻟﻘﺎﻋﺪﺓ‪.‬‬
‫ﻣﻌﺎﺩﻟﺔ ‪H‬‬
‫ﺍﻛﺘﺐ— ‪— C‬‬
‫‪C - +‬‬
‫‪δ‬‬ ‫‪δ‬‬
‫‪H—F‬‬
‫‪H‬‬ ‫ﲪﺾ‬ ‫ﻼ؛ ﻳﻤﻜﻨﻚ ﺃﻥ ﺗﺸﱰﻱ‬ ‫ﺍﻟﻜﻴﻤﻴﺎﺋﻴﺔ‪ .‬ﻓﻤﺜ ﹰ‬
‫ﹼ‬ ‫ﲣﺘﻠﻒ ﻋﻦ ﺃﺳﲈﺋﻬﺎ‬

‫—‬
‫‪O—H‬‬ ‫‪H‬‬
‫‪H‬‬

‫‪Monoprotic and Polyprotic Acids‬‬ ‫‪H‬‬

‫‪H‬‬
‫ﺍﳌﻨﺰﻟﻴﺔ‪ ،‬ﻭ ﺗﺴـﺘﻌﻤﻠﻪ ﰲ ﺗﻨﻈﻴﻒ‬
‫‪C19-03C-828378-08‬‬
‫ﹼ‬ ‫ﺍﳌﻮﺭﻳﺎﺗﻴـﻚ ﻣﻦ ﳐﺰﻥ ﺍﻟﺘﺠﻬﻴﺰﺍﺕ‬
‫ﻣﻦ ‪HHCl‬ﻭ ‪ HF‬ﲪﺾ ﳛﺘﻮﻱ ﻋﲆ ﺃﻳﻮﻥ ﻫﻴﺪﺭﻭﺟﲔ ﻭﺍﺣﺪ‬ ‫ﺗﺴـﺘﻄﻴﻊ ﺃﻥ ﺗﻌﺮﻑ ﺃﻥ ﹼﹰ‬
‫ﻛﻼ ‪O‬‬ ‫‪δ+‬‬ ‫‪δ-‬‬
‫‪H‬‬ ‫‪H‬‬
‫ﺍﻟﻜﻠﺴﻴﺔ‪ ،‬ﻭﲪﺾ ﺍﳌﻮﺭﻳﺎﺗﻴﻚ‬
‫ﹼ‬ ‫ﺍﻟﻄﻮﺏ‪ ،‬ﺃﻭ ﺍﻟﺒﻼﻁ ﻣﻦ ﺍﻟﱰﺳـﺒﺎﺕ‬
‫—‬

‫ﻟﻠﺼﻴﻐـﺔ ﺍﻟﻜﻴﻤﻴﺎﺋﻴﺔ ﻟـﻜﻞ ﻣﻨﻬـﲈ‪ .‬ﻓﺎﳊﻤﺾ ﺍﻟﺬﻱ‬

‫—‪H—C‬‬ ‫ﻣﻌﺮﻓﺘﻚ‬
‫ﻋـﲆ ‪C -‬‬
‫‪δ‬‬ ‫ﰲ ﻛﻞ ﺟـﺰﻱﺀ‪ ،‬ﺑﻨـﺎ ﹰﺀ ‪δ+‬‬
‫‪H—F‬‬

‫ﻫﻮ ﺍﻻﺳﻢ ﺍﻟﺘﺠﺎﺭﻱ ﳊﻤﺾ ﺍﳍﻴﺪﺭﻭﻛﻠﻮﺭﻳﻚ‪.‬‬

‫‪H‬‬
‫—‬

‫‪O—H‬‬ ‫‪H‬‬
‫ﲪﻀـﺎ ﺃﺣـﺎﺩﻱ ﺍﻟﱪﻭﺗﻮﻥ‪.‬‬ ‫ﻫﻴﺪﺭﻭﺟـﲔ ﻭﺍﺣﺪﹰ ﺍ ﻓﻘﻂ ﹸﻳﺴـﻤﻰ ﹰ‬
‫‪H‬‬ ‫ﻳﺴـﺘﻄﻴﻊ ﺃﻥ ﻳﻤﻨـﺢ ﺃﻳـﻮﻥ‬ ‫‪C19-03C-828378-08‬‬
‫ﻭﻣﻦ ﺍﻷﲪﺎﺽ ﺍﻷﺣﺎﺩﻳﺔ ﺍﻟﱪﻭﺗـﻮﻥ ﲪﺾ ﺍﻟﺒﲑﻭﻛﻠﻮﺭﻳﻚ ‪ ،HClO4‬ﻭﲪﺾ ﺍﻟﻨﻴﱰﻳﻚ‬ ‫‪H‬‬

‫‪ ،HNO3‬ﻭﲪـﺾ ﺍﳍﻴﺪﺭﻭﺑﺮﻭﻣﻴﻚ ‪ ،HBr‬ﻭﲪـﺾ ﺍﻹﻳﺜﺎﻧﻮﻳﻚ ‪ .CH3COOH‬ﻭﻷﻥ‬

‫ﲪـﺾ ﺍﻹﻳﺜﺎﻧﻮﻳﻚ ﺃﺣﺎﺩﻱ ﺍﻟﱪﻭﺗـﻮﻥ ﻟﺬﺍ ﺗﻜﺘﺐ ﺻﻴﻐﺘﻪ ﻏﺎﻟ ﹰﺒﺎ ﰲ ﺻﻮﺭﺓ ‪CH 3COOH‬‬
‫‪5-9‬‬
‫ﻟﺘﺄﻛﻴﺪ ﺣﻘﻴﻘﺔ ﺃﻥ ﺫﺭﺓ ﻫﻴﺪﺭﻭﺟﲔ ﻭﺍﺣﺪﺓ ﻓﻘﻂ ﻣﻦ ﺍﻟﺬﺭﺍﺕ ﺍﻷﺭﺑﻊ ﻗﺎﺑﻠﺔ ﻟﻠﺘﺄﻳﻦ‪.‬‬
‫‪C19-03C-828378-08‬‬
‫ﺍﻟﻔﺮﻕ ﺑﲔ ﺫﺭﺓ ﺍﳍﻴﺪﺭﻭﺟﲔ ﺍﻟﻘﺎﺑﻠﺔ ﻟﻠﺘﺄﻳﻦ ﰲ ﲪﺾ‬
‫ﺍﻹﻳﺜﺎﻧﻮﻳـﻚ ﻭﺫﺭﺍﺕ ﺍﳍﻴﺪﺭﻭﺟﲔ ﺍﻟﺜﻼﺙ ﺍﻷﺧﺮ￯ ﻫـﻮ ﺃﻥ ﺍﻟﺬﺭﺓ ﺍﻟﻘﺎﺑﻠﺔ ﻟﻠﺘﺄﻳﻦ ﻣﺮﺗﺒﻄﺔ‬
‫‪.3‬‬
‫ﻣﻊ ﻋﻨﴫ ﺍﻷﻛﺴـﺠﲔ ﺍﻷﻛﺜﺮ ﻛﻬﺮﻭﺳﺎﻟﺒﻴﺔ ﻣﻦ ﺍﳍﻴﺪﺭﻭﺟﲔ‪ .‬ﻭﺍﻟﻔﺮﻕ ﰲ ﺍﻟﻜﻬﺮﻭﺳﺎﻟﺒﻴﺔ‬
‫ﳚﻌﻞ ﺍﻟﺮﺍﺑﻄﺔ ﺑﲔ ﺍﻷﻛﺴـﺠﲔ ﻭﺍﳍﻴﺪﺭﻭﺟﲔ ﻗﻄﺒﻴﺔ‪ .‬ﻭﻳﺒﲔ ﺍﻟﺸﻜﻞ ‪ 5-9‬ﺗﺮﻛﻴﺐ ﲪﺾ‬
‫ﺍﻹﻳﺜﺎﻧﻮﻳﻚ‪ ،‬ﻣﻊ ﺗﺮﻛﻴﺐ ﲪﺾ ‪ HF‬ﻭﺗﺮﻛﻴﺐ ﺍﻟﺒﻨﺰﻳﻦ ‪ C6H6‬ﻏﲑ ﺍﳊﻤﴤ‪ .‬ﻓﱰﺗﺒﻂ ﺫﺭﺓ‬
‫ﺍﳍﻴﺪﺭﻭﺟﲔ ﰲ ﻣﺮﻛﺐ ﻓﻠﻮﺭﻳﺪ ﺍﳍﻴﺪﺭﻭﺟﲔ ﻣﻊ ﺫﺭﺓ ﺍﻟﻔﻠﻮﺭ ﺍﻟﻌﺎﻟﻴﺔ ﺍﻟﻜﻬﺮﻭﺳـﺎﻟﺒﻴﺔ‪ ،‬ﻟﺬﺍ‬
‫ﻓﺎﻟﺮﺍﺑﻄـﺔ ﺑﻴﻨﻬـﲈ ﻗﻄﺒﻴﺔ‪ ،‬ﻭﺗﺼﺒـﺢ ﺫﺭﺓ ﺍﳍﻴﺪﺭﻭﺟﲔ ﻗﺎﺑﻠـﺔ ﻟﻠﺘﺄﻳﻦ ﺇﱃ ﺣﺪ ﻣـﺎ‪ .‬ﺃﻣﺎ ﺫﺭﺍﺕ‬
‫ﺍﳍﻴﺪﺭﻭﺟـﲔ ﰲ ﺍﻟﺒﻨﺰﻳﻦ ﻓـﻜﻞ ﻣﻨﻬﺎ ﻣﺮﺗﺒﻂ ﻣﻊ ﺫﺭﺓ ﻛﺮﺑﻮﻥ ﺫﺍﺕ ﻛﻬﺮﻭﺳـﺎﻟﺒﻴﺔ ﺗﺴـﺎﻭﻱ‬
‫‪HF‬‬
‫‪H2O‬‬ ‫‪OH-‬‬ ‫‪NH3‬‬ ‫‪NH4+ .a‬‬
‫ﺗﻘﺮﻳ ﹰﺒﺎ ﻛﻬﺮﻭﺳﺎﻟﺒﻴﺔ ﺍﳍﻴﺪﺭﻭﺟﲔ‪ .‬ﻓﺘﻜﻮﻥ ﻫﺬﻩ ﺍﻟﺮﻭﺍﺑﻂ ﻏﲑ ﻗﻄﺒﻴﺔ‪ ،‬ﻟﺬﺍ ﻳﻜﻮﻥ ﺍﻟﺒﻨﺰﻳﻦ ﻏﲑ‬
‫ﻼ ﻳﺴـﺘﻄﻴﻊ ﻛﻞ ﻣﻦ‬ ‫ﲪـﴤ‪ .‬ﻭﻗـﺪ ﲤﻨﺢ ﺑﻌﺾ ﺍﻷﲪﺎﺽ ﺃﻛﺜﺮ ﻣﻦ ﺃﻳﻮﻥ ﻫﻴﺪﺭﻭﺟﲔ‪ .‬ﻓﻤﺜ ﹰ‬ ‫‪H3O+‬‬ ‫‪H2O‬‬ ‫‪Br-‬‬ ‫‪HBr‬‬ ‫‪.b‬‬
‫ﲪـﺾ ﺍﻟﻜﱪﻳﺘﻴﻚ ‪ H2SO4‬ﻭﲪﺾ ﺍﻟﻜﺮﺑﻮﻧﻴـﻚ ‪ H2CO3‬ﺃﻥ ﻳﻤﻨﺢ ﺃﻳﻮﲏ ﻫﻴﺪﺭﻭﺟﲔ؛‬
‫ﻓﻜﻼﳘـﺎ ﳛﺘـﻮﻱ ﻋـﲆ ﺫﺭﰐ ﻫﻴﺪﺭﻭﺟﲔ ﻣﺮﺗﺒﻄﺘﲔ ﻣـﻊ ﺫﺭﰐ ﺃﻛﺴـﺠﲔ ﺑﺮﻭﺍﺑﻂ ﻗﻄﺒﻴﺔ‪.‬‬ ‫‪HCO3-‬‬ ‫‪CO32-‬‬ ‫‪OH-‬‬ ‫‪H2O‬‬ ‫‪.c‬‬
‫ﻭﺍﻷﲪـﺎﺽ ﺍﻟﺘـﻲ ﲢﺘﻮﻱ ﻋـﲆ ﺫﺭﰐ ﻫﻴﺪﺭﻭﺟﲔ ﻗﺎﺑﻠﺘـﲔ ﻟﻠﺘﺄﻳﻦ ﰲ ﻛﻞ ﺟﺰﻱﺀ ﺗﹸﺴـﻤﻰ‬
‫ﺃﲪﺎﺿﺎ ﺛﻨﺎﺋﻴﺔ ﺍﻟﱪﻭﺗﻮﻧﺎﺕ‪ .‬ﻭﳛﺘﻮﻱ ﻛﻞ ﻣﻦ ﲪﴤ ﺍﻟﻔﻮﺳـﻔﻮﺭﻳﻚ ‪ H3PO4‬ﻭﺍﻟﺒﻮﺭﻳﻚ‬ ‫ﹰ‬ ‫‪HSO4 - (aq) + H 2O (l) → H 3O + (aq) + SO 4 -2 (aq) .4‬‬
‫ﹰ‬
‫ﺃﲪﺎﺿﺎ‬ ‫‪ H3BO3‬ﻋـﲆ ﺛﻼﺙ ﺫﺭﺍﺕ ﻫﻴﺪﺭﻭﺟـﲔ ﻗﺎﺑﻠﺔ ﻟﻠﺘﺄﻳﻦ ﰲ ﻛﻞ ﺟﺰﻱﺀ‪ ،‬ﻭﺗﹸﺴـﻤﻰ‬
‫ﺛﻼﺛﻴﺔ ﺍﻟﱪﻭﺗﻮﻧﺎﺕ‪ .‬ﻭﻳﻤﻜﻦ ﺍﺳـﺘﻌﲈﻝ ﻣﺼﻄﻠﺢ ﲪـﺾ ﻣﺘﻌﺪﺩ ﺍﻟﱪﻭﺗﻮﻧﺎﺕ ﻷﻱ ﲪﺾ‬
‫ﺍﻟﻘﺎﻋﺪﺓ‪H 2O :‬‬
‫ﳛﺘﻮﻱ ﻋﲆ ﺃﻛﺜﺮ ﻣﻦ ﺫﺭﺓ ﻫﻴﺪﺭﻭﺟﲔ ﻗﺎﺑﻠﺔ ﻟﻠﺘﺄﻳﻦ‪.‬‬

‫‪168‬‬
‫ﺍﳊﻤﺾ ﺍﳌﺮﺍﻓﻖ‪H 3O + :‬‬

‫ﺍﳊﻤﺾ‪HSO4- :‬‬

‫ﺍﻟﻘﺎﻋﺪﺓ ﺍﳌﺮﺍﻓﻘﺔ‪SO 4 -2 :‬‬

‫ﻋﺮض ﺗﻮﺿﻴﺤﻲ‬

‫ﺿـﻊ ﺯﺟﺎﺟﺔ ﲪﺾ ﺍﳍﻴﺪﺭﻭﻛﻠﻮﺭﻳـﻚ ﺍﳌﺮﻛﺰ ﺟﺎﻧﺐ ﺯﺟﺎﺟﺔ ﳏﻠﻮﻝ‬ ‫ﺗﻮﺿﻴﺢ ﺍﻟﺘﻔﺎﻋﻞ ﺑﲔ ﲪﺾ ﻭﻗﺎﻋﺪﺓ ﻟﻮﻳﺲ‪.‬‬
‫ﺍﻷﻣﻮﻧﻴﺎ ﺍﳌﺮﻛﺰ‪ ،‬ﰲ ﻣﻨﻄﻘﺔ ﺟﻴﺪﺓ ﺍﻟﺘﻬﻮﻳﺔ‪ ،‬ﺃﻭ ﰲ ﺧﺰﺍﻧﺔ ﻃﺮﺩ ﺍﻟﻐﺎﺯﺍﺕ‪.‬‬
‫ﺍﳌﺎﺩﺗـﲔ ﺑﻠﻄﻒ ﲡﺎﻩ‬
‫ﺛـﻢ ﺍﺭﻓـﻊ ﻏﻄﺎﺋﻲ ﺍﻟﺰﺟﺎﺟﺘـﲔ‪ ،‬ﻭﺍﺩﻓﻊ ﺃﺑﺨـﺮﺓ ﱠ‬ ‫ﺯﺟﺎﺟﺎﺕ ﲪﺾ ﺍﳍﻴﺪﺭﻭﻛﻠﻮﺭﻳﻚ ﺍﳌﺮﻛﺰ‪ ،‬ﻭﳏﻠﻮﻝ ﺍﻷﻣﻮﻧﻴﺎ ﺍﳌﺮﻛﺰ‪.‬‬
‫ﺑﻌﻀﻬﲈ ﺍﻟﺒﻌﺾ‪.‬‬

‫‪A‬‬ ‫‪B‬‬ ‫‪C‬‬ ‫‪D‬‬ ‫ﺍﻟﻐﺎﺯﺍﺕ‪C BDHD CE EI DF JF.‬‬

‫‪A EA B FB AC G‬‬ ‫‪EG K‬‬ ‫ﺧﺰﺍﻧﺔ‬
‫ﰲ‪L G IM‬‬
‫‪G FH H‬‬ ‫ﺃﻭ‪I H‬‬
‫ﺍﻟﺘﻬﻮﻳﺔ‪JNJ،‬‬
‫ﺟﻴﺪ‪I KOK J‬‬
‫ﻣﻜﺎﻥ ‪LPL‬‬
‫ﰲ ‪KMM‬‬‫ﺍﻟﻌﺮﺽ‪LN N‬‬ ‫ﻧ ﹼﻔ‪O‬ﺬ ‪P P‬‬
‫ﻫﺬﺍ‪MO O N‬‬ ‫‪P‬‬
‫ﻳﺘﻜـﻮﻥ ﺩﺧـﺎﻥ ﺃﺑﻴـﺾ ﻣـﻦ ﻛﻠﻮﺭﻳـﺪ ﺍﻷﻣﻮﻧﻴـﻮﻡ ‪ N H 4 Cl‬ﻓـﻮﻕ‬
‫ﹼ‬
‫ﺍﻟﺰﺟﺎﺟﺘﲔ‪.‬‬

‫‪168‬‬
 ‫‪5 1‬‬

‫‪Cl -‬‬ ‫ﺃﻳﻮﻥ ﺍﻟﻜﻠﻮﺭﻳﺪ‬ ‫‪HCl‬‬ ‫ﲪﺾ ﺍﳍﻴﺪﺭﻭﻛﻠﻮﺭﻳﻚ‬

‫ﺃﺣﴬ ﻛﺘﺎ ﹰﺑﺎ ﹸﺻﻨﻊ ﰲ ﺍﻟﻘﺮﻥ ﺍﻟﺘﺎﺳـﻊ‬ ‫‪NO 3 -‬‬ ‫ﺃﻳﻮﻥ ﺍﻟﻨﱰﺍﺕ‬ ‫‪HNO 3‬‬ ‫ﲪﺾ ﺍﻟﻨﻴﱰﻳﻚ‬
‫ﺃﻳﻮﻥ ﺍﻟﻜﱪﻳﺘﺎﺕ ﺍﳍﻴﺪﺭﻭﺟﻴﻨﻴﺔ‬ ‫ﲪﺾ ﺍﻟﻜﱪﻳﺘﻴﻚ‬
‫ﻭﻭﺿﺢ ﱠ‬
‫ﻋـﴩ ﺍﳌﻴـﻼﺩﻱ ﻓﻴﻪ ﺻﻔﺤـﺎﺕ ﺑﺎﻟﻴﺔ ﺟـﺪﹼﹰ ﺍ ﺇﻥ ﺃﻣﻜـﻦ‪ .‬ﱢ‬
‫‪HSO 4 -‬‬ ‫‪H 2SO 4‬‬
‫ﺃﻥ‬ ‫‪SO 4 2-‬‬ ‫ﺃﻳﻮﻥ ﺍﻟﻜﱪﻳﺘﺎﺕ‬ ‫‪HSO 4 -‬‬ ‫ﺃﻳﻮﻥ ﺍﻟﻜﱪﻳﺘﺎﺕ ﺍﳍﻴﺪﺭﻭﺟﻨﻴﺔ‬

‫ﻟﻌﻤﻠﻴﺔ ﺗﻐﺮﻳﺔ؛ ﻭﻫﻲ‬ ‫ﻳﺘﻌـﺮﺽ‬

‫ﺍﻟﻮﺭﻕ ﰲ ﺍﻟﻘﺮﻥ ﺍﻟﺘﺎﺳـﻊ ﻋﴩ ﻛﺎﻥ ﹼ‬
‫‪F‬‬ ‫‪-‬‬
‫ﺃﻳﻮﻥ ﺍﻟﻔﻠﻮﺭﻳﺪ‬ ‫‪HF‬‬ ‫ﲪﺾ ﺍﳍﻴﺪﺭﻭﻓﻠﻮﺭﻳﻚ‬
‫ﹼ‬ ‫‪CN‬‬ ‫‪-‬‬
‫ﺃﻳﻮﻥ ﺍﻟﺴﻴﺎﻧﻴﺪ‬ ‫‪HCN‬‬ ‫ﲪﺾ ﺍﳍﻴﺪﺭﻭﺳﻴﺎﻧﻴﻚ‬

‫ﻋﻤﻠﻴـﺔ ﲤـﻸ ﻓﻴﻬـﺎ ﺍﻟﺜﻘـﻮﺏ ﺍﳌﺠﻬﺮﻳـﺔ ﺍﳌﻮﺟـﻮﺩﺓ ﰲ ﺍﻟـﻮﺭﻕ ﺑﲈﺩﺓ‬ ‫‪CH 3COO -‬‬
‫‪H 2PO 4 -‬‬
‫ﺃﻳﻮﻥ ﺍﻹﻳﺜﺎﻧﻮﺍﺕ‬
‫ﺃﻳﻮﻥ ﺛﻨﺎﺋﻲ ﻫﻴﺪﺭﻭﻓﻮﺳﻔﺎﺕ‬
‫‪CH 3COOH‬‬
‫‪H 3PO 4‬‬
‫ﲪﺾ ﺍﻹﻳﺜﺎﻧﻮﻳﻚ‬
‫ﲪﺾ ﺍﻟﻔﻮﺳﻔﻮﺭﻳﻚ‬

‫ﺍﻟﺸﹼ ﹼـﺒﺔ )ﻛﱪﻳﺘـﺎﺕ ﺍﻷﻟﻮﻣﻨﻴـﻮﻡ(؛ ﻟﺘﺨﻔﻴﺾ ﺍﻣﺘﺼـﺎﺹ ﺍﻟﺮﻃﻮﺑﺔ‪،‬‬ ‫‪HPO 4 2-‬‬ ‫ﺃﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﻓﻮﺳﻔﺎﺕ‬ ‫‪H 2PO 4 -‬‬ ‫ﺃﻳﻮﻥ ﺛﻨﺎﺋﻲ ﻫﻴﺪﺭﻭﻓﻮﺳﻔﺎﺕ‬
‫‪PO 4‬‬ ‫‪3-‬‬
‫ﺃﻳﻮﻥ ﺍﻟﻔﻮﺳﻔﺎﺕ‬ ‫‪HPO 4 2-‬‬ ‫ﺃﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﻓﻮﺳﻔﺎﺕ‬
‫ﺗﻜﻮﻥ ﺍﻟﺸﹼ ﹼـﺒﺔ ﺃﻳﻮﻧﺎﺕ ‪Al(H 2O) 6 3-‬‬
‫ﻭﺗﻘﻠﻴﻞ ﺍﻧﺘﺸـﺎﺭ ﺍﳊﱪ‪ .‬ﺣﻴﺚ ﹼ‬ ‫‪HCO 3 -‬‬ ‫ﺃﻳﻮﻥ ﺍﻟﻜﺮﺑﻮﻧﺎﺕ ﺍﳍﻴﺪﺭﻭﺟﻴﻨﻴﺔ‬ ‫‪H 2CO 3‬‬ ‫ﲪﺾ ﺍﻟﻜﺮﺑﻮﻧﻴﻚ‬
‫‪CO 3 2-‬‬ ‫ﺃﻳﻮﻥ ﺍﻟﻜﺮﺑﻮﻧﺎﺕ‬ ‫‪HCO 3 -‬‬ ‫ﺃﻳﻮﻥ ﺍﻟﻜﺮﺑﻮﻧﺎﺕ ﺍﳍﻴﺪﺭﻭﺟﻴﻨﻴﺔ‬
‫ﺍﳊﻤﻀﻴﺔ‪ ،‬ﻭﻣﻊ ﺍﻟﻮﻗﺖ ﺗﻔﺎﻋﻠﺖ ﺃﻳﻮﻧﺎﺕ ‪ Al(H 2O) 6 3-‬ﻣﻊ ﺃﻟﻴﺎﻑ‬ ‫ﹼ‬ ‫ﻳﺒﲔ ﺍﳉﺪﻭﻝ ‪ 5-1‬ﺑﻌﺾ ﺍﻷﲪﺎﺽ ﺍﻷﺣﺎﺩﻳﺔ ﻭﺍﳌﺘﻌﺪﺩﺓ ﺍﻟﱪﻭﺗﻮﻧﺎﺕ‪.‬‬
‫ﺍﳋﺸـﺐ ﺍﳌﻮﺟـﻮﺩﺓ ﰲ ﺍﻟـﻮﺭﻕ ﻣﺆﺩﻳـﺔ ﺇﱃ ﺗﻔ ﱡﺘـﺖ ﺍﻟـﻮﺭﻕ ﻭﺗﻠـﻒ‬ ‫ﺗﺘﺄﻳـﻦ ﺍﻷﲪـﺎﺽ ﺍﳌﺘﻌـﺪﺩﺓ ﺍﻟﱪﻭﺗﻮﻧـﺎﺕ ﲨﻴﻌﻬـﺎ ﰲ ﺃﻛﺜـﺮ ﻣـﻦ ﺧﻄـﻮﺓ‪ .‬ﻓﺨﻄـﻮﺍﺕ ﺗﺄﻳـﻦ ﲪﺾ‬
‫ﺍﻟﻔﻮﺳﻔﻮﺭﻳﻚ ﺍﻟﺜﻼﺙ ﻣﺒﻴﻨﺔ ﰲ ﺍﳌﻌﺎﺩﻻﺕ ﺍﻵﺗﻴﺔ‪:‬‬
‫ﺃﻳﻀﺎ ﺃﻥ ﺍﻟﻜﺘﺐ ﺍﳌﻨﺘﹶﺠﺔ ﻗﺒﻞ ﺍﻟﻘﺮﻥ ﺍﻟﺘﺎﺳـﻊ ﻋﴩ‬ ‫ﻭﻭﺿﺢ ﹰ‬‫ﺍﻟﻜﺘﺐ‪ ،‬ﱢ‬ ‫)‪H 3PO 4(aq) + H 2O(l) # H 3O +(aq) + H 2PO 4 -(aq‬‬

‫ﹴ‬
‫ﺣﻴﻨﺌﺬ‪.‬‬ ‫ﻻ؛ ﹼ‬
‫ﻷﻥ ﺍﻟﺸﹼ ﹼﺒﺔ ﱂ ﺗﻜﻦ ﺗﺴﺘﻌﻤﻞ ﰲ ﺍﻟ ﹼﺘﻐﺮﻳﺔ‬ ‫ﺃﻓﻀﻞ ﺣﺎ ﹰ‬ ‫اﻟﻤﻄﻮﻳﺎت‬ ‫)‪H 2PO 4 -(aq) + H 2O(l) # H 3O +(aq) + HPO 4 2-(aq‬‬
‫)‪HPO 4 2-(aq) + H 2O(l) # H 3O +(aq) + PO 4 3-(aq‬‬
‫ﺃﺩﺧـﻞ ﻣﻌﻠﻮﻣـﺎﺕ ﻣﻦ ﻫﺬﺍ‬
‫ﺍﻟﻘﺴﻢ ﰲ ﻣﻄﻮﻳﺘﻚ‪.‬‬ ‫‪The Lewis Model‬‬
‫ﹰ‬
‫ﺃﲪﺎﺿﺎ‬ ‫ﺃﲪﺎﺿﺎ ﻭﻗﻮﺍﻋﺪ ﺑﺤﺴﺐ ﻧﻤﻮﺫﺝ ﺃﺭﻫﻴﻨﻴﻮﺱ ﺗﹸﺼﻨﻒ ﹰ‬
‫ﺃﻳﻀﺎ‬ ‫ﹰ‬ ‫ﻻﺣﻆ ﺃﻥ ﲨﻴﻊ ﺍﳌﻮﺍﺩ ﺍﳌﺼﻨﹼﻔﺔ‬
‫ﻭﻗﻮﺍﻋﺪ ﺑﺤﺴﺐ ﻧﻤﻮﺫﺝ ﺑﺮﻭﻧﺴﺘﺪ – ﻟﻮﺭﻱ‪ .‬ﻭﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺫﻟﻚ‪ ،‬ﻓﺈﻥ ﺑﻌﺾ ﺍﳌﻮﺍﺩ ﻏﲑ ﺍﳌﺼﻨﻔﺔ‬
‫ﺑﺄﳖﺎ ﻗﻮﺍﻋﺪ ﺑﺤﺴﺐ ﻧﻤﻮﺫﺝ ﺃﺭﻫﻴﻨﻴﻮﺱ ﺗﹸﺼﻨﻒ ﻗﻮﺍﻋﺪ ﺑﺤﺴﺐ ﻧﻤﻮﺫﺝ ﺑﺮﻭﻧﺴﺘﺪ – ﻟﻮﺭﻱ‪.‬‬
‫ﻧﻤﻮﺫﺟﺎ ﺁﺧﺮ ﺃﻛﺜﺮ ﺷﻤﻮﻟﻴﺔ ﻟﻸﲪﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻗﱰﺣﻪ ﺍﻟﻜﻴﻤﻴﺎﺋﻲ‬
‫ﹰ‬ ‫ﺇﺫﻥ ﻗﺪ ﻻ ﺗﻨﺪﻫﺶ ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ‬
‫ﺃﻳﻀﺎ ﻧﻈﺮﻳﺔ ﺯﻭﺝ ﺍﻹﻟﻜﱰﻭﻧﺎﺕ ﻟﻠﱰﺍﺑﻂ ﺍﻟﻜﻴﻤﻴﺎﺋﻲ‪ ،‬ﻭﻗﺪﻡ‬‫ﻃﻮﺭ ﹰ‬ ‫ﻟﻮﻳﺲ )‪1875 – 1946‬ﻡ( ﺍﻟﺬﻱ ﹼ‬
‫ﻳﻄﺎﺑﻖ ‪Conform‬‬
‫ﻃﺒﻖ ﻧﻈﺮﻳﺘﻪ ﻋﲆ ﺗﻔﺎﻋﻼﺕ‬‫ﺗﺮﺍﻛﻴﺐ ﻟﻮﻳﺲ ﺍﻟﺘﻲ ﺗﺒﲔ ﻣﻮﺍﻗﻊ ﺍﻹﻟﻜﱰﻭﻧﺎﺕ ﰲ ﺍﻟﺬﺭﺍﺕ ﻭﺍﳉﺰﻳﺌﺎﺕ‪ .‬ﻭﻗﺪ ﹼ‬
‫ﺗﻌﻨﻲ‪ :‬ﻳﺸﺎﺑﻪ ﺃﻭ ﻳﲈﺛﻞ‬ ‫ﺍﻷﲪﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ‪ .‬ﻭﺍﻗﱰﺡ ﺃﻥ ﺍﳊﻤﺾ ﺃﻳﻮﻥ ﺃﻭ ﺟﺰﻱﺀ ﻓﻴﻪ ﻣﺪﺍﺭ ﺫﺭﻱ ﻓﺎﺭﻍ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﺘﻘﺒﻞ‬
‫ﻛﺄﻥ ﻧﻘﻮﻝ ﻣﺜ ﹰ‬
‫ﻼ‪ :‬ﺇﻥ ﺗﴫﻓﺎﲥﻢ ﺗﺘﻄﺎﺑﻖ‬ ‫ﺯﻭﺟﺎ ﻣﻦ ﺍﻹﻟﻜﱰﻭﻧﺎﺕ‪ .‬ﻭﺃﻥ ﺍﻟﻘﺎﻋـﺪﺓ ﺃﻳﻮﻥ ﺃﻭ ﺟﺰﻱﺀ ﻟﻪ ﺯﻭﺝ ﺇﻟﻜﱰﻭﻧﺎﺕ ﺣﺮ )ﻏﲑ‬ ‫)ﻳﺸـﺎﺭﻙ( ﹰ‬
‫ﻣﻊ ﺗﻮﻗﻌﺎﺕ ﺍﳌﺠﺘﻤﻊ‪.‬‬ ‫ﻣﺮﺗﺒﻂ( ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﻤﻨﺤﻪ ﺃﻭ ﻳﺸﺎﺭﻙ ﻓﻴﻪ‪ .‬ﻭﺑﺤﺴﺐ ﻧﻤﻮﺫﺝ ﻟﻮﻳﺲ ﻓﺈﻥ ﲪﺾ ﻟﻮﻳﺲ ﻣﺎﺩﺓ ﻣﺴﺘﻘﺒﻠﺔ‬
‫ﻟﺰﻭﺝ ﻣﻦ ﺍﻹﻟﻜﱰﻭﻧﺎﺕ‪ ،‬ﻭﻗﺎﻋﺪﺓ ﻟﻮﻳﺲ ﻣﺎﺩﺓ ﻣﺎﻧﺤﺔ ﻟﺰﻭﺝ ﻣﻦ ﺍﻹﻟﻜﱰﻭﻧﺎﺕ‪ .‬ﻻﺣﻆ ﺃﻥ ﻧﻤﻮﺫﺝ‬
‫ﺃﲪﺎﺿﺎ ﻭﻗﻮﺍﻋﺪ ﺑﺤﺴﺐ ﺑﺮﻭﻧﺴﺘﺪ – ﻟﻮﺭﻱ ﻭﻏﲑﻫﺎ ﻛﺜﲑ ﹰ‬
‫ﺃﻳﻀﺎ‪.‬‬ ‫ﹰ‬ ‫ﻟﻮﻳﺲ ﻳﺸﻤﻞ ﲨﻴﻊ ﺍﳌﻮﺍﺩ ﺍﳌﺼﻨﹼﻔﺔ‬
‫‪169‬‬

‫ﺣﺪﹼ ﺩ ﲪﺾ ﻭﻗﺎﻋﺪﺓ ﻟﻮﻳﺲ ﰲ ﺍﻟﺘﻔﺎﻋﻞ‪ HCl .‬ﻫﻮ ﲪﺾ ﻟﻮﻳﺲ‪،‬‬ ‫‪.3‬‬

‫ﻭ ‪ NH3‬ﻫﻲ ﻗﺎﻋﺪﺓ ﻟﻮﻳﺲ‪.‬‬ ‫ﺍﻃﺮﺡ ﺍﻷﺳﺌﻠﺔ ﺍﻵﺗﻴﺔ‪:‬‬
‫ﻣﺎ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻟﻜﻴﻤﻴﺎﺋﻴﺔ ﻟﻠﺘﻔﺎﻋﻞ ﺑﲔ ‪ HCl‬ﻭ ‪ ،NH3‬ﻭﺍﻟﺬﻱ ﻳﻜﻮﻥ‬ ‫‪.1‬‬
‫ﺩﺧﺎ ﹰﻧﺎ ﺃﺑﻴﺾ ﻣﻦ ﻛﻠﻮﺭﻳﺪ ﺍﻷﻣﻮﻧﻴﻮﻡ ‪NH4Cl‬؟‬
‫ﺍﻃﻠﺐ ﺇﱃ ﺍﻟﻄﻼﺏ ﻛﺘﺎﺑﺔ ﺍﳌﻌﺎﺩﻟﺔ ﺍﳌﻮﺯﻭﻧﺔ ﻟﻠﺘﻔﺎﻋﻞ ﺑﲔ ﻏﺎﺯ‬ ‫)‪HCl (g) + NH 3(g) → NH 4Cl (s‬‬
‫ﻣﻜﻮﻧﺔ ﻫﻴﺪﺭﻭﻛﺴـﻴﺪ ﺍﻷﻣﻮﻧﻴﻮﻡ ﺍﳌﺎﺋﻲ‪ ،‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ‬
‫ﺍﻷﻣﻮﻧﻴﺎ ﻭﺍﳌﺎﺀ ﹼ‬ ‫ﻣـﺎ ﺗﺮﺍﻛﻴـﺐ ﻟﻮﻳـﺲ ﻟـﻜﻞ ﻣـﻦ ‪ ،HCl، NH3‬ﻭ ‪NH4Cl‬؟ ﺗﺒﲔ‬ ‫‪.2‬‬
‫ﺃﻥ ﳛﺪﺩﻭﺍ ﲪﺾ ﻭﻗﺎﻋﺪﺓ ﻟﻮﻳﺲ ﰲ ﺍﻟﺘﻔﺎﻋﻞ‪.‬‬ ‫ﺗﺮﺍﻛﻴـﺐ ﻟﻮﻳﺲ ﺃﻥ ﺫﺭﺓ ﺍﻟﻨﻴﱰﻭﺟﲔ ﰲ ﺟﺰﻱﺀ ‪ NH3‬ﻟﺪﳞﺎ ﺯﻭﺝ‬
‫)‪NH 3(g) + H 2O (l) → NH 4 + (aq) + OH - (aq‬‬ ‫ﺇﻟﻜﱰﻭﻧـﺎﺕ ﺗﻜﺎﻓـﺆ ﻣﺘﺎﺡ ﻟﻠﺮﺑـﻂ ﺑﺬﺭﺓ ﺍﳍﻴﺪﺭﻭﺟـﲔ ﰲ ﺟﺰﻱﺀ‬
‫‪ H2O‬ﻫﻮ ﲪﺾ ﻟﻮﻳﺲ‪ ،‬ﻭ‪ NH3‬ﻫﻮ ﻗﺎﻋﺪﺓ ﻟﻮﻳﺲ‪.‬‬ ‫‪ HCl‬ﻟﺘﻜﻮﻳﻦ ‪.NH4Cl‬‬

‫‪169‬‬
‫ﺗﺄﻣﻞ ﺍﻟﺘﻔﺎﻋﻞ ﺑﲔ ﺃﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﺟﲔ ‪ H+‬ﻭﺃﻳﻮﻥ ﺍﻟﻔﻠﻮﺭﻳﺪ ‪ F-‬ﻟﺘﻜﻮﻳﻦ‬
‫ﺟﺰﻱﺀ ﻓﻠﻮﺭﻳﺪ ﺍﳍﻴﺪﺭﻭﺟﲔ )‪ .(HF‬ﻟﻘﺪ ﺗﻢ ﺗﻮﺿﻴﺢ ﺩﻭﺭ ﺯﻭﺝ ﺍﻹﻟﻜﱰﻭﻧﺎﺕ ﻣﻦ ﺧﻼﻝ ﺗﺮﺍﻛﻴﺐ ﻟﻮﻳﺲ ﺍﻵﺗﻴﺔ‪:‬‬
‫‪-‬‬
‫‪H+‬‬ ‫‪+‬‬ ‫‪F‬‬ ‫‪H‬‬ ‫‪F‬‬

‫ﺯﻭﺟﺎ ﻣـﻦ ﺍﻹﻟﻜﱰﻭﻧﺎﺕ ﻣﻦ‬

‫ﻳﻤﺜـﻞ ﺃﻳـﻮﻥ ‪ H+‬ﰲ ﻫـﺬﺍ ﺍﻟﺘﻔﺎﻋﻞ ﲪﺾ ﻟﻮﻳﺲ؛ ﺣﻴﺚ ﻳﺴـﺘﻘﺒﻞ ﻣﺪﺍﺭ ‪ 1s‬ﺍﻟﻔﺎﺭﻍ ﹰ‬
‫ﺯﻭﺟﺎ ﻣﻦ ﺍﻹﻟﻜﱰﻭﻧﺎﺕ ﻏﲑ ﺍﳌﺸـﱰﻙ ﻟﻴﻜﻮﻥ‬‫ﺃﻳـﻮﻥ ‪ .F-‬ﻭﻳﻤﺜﻞ ﺃﻳـﻮﻥ ﺍﻟﻔﻠﻮﺭﻳﺪ ﻗﺎﻋﺪﺓ ﻟﻮﻳﺲ‪ ،‬ﻟﺬﺍ ﻓﻬﻮ ﻳﻌﻄﻲ ﹰ‬ ‫ﻟﻠﻜﻴﻤﻴﺎﺋﻲ "ﻟﻮﻳﺲ"‬
‫ﹼ‬ ‫ﺫﻛـﺮ ﺍﻟﻄﻼﺏ ﹼ‬
‫ﺑﺄﻥ‬ ‫ﹼ‬
‫ﺍﻟﺮﺍﺑﻄﺔ ﺑﲔ ﺍﳍﻴﺪﺭﻭﺟﲔ ﻭﺍﻟﻔﻠﻮﺭ ﰲ ‪ .HF‬ﻻﺣﻆ ﺃﻥ ﻫﺬﺍ ﺍﻟﺘﻔﺎﻋﻞ ﻳﺘﻄﺎﺑﻖ ﹰ‬
‫ﺃﻳﻀﺎ ﻣﻊ ﻧﻤﻮﺫﺝ ﺑﺮﻭﻧﺴﺘﺪ – ﻟﻮﺭﻱ‬
‫ﻼ ﻷﻳﻮﻥ ﻫﻴﺪﺭﻭﺟﲔ‪.‬‬ ‫ﻣﺎﻧﺤﺎ ﻷﻳﻮﻥ ﻫﻴﺪﺭﻭﺟﲔ‪ ،‬ﻭ‪ F-‬ﻣﺴـﺘﻘﺒ ﹰ‬
‫ﻟﻸﲪـﺎﺽ ﻭﺍﻟﻘﻮﺍﻋـﺪ؛ ﻷﻥ ‪ H+‬ﻳﻤﻜﻦ ﺍﻋﺘﺒـﺎﺭﻩ ﹰ‬ ‫ﺍﻟﻔﻀـﻞ؛ ﻷ ﱠﻧﻪ ﹼﺃﻭﻝ ﻣﻦ ﺑﺤﺚ ﰲ ﹼ‬
‫ﺃﳘﻴﺔ ﺃﺯﻭﺍﺝ ﺇﻟﻜﱰﻭﻧﺎﺕ ﺍﻟﺘﻜﺎﻓﺆ‬
‫ﻓﺘﻔﺎﻋﻞ ﻏﺎﺯ ﺛﺎﻟﺚ ﻓﻠﻮﺭﻳﺪ ﺍﻟﺒﻮﺭﻭﻥ ‪ BF3‬ﻣﻊ ﻏﺎﺯ ﺍﻷﻣﻮﻧﻴﺎ ‪ NH3‬ﻟﺘﻜﻮﻳﻦ ‪ BF3 NH3‬ﻫﻮ ﺗﻔﺎﻋﻞ ﲪﺾ ﻟﻮﻳﺲ‬
‫ﻣﻊ ﻗﺎﻋﺪﺓ ﻟﻮﻳﺲ‪.‬‬
‫ﺍﻟﻜﻴﻤﻴﺎﺋﻴـﺔ‪ .‬ﺭﺍﺟـﻊ ﻃﺮﻳﻘـﺔ ﻛﺘﺎﺑـﺔ ﺗﺮﺍﻛﻴـﺐ ﻟﻮﻳـﺲ‬
‫ﹼ‬ ‫ﰲ ﺍﻟﺮﻭﺍﺑـﻂ‬
‫‪F‬‬ ‫‪H‬‬ ‫‪F‬‬ ‫‪H‬‬
‫ﺍﻟﻜﻴﻤﻴﺎﺋﻴـﺔ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﻫﺬﺍ ﺍﻟﺪﺭﺱ ﺑـﲈ ﻓﻴﻬﺎ ‪،F-، BF3‬‬
‫ﱠ‬ ‫ﻟﻸﻧـﻮﺍﻉ‬
‫—‬

‫—‬

‫—‬

‫—‬
‫‪F —B‬‬ ‫‪N—H‬‬ ‫‪F —B— N—H‬‬

‫ﺃﻥ ﺍﻟﱰﻛﻴـﺰ ﺍﻟـﺬﻱ ﻭﺿﻌﻪ ﻟﻮﻳﺲ‬ ‫ﻭﺃﴍ ﺇﱃ ﱠ‬

‫‪ ،NH3، SO3‬ﻭ‪ .MgO‬ﹺ‬
‫—‬

‫—‬

‫—‬

‫—‬
‫‪F‬‬ ‫‪H‬‬ ‫‪F‬‬ ‫‪H‬‬

‫ﺯﻭﺟﺎ ﻣﻦ‬
‫ﻭﺇﻥ ﺫﺭﺓ ﺍﻟﺒﻮﺭﻭﻥ ﰲ ‪ BF3‬ﳍﺎ ﺳﺘﺔ ﺇﻟﻜﱰﻭﻧﺎﺕ ﺗﻜﺎﻓﺆ‪ ،‬ﻟﺬﺍ ﻳﺴﺘﻄﻴﻊ ﺍﳌﺪﺍﺭ ﺍﻟﻔﺎﺭﻍ ﺃﻥ ﻳﺴﺘﻘﺒﻞ ﹰ‬ ‫ﻋـﲆ ﺃﺯﻭﺍﺝ ﺍﻹﻟﻜﱰﻭﻧـﺎﺕ ﰲ ﺗﻔﺎﻋـﻼﺕ ﺍﻷﲪـﺎﺽ ﻭﺍﻟﻘﻮﺍﻋـﺪ‪،‬‬
‫ﺍﻹﻟﻜﱰﻭﻧﺎﺕ ﻣﻦ ﻗﺎﻋﺪﺓ ﻟﻮﻳﺲ‪.‬‬
‫ﻭﳛﺪﺙ ﺗﻔﺎﻋﻞ ﲪﺾ ﻟﻮﻳﺲ ﻣﻊ ﻗﺎﻋﺪﺓ ﻟﻮﻳﺲ ﹰ‬
‫ﺃﻳﻀﺎ ﻋﻨﺪﻣﺎ ﻳﺘﻔﺎﻋﻞ ﻏﺎﺯ ﺛﺎﻟﺚ ﺃﻛﺴﻴﺪ ﺍﻟﻜﱪﻳﺖ ‪ SO3‬ﻣﻊ ﺃﻛﺴﻴﺪ‬ ‫ﻃﺒﻴﻌﻴﺎ ﻟﺪﺭﺍﺳـﺘﻪ ﺣـﻮﻝ ﺩﻭﺭ ﺃﺯﻭﺍﺝ ﺍﻹﻟﻜﱰﻭﻧﺎﺕ ﰲ‬ ‫ﹼﹰ‬ ‫ﻛﺎﻥ ﺍﻣﺘﺪﺍ ﹰﺩﺍ‬
‫ﺍﳌﺎﻏﻨﺴﻴﻮﻡ ﺍﻟﺼﻠﺐ ‪.MgO‬‬
‫)‪SO 3(g) + MgO(s) → MgSO 4(s‬‬ ‫ﺍﻟﻜﻴﻤﻴﺎﺋﻴﺔ‪.‬‬
‫ﹼ‬ ‫ﺍﻟﺮﻭﺍﺑﻂ‬
‫ﺣﻴﺚ ﻳﻤﺜﻞ ﺯﻭﺝ ﺍﳊﻤﺾ ‪ -‬ﺍﻟﻘﺎﻋﺪﺓ ﰲ ﻫﺬﺍ ﺍﻟﺘﻔﺎﻋﻞ ﺛﺎﻟﺚ ﺃﻛﺴﻴﺪ ﺍﻟﻜﱪﻳﺖ ‪ SO3‬ﻭﺃﻳﻮﻥ ﺍﻷﻛﺴﻴﺪ ‪ O2-‬ﻣﻦ‬
‫ﺃﻛﺴﻴﺪ ﺍﳌﺎﻏﻨﺴﻴﻮﻡ‪ ،‬ﺃﻣﺎ ﺍﻟﻨﺎﺗﺞ ﻓﻬﻮ ﺃﻳﻮﻥ ﺍﻟﻜﱪﻳﺘﺎﺕ‪.‬‬
‫‪O‬‬ ‫‪O‬‬
‫‪2-‬‬
‫‪.3‬‬
‫—‬

‫—‬

‫‪2-‬‬
‫‪O— S‬‬ ‫‪O‬‬ ‫‪O — S—O‬‬
‫—‬

‫—‬

‫‪O‬‬ ‫‪O‬‬

‫ﻻﺣﻆ ﺃﻥ ﲪﺾ ﻟﻮﻳﺲ‪-‬ﻭﻫﻮ ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﺟﺰﻱﺀ ‪ -SO3‬ﻳﺴﺘﻘﺒﻞ ﺯﻭﺝ ﺇﻟﻜﱰﻭﻧﺎﺕ ﻣﻦ ﻗﺎﻋﺪﺓ ﻟﻮﻳﺲ‪ ،‬ﻭﻫﻮ‬
‫ﺃﻳﻮﻥ ‪ .O2-‬ﻭﻳﻠﺨﺺ ﺍﳉﺪﻭﻝ ‪ 5-2‬ﻧﲈﺫﺝ ﺃﺭﻫﻴﻨﻴﻮﺱ‪ ،‬ﻭﺑﺮﻭﻧﺴﺘﺪ – ﻟﻮﺭﻱ‪ ،‬ﻭﻟﻮﻳﺲ ﻟﻸﲪﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ ‪.‬‬

‫‪5 2‬‬
‫ﲪﻀﺎ‪ ،‬ﰲ‬ ‫ﺍﺳـﺄﻝ ﺍﻟﻄﻼﺏ‪ :‬ﳌـﺎﺫﺍ ﹸﻳﻌـﺪﱡ ﻛﱪﻳﺘﻴﺪ ﺍﳍﻴﺪﺭﻭﺟـﲔ ‪ H2S‬ﹰ‬
‫ﺫﺭﺍﺕ ﺍﳍﻴﺪﺭﻭﺟـﲔ‬ ‫ﺃﻥ ﱠ‬ ‫ﻌـﺪ ﺍﳌﻴﺜـﺎﻥ ‪ CH4‬ﻛﺬﻟـﻚ؟ ﻣـﻊ ﱠ‬
‫ﺣـﲔ ﻻ ﹸﻳ ﱡ‬
‫ﻣﻨﺘﺞ ‪OH-‬‬ ‫ﻣﻨﺘﺞ ‪H+‬‬ ‫ﺃﺭﻫﻴﻨﻴﻮﺱ‬
‫ﻣﺴﺘﻘﺒﻞ ‪H+‬‬ ‫ﻣﺎﻧﺢ ‪H+‬‬ ‫ﺑﺮﻭﻧﺴﺘﺪ – ﻟﻮﺭﻱ‬ ‫ﻻ ﱠ‬
‫ﺃﻥ ‪ H2S‬ﻳﺘﺄ ﱠﻳﻦ ﰲ‬ ‫ﻓﻠﺰﻳـﻦ‪ ،‬ﺇ ﱠ‬
‫ﺍﳌﺮﻛﺒـﲔ ﺗﺮﺗﺒـﻂ ﺑﻌﻨﴫﻳﻦ ﻏـﲑ ﱠ‬ ‫ﰲ ﱠ‬
‫ﺯﻭﺟﺎ ﻣﻦ ﺍﻹﻟﻜﱰﻭﻧﺎﺕ‬
‫ﻳﻤﻨﺢ ﹰ‬ ‫ﺯﻭﺟﺎ ﻣﻦ ﺍﻹﻟﻜﱰﻭﻧﺎﺕ‬
‫ﻳﺴﺘﻘﺒﻞ ﹰ‬ ‫ﻟﻮﻳﺲ‬
‫ﻣﻨﺘﺠـﺎ ﺃﻳﻮﻧﺎﺕ ‪ ، H +‬ﰲ ﺣﲔ ﱠ‬
‫ﺃﻥ ‪ CH4‬ﻻ ﻳﺘﺄ ﱠﻳﻦ‪.‬‬ ‫ﺍﳌﺎﺋﻲ‪ ،‬ﹰ‬
‫ﺍﳌﺤﻠـﻮﻝ ﹼ‬
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‫ﺍﺳﺄﻝ ﺍﻟﻄﻼﺏ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺘﻔﺎﻋﻞ‬

‫)‪H2O(l) + CH3NH2(aq) → OH-(aq) + CH3NH3+(aq‬‬
‫ﻃﺮاﺋﻖ ﺗﺪرﻳﺲ ﻣﺘﻨﻮﻋﺔ‬
‫ﻫﻮ ﺗﻔﺎﻋﻞ ﲪﺾ ﻭﻗﺎﻋﺪﺓ ﺣﺴﺐ ﻧﻤﻮﺫﺝ ﺃﺭﻫﻴﻨﻴﻮﺱ‪ .‬ﻻ‪ .‬ﻭﺍﺳﺄﳍﻢ‬
‫ﲢﺪﹼ ﺍﳌﺘﻌ ﱢﻠﻤﲔ ﱢ‬
‫ﺍﳌﺘﻔﻮﻗﲔ ﺃﻥ ﻳﻜﺘﺒﻮﺍ ﺗﺮﺍﻛﻴﺐ ﻟﻮﻳﺲ ﻷﻛﺴﻴﺪ‬ ‫ﺃﻳﻀﺎ؟ ﻫﻞ ﻫﻮ ﺗﻔﺎﻋﻞ ﲪﺾ ﻭﻗﺎﻋﺪﺓ ﺣﺴـﺐ ﻧﻤﻮﺫﺝ ﺑﺮﻭﻧﺴـﺘﺪ‪-‬‬‫ﹰ‬
‫ﺍﻟﻜﺎﻟﺴـﻴﻮﻡ ‪ ،CaO‬ﻭﺛﺎﲏ ﺃﻛﺴـﻴﺪ ﺍﻟﻜﺮﺑﻮﻥ ‪ ،CO2‬ﻭﻛﺮﺑﻮﻧﺎﺕ ﺍﻟﻜﺎﻟﺴﻴﻮﻡ‬ ‫ﻟﻮﺭﻱ؟ ﻧﻌﻢ‪ .‬ﺛﻢ ﺩﻋﻬﻢ ﳛﺪﱢ ﺩﻭﺍ ﻣﺎﻫﻮ ﲪﺾ ﺑﺮﻭﻧﺴـﺘﺪ‪ -‬ﻟﻮﺭﻱ ﰲ‬
‫ﺍﳌﺘﻜﻮﻧـﺔ ﻋﻨـﺪ ﺗﻔﺎﻋـﻞ ‪ CaO‬ﻣـﻊ ‪ ،CO2‬ﻭﺩﻋﻬـﻢ ﳛـﺪﹼ ﺩﻭﺍ ﺯﻭﺝ‬
‫ﱢ‬ ‫‪CaCO3‬‬ ‫ﺍﻟﻄﺮﺩﻱ‪H2O .‬‬
‫ﱢ‬ ‫ﺍﻟﺘﻔﺎﻋﻞ‬
‫ﺍﻹﻟﻜـﱰﻭﻥ ﺍﻟﺬﻱ ﻟﻪ ﻋﻼﻗـﺔ ﺑﺎﻟﺘﻔﺎﻋﻞ‪ ،‬ﻭﲪﺾ ﻟﻮﻳـﺲ‪ ،‬ﻭﻗﺎﻋﺪﺓ ﻟﻮﻳﺲ‪.‬‬
‫ﺣﻴﺚ ﻳﻌﻄﻰ ﺯﻭﺝ ﺇﻟﻜﱰﻭﻧﺎﺕ ﻣﻦ ﺍﻷﻛﺴـﺠﲔ ﰲ ‪ CaO‬ﺇﱃ ﺫﺭﺓ ﺍﻟﻜﺮﺑﻮﻥ‬
‫ﰲ ‪ CO2‬؛ ﻟﺘﻜﻮﻳـﻦ ﺃﻳـﻮﻥ ﺍﻟﻜﺮﺑﻮﻧـﺎﺕ ‪CO32-‬؛ ﻟﺬﺍ ﱠ‬
‫ﻓـﺈﻥ ‪ CaO‬ﻫﻮ ﻗﺎﻋﺪﺓ‬
‫ﻟﻮﻳﺲ‪ ،‬ﻭ‪ CO2‬ﻫﻮ ﲪﺾ ﻟﻮﻳﺲ‪.‬‬

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 ‫ﻣﻬﲈ؛ ﻷﻧﻪ ﻳﻨﺘﺞ ﺑﻠﻮﺭﺍﺕ ﻣﻦ ﻣﻠﺢ ﻛﱪﻳﺘﺎﺕ ﺍﳌﺎﻏﻨﺴﻴﻮﻡ‪ ،‬ﺗﻌﺮﻑ ﺑﺎﺳﻢ‬‫ﻳﻌﺪ ﺗﻔﺎﻋﻞ ‪ SO3‬ﻣﻊ ‪ MgO‬ﹼﹰ‬
‫ﻣﻠﺢ ﺇﺑﺴﻮﻡ ‪ .MgSO4 .7H2O‬ﻭﳍﺬﺍ ﺍﳌﻠﺢ ﺍﺳﺘﻌﲈﻻﺕ ﻛﺜﲑﺓ‪ ،‬ﻣﻨﻬﺎ ﲣﻔﻴﻒ ﺁﻻﻡ ﺍﻟﻌﻀﻼﺕ‪،‬‬
‫ﻭﻫﻮ ﱟ‬
‫ﻣﻐﺬ ﻟﻠﻨﺒﺎﺗﺎﺕ‪ .‬ﻭﻟﻠﺘﻔﺎﻋﻞ ﺍﻟﺬﻱ ﻳﻨﺘﺞ ﻛﱪﻳﺘﺎﺕ ﺍﳌﺎﻏﻨﺴﻴﻮﻡ ﹰ‬
‫ﺃﻳﻀﺎ ﺗﻄﺒﻴﻘﺎﺕ ﺑﻴﺌﻴﺔ؛ ﻓﻌﻨﺪﻣﺎ ﳛﻘﻦ‬
‫‪ MgO‬ﰲ ﺍﻟﻐﺎﺯﺍﺕ ﺍﳋﺎﺭﺟﺔ ﻣﻦ ﻣﺪﺍﺧﻦ ﳏﻄﺎﺕ ﺗﻮﻟﻴﺪ ﺍﻟﻄﺎﻗﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺍﻟﺘﻲ ﺗﻌﻤﻞ ﺑﺎﻟﻔﺤﻢ‬
‫ﺍﻟﻜﻴﻤﻴﺎﺋﻴـﺔ ﻟﺘﻔﺎﻋـﻞ‬
‫ﱠ‬ ‫ﺍﻃﻠـﺐ ﺇﱃ ﺍﻟﻄـﻼﺏ ﺃﻥ ﻳﻜﺘﺒـﻮﺍ ﺍﳌﻌﺎﺩﻟـﺔ‬ ‫ﺍﳊﺠﺮﻱ‪ ،‬ﻛﲈ ﰲ ﺍﻟﺸﻜﻞ ‪ 5-10‬ﻓﺈﻧﻪ ﻳﺘﻔﺎﻋﻞ ﻣﻊ ‪ SO3‬ﻭﻳﻌﻤﻞ ﻋﲆ ﺍﻧﺘﺰﺍﻋﻪ ﻣﻦ ﺍﻟﻐﺎﺯﺍﺕ ﺍﻟﻌﺎﺩﻣﺔ‬
‫ﺍﳋﺎﺭﺟﺔ ﻣﻦ ﺍﳌﺼﻨﻊ ﺇﱃ ﺍﳉﻮ‪ .‬ﺃﻣﺎ ﺇﺫﺍ ﺗﺮﻙ ‪ SO3‬ﻟﻴﻨﺘﴩ ﰲ ﺍﻟﻐﻼﻑ ﺍﳉﻮﻱ ﻓﺴﻮﻑ ﻳﺘﺤﺪ ﻣﻊ ﺍﳌﺎﺀ‬
‫‪ Al(H2O)63+‬ﺍﳊﻤﴤ ﻣﻊ ﺍﳌﺎﺀ‪.‬‬ ‫ﺍﳌﻮﺟﻮﺩ ﰲ ﺍﳍﻮﺍﺀ ﻣﻜﻮ ﹰﻧﺎ ﲪﺾ ﺍﻟﻜﱪﻳﺘﻴﻚ ﺍﻟﺬﻱ ﻳﺴﻘﻂ ﻋﲆ ﺍﻷﺭﺽ ﰲ ﺻﻮﺭﺓ ﻣﻄﺮ ﲪﴤ‪.‬‬
‫ﺗﺘﺤﺪ ﺟﺰﻳﺌﺎﺕ ﻏﺎﺯ ﺛﺎﲏ ﺃﻛﺴـﻴﺪ ﺍﻟﻜﺮﺑﻮﻥ‬
‫)‪Al(H2O)63+(aq)+H2O(l)#H3O+(aq)+Al(H2O)5OH2+(aq‬‬ ‫‪5-10‬‬ ‫ﺑﺠﺰﻳﺌـﺎﺕ ﺍﳌﺎﺀ ﰲ ﺍﳉﻮ ﻟﺘﻜﻮﻥ ﲪﺾ ﺍﻟﻜﺮﺑﻮﻧﻴـﻚ ‪ ،H2CO3‬ﺍﻟﺬﻱ ﳞﻄﻞ ﻣﻊ ﺍﳌﻄﺮ‪ ،‬ﻭﻋﻨﺪﻣﺎ‬
‫ﻳﺼﻞ ﻣﺎﺀ ﺍﳌﻄﺮ ﺍﳊﻤﴤ ﺇﱃ ﺍﻷﺭﺽ ﻳﺘﴪﺏ ﺟﺰﺀ ﻣﻨﻪ ﰲ ﺍﻟﱰﺑﺔ ﻟﻴﺼﻞ ﺇﱃ ﺍﻟﺼﺨﻮﺭ ﺍﳉﲑﻳﺔ‪،‬‬
‫ﺗﻜﻮﻥ ﻛﻬﻮﻑ ﺿﺨﻤﺔ ﲢﺖ ﺍﻷﺭﺽ ﻋﱪ ﺁﻻﻑ ﺍﻟﺴﻨﲔ‪،‬‬ ‫ﻓﻴﺆﺩﻱ ﺇﱃ ﺇﺫﺍﺑﺘﻬﺎ ﺑﺒﻂﺀ‪ ،‬ﳑﺎ ﻳﺴـﺒﺐ ﹼ‬
‫ﻭﺗﻘﻄﺮ ﺍﳌﻴﺎﻩ ﻣﻦ ﺳﻘﻮﻑ ﺍﻟﻜﻬﻮﻑ ﳐ ﹼﻠﻔﺔ ﺍﳉﲑ ﺍﳌﺬﺍﺏ‪ .‬ﻭﻫﺬﺍ ﺍﳉﲑ ﻳﺘﻜﻮﻥ ﻋﲆ ﻫﻴﺌﺔ ﺭﻗﺎﻗﺎﺕ‬
‫ﺟﻠﻴﺪﻳﺔ ﺗﺘﺪﱃ ﻣﻦ ﺍﻟﺴـﻘﻒ ﺗﺴـﻤﻰ ﺍﳍﻮﺍﺑﻂ‪ .‬ﻭﻛﺬﻟﻚ ﺗﺘﻜﻮﻥ ﻛﺘﻞ ﻣﻦ ﻛﺮﺑﻮﻧﺎﺕ ﺍﻟﻜﺎﻟﺴـﻴﻮﻡ‬
‫ﻋﲆ ﺃﺭﺽ ﺍﻟﻜﻬﻮﻑ ﺗﺴﻤﻰ ﺍﻟﺼﻮﺍﻋﺪ‪.‬‬
‫ﺗﺘﻜﻮﻥ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﻜﻬﻮﻑ ﻷﻥ ﺛﺎﲏ ﺃﻛﺴﻴﺪ ﺍﻟﻜﺮﺑﻮﻥ ﺃﳖﻴﺪﺭﻳﺪ ﲪﴤ )ﲪﺾ ﻣﻨﺰﻭﻉ ﻣﻨﻪ‬ ‫ﱠ‬
‫ﲪﻀﺎ‪ .‬ﻭﻫﻨﺎﻙ ﺃﻛﺎﺳﻴﺪ ﺃﺧﺮ￯‬ ‫ﻟﻴﻜﻮﻥ ﹰ‬‫ﺟﺰﺉ ﻣﺎﺀ(‪ ،‬ﻭﻫﻮ ﺃﻛﺴﻴﺪ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﺘﺤﺪ ﻣﻊ ﺍﳌﺎﺀ ﹼ‬
‫ﻳﻜﻮﻥ ﺃﻛﺴﻴﺪﹸ ﺍﻟﻜـﺎﻟﺴﻴﻮﻡ ‪) CaO‬ﺍﳉـﲑ ﺍﳊـﻲ( ﻋﻨﺪﻣﺎ‬‫ﻼ ﹼ‬ ‫ﻣﻜﻮﻧﺔ ﻗﻮﺍﻋﺪ‪ .‬ﻓﻤﺜ ﹰ‬
‫ﺗﺘﺤﺪ ﻣﻊ ﺍﳌﺎﺀ ﹼ‬
‫ﺍﻃﻠﺐ ﺇﱃ ﺍﻟﻄـﻼﺏ ﺃﻥ ﻳﻜﺘﺒﻮﺍ ﻣﻌـﺎﺩﻻﺕ ﺍﻟﺘﺄ ﱡﻳﻦ ﺍﻟﺜﻼﺙ‬ ‫ﻳﺬﻭﺏ ﰲ ﺍﳌﺎﺀ ﺍﻟﻘـﺎﻋـﺪ ﹶﺓ ﻫﻴﺪﺭﻭﻛﺴـﻴﺪﹶ ﺍﻟﻜﺎﻟﺴﻴﻮﻡ ‪) Ca(OH)2‬ﺍﳉﲑ ﺍﳌﻄﻔﺄ(‪ .‬ﻭﻋﻤﻮ ﹰﻣﺎ‬

‫ﳊﻤﺾ ﺍﻟﺒﻮﺭﻳﻚ )‪.(H3BO3‬‬ ‫ﹶ‬

‫ﺍﻷﲪﺎﺽ‪.‬‬ ‫ﺗﻜﻮﻥ ﺃﻛﺎﺳﻴﺪﹸ ﺍﻟﻌﻨﺎﴏ ﺍﻟﻔﻠﺰﻳﺔ ﺍﻟﻘﻮﺍﻋﺪﹶ ؛ ﺑﻴﻨﲈ ﹼ‬
‫ﺗﻜﻮﻥ ﺃﻛﺎﺳﻴﺪﹸ ﺍﻟﻼﻓﻠﺰﺍﺕ‬ ‫ﹼ‬

‫‪H3BO3(aq) + H2O(l) # H3O+(aq) + H2BO3-(aq),‬‬ ‫‪5-1‬‬

‫ﻓﴪ ﳌﺎﺫﺍ ﻻ ﺗﹸﺼﻨﹼﻒ ﺍﻟﻜﺜﲑ ﻣﻦ ﺃﲪﺎﺽ ﻭﻗﻮﺍﻋﺪ ﻟﻮﻳﺲ‬
‫‪ .5‬اﻟﻔﻜﺮة اﻟﺮﺋﻴﺴﺔ ﹼ‬ ‫اﻟﺨﻼﺻﺔ‬
‫‪H2BO3-(aq) + H2O(l) # H3O+(aq) + HBO32-(aq),‬‬ ‫ﻋﲆ ﺃﳖﺎ ﺃﲪﺎﺽ ﺃﻭ ﻗﻮﺍﻋﺪ ﺃﺭﻫﻴﻨﻴﻮﺱ ﺃﻭ ﺑﺮﻭﻧﺴﺘﺪ – ﻟﻮﺭﻱ؟‬ ‫ﲢـﺪﺩ ﺗـﺮﺍﻛﻴـﺰ ﺃﻳـﻮﻧـﺎﺕ ﺍﳍـﻴﺪﺭﻭﺟـﲔ ﻭﺃﻳـﻮﻧـﺎﺕ‬ ‫ﹼ‬
‫‪ .6‬ﻗﺎﺭﻥ ﺑﲔ ﺍﳋﻮﺍﺹ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﻭﺍﻟﻜﻴﻤﻴﺎﺋﻴﺔ ﻟﻸﲪﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ‪.‬‬ ‫ﲪﻀﻴـﺎ‪ ،‬ﺃﻡ‬
‫ﹼﹰ‬ ‫ﺍﳍﻴﺪﺭﻭﻛﺴـﻴﺪ ﻣـﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﺤﻠـﻮﻝ‬
‫‪HBO‬‬ ‫‪2-‬‬
‫)‪3 (aq‬‬ ‫‪+ H2O(l) # H3O‬‬ ‫‪+‬‬
‫)‪(aq‬‬ ‫‪+ BO3‬‬ ‫‪3-‬‬
‫)‪(aq‬‬
‫‪ .7‬ﻭﺿﺢ ﻛﻴﻒ ﲢﺪﺩ ﺗﺮﺍﻛﻴﺰ ﺃﻳﻮﻧﺎﺕ ﺍﳍﻴﺪﺭﻭﺟﲔ ﻭﺃﻳﻮﻧﺎﺕ ﺍﳍﻴﺪﺭﻭﻛﺴﻴﺪ ﻣﺎ‬ ‫ﻗﺎﻋﺪ ﹼﹰﻳﺎ‪ ،‬ﺃﻡ ﻣﺘﻌﺎﺩ ﹰﻻ‪.‬‬
‫ﲪﻀﻴﺎ ﺃﻡ ﻗﺎﻋﺪ ﹼﹰﻳﺎ ﺃﻡ ﻣﺘﻌﺎﺩ ﹰﻻ؟‬
‫ﹼﹰ‬ ‫ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﺤﻠﻮﻝ‬ ‫ﳚﺐ ﺃﻥ ﳛﺘﻮﻱ ﲪﺾ ﺃﺭﻫﻴﻨﻴﻮﺱ ﻋﲆ ﺫﺭﺓ ﻫﻴﺪﺭﻭﺟﲔ‬
‫‪ .8‬ﺍﴍﺡ ﳌﺎﺫﺍ ﻻ ﻳﺼﻨﻒ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺮﻛﺒﺎﺕ ﺍﻟﺘﻲ ﲢﺘﻮﻱ ﻋﲆ ﺫﺭﺓ ﻫﻴﺪﺭﻭﺟﲔ‬ ‫ﻗﺎﺑﻠﺔ ﻟﻠﺘﺄﻳﻦ‪ .‬ﻭﳚﺐ ﺃﻥ ﲢﺘﻮﻱ ﻗﺎﻋﺪﺓ ﺃﺭﻫﻴﻨﻴﻮﺱ ﻋﲆ‬
‫ﺃﻭ ﺃﻛﺜﺮ ﺑﻮﺻﻔﻬﺎ ﺃﲪﺎﺽ ﺃﺭﻫﻴﻨﻴﻮﺱ؟‬ ‫ﳎﻤﻮﻋﺔ ﻫﻴﺪﺭﻭﻛﺴﻴﺪ ﻗﺎﺑﻠﺔ ﻟﻠﺘﺄﻳﻦ‪.‬‬
‫‪ .9‬ﺣﺪﹼ ﺩ ﺍﻷﺯﻭﺍﺝ ﺍﳌﱰﺍﻓﻘﺔ ﻣﻦ ﺍﻷﲪﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ ﰲ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻵﺗﻴﺔ‪:‬‬ ‫ﲪﺾ ﺑﺮﻭﻧﺴﺘﺪ – ﻟــﻮﺭﻱ ﻣــﺎﺩﺓ ﻣﺎﻧﺤﺔ ﻷﻳﻮﻥ‬
‫‪HNO 2 + H 2O # NO 2 - + H 3O +‬‬ ‫ﻫﻴﺪﺭﻭﺟﲔ‪ ،‬ﺑﻴﻨﲈ ﻗﺎﻋﺪﺓ ﺑﺮﻭﻧﺴﺘﺪ – ﻟﻮﺭﻱ ﻣﺎﺩﺓ‬
‫‪ .10‬ﺍﻛﺘﺐ ﺗﺮﻛﻴﺐ ﻟﻮﻳﺲ ﻟﺜﺎﻟﺚ ﻛﻠﻮﺭﻳﺪ ﺍﻟﻔﻮﺳﻔﻮﺭ ‪ .PCl3‬ﻫﻞ ﻳﻌﺪ ‪PCl3‬‬ ‫ﻣﺴﺘﻘﺒﻠﺔ ﻷﻳﻮﻥ ﻫﻴﺪﺭﻭﺟﲔ‪.‬‬
‫ﲪﺾ ﻟﻮﻳﺲ‪ ،‬ﺃﻡ ﻗﺎﻋﺪﺓ ﻟﻮﻳﺲ‪ ،‬ﺃﻡ ﻏﲑ ﺫﻟﻚ؟‬ ‫ﺯﻭﺟﺎ ﻣﻦ ﺍﻹﻟﻜﱰﻭﻧﺎﺕ‪،‬‬
‫ﲪﺾ ﻟﻮﻳﺲ ﻣﺎﺩﺓ ﺗﺴﺘﻘﺒﻞ ﹰ‬
‫ﺯﻭﺟﺎ ﻣﻦ ﺍﻹﻟﻜﱰﻭﻧﺎﺕ‪.‬‬
‫ﺑﻴﻨﲈ ﻗﺎﻋﺪﺓ ﻟﻮﻳﺲ ﻣﺎﺩﺓ ﺗﻌﻄﻲ ﹰ‬

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‫‪5-1‬‬
‫ﻭﲢـﻮﻝ ﻟﻮﻥ ﹼﺗﺒﺎﻉ‬
‫ﺇﱃ ﺍﻷﲪـﺮ‪ .‬ﻭﺗﺘﻔﺎﻋـﻞ ﺍﻟﻘﻮﺍﻋﺪ ﻣﻊ ﺍﻷﲪﺎﺽ‪ ،‬ﹼ‬ ‫ﻟﺰﻭﺝ ﻣـﻦ ﺍﻹﻟﻜﱰﻭﻧـﺎﺕ‪ ،‬ﻭﻗﺎﻋﺪﺓ‬ ‫ﹴ‬ ‫ﲪـﺾ ﻟﻮﻳﺲ ﻫﻮ ﻣﺴـﺘﻘﺒﹺ ﹲﻞ‬ ‫‪.5‬‬
‫ﺍﻟﺸﻤﺲ ﺍﻷﲪﺮ ﺇﱃ ﺍﻷﺯﺭﻕ‪.‬‬ ‫ﻟﻮﻳـﺲ ﻫـﻲ ﻣﺎﻧﹺﺤﺔ ﻟﺰﻭﺝ ﻣـﻦ ﺍﻹﻟﻜﱰﻭﻧـﺎﺕ‪ .‬ﻻ ﳛﺘﻮﻱ ﲪﺾ‬
‫‪ .7‬ﻳﻜـﻮﻥ ]‪ [OH -] < [H +‬ﻓـﻲ ﺍﳌﺤﻠــﻮﻝ ﺍﳊﻤـﴤﹼ ‪ ،‬ﻭﻳﻜـﻮﻥ ‪[O‬‬ ‫ﻟﻮﻳﺲ ﻋﲆ ﺃﻳﻮﻥ ﻫﻴﺪﺭﻭﺟﲔ‪ ،‬ﺃﻭ ﺃﻳﻮﻥ ﻫﻴﺪﺭﻭﻛﺴﻴﺪ ﻗﺎﺑﻞ ﻟﻠﺘﺄ ﱡﻳﻦ‬
‫ﺍﻟﻘﺎﻋﺪﻱ‬
‫ﹼ‬ ‫]‪ H -] = [H +‬ﰲ ﺍﳌﺤﻠـﻮﻝ ﺍﳌﺘﻌـﺎﺩﻝ‪ ،‬؛ ﺃ ﹼﻣﺎ ﰲ ﺍﳌﺤﻠﻮﻝ‬ ‫ﺃﻥ ﲪﺾ‬ ‫ﲪﻀﺎ ﺃﻭ ﻗﺎﻋﺪﺓ ﺃﺭﻫﻴﻨﻴـﻮﺱ‪ ،‬ﻛﲈ ﹼ‬‫ﻟﻜـﻲ ﻳﻤﻜﻦ ﺍﻋﺘﺒـﺎﺭﻩ ﹰ‬
‫ﻓﻴﻜﻮﻥ ]‪. [H +] < [OH -‬‬ ‫ﻟﻮﻳـﺲ ﻻ ﻳﻤﺘﻠـﻚ ﺃﻳـﻮﻥ ﻫﻴﺪﺭﻭﺟـﲔ ﻟﻜـﻲ ﻳﻤﻨﺤﻪ ﻟﻐـﲑﻩ‪ ،‬ﻟﺬﺍ‬
‫ﺫﺭﺓ ﻫﻴﺪﺭﻭﺟﲔ ﺃﻭ ﺃﻛﺜﺮ ﻗﺎﺑﻠـﺔ ﻟﻠﺘﺄ ﹼﻳﻦ ﻫﻲ‬ ‫ﻓﻬﻮ ﻟﻴﺲ ﲪﺾ ﺑﺮﻭﻧﺴـﺘﺪ‪ -‬ﻟﻮﺭﻱ‪ ،‬ﻭﻟﻜﻦ ﲨﻴـﻊ ﻗﻮﺍﻋﺪ ﻟﻮﻳﺲ‬
‫ﺍﳌﺮﻛﺒـﺎﺕ ﺍﻟﺘﻲ ﻟﺪﳞـﺎ ﹼ‬ ‫‪.8‬‬
‫ﻓﻘﻂ ﺃﲪﺎﺽ ﺃﺭﻫﻴﻨﻴﻮﺱ‪.‬‬ ‫ﻷﳖﺎ ﻗﺎﺩﺭﺓ ﻋﲆ ﺍﺳـﺘﻘﺒﺎﻝ ﺃﻳﻮﻥ‬‫ﻫـﻲ ﻗﻮﺍﻋﺪ ﺑﺮﻭﻧﺴـﺘﺪ– ﻟـﻮﺭﻱ؛ ﹼ‬
‫ﻫﻴﺪﺭﻭﺟﲔ‪.‬‬
‫‪ HNO2 .9‬ﲪـﺾ ﻭ ‪ NO2-‬ﻗﺎﻋـﺪﺓ ﻣﺮﺍﻓﻘـﺔ‪ H2O ،‬ﻗﺎﻋﺪﺓ ﻭ‪H 3O +‬‬
‫ﲪﻀﻴـﺎ ﻭﺗﻮﺻﻞ‬
‫ﹼﹰ‬ ‫ﺍﻟﻔﻴﺰﻳﺎﺋﻴـﺔ‪ :‬ﲤﺘﻠـﻚ ﺍﻷﲪـﺎﺽ ﻃﻌﲈ ﹰ‬
‫ﱠ‬ ‫ﺍﳋـﻮﺍﺹ‬
‫ﲪﺾ ﻣﺮﺍﻓﻖ‪.‬‬ ‫‪.6‬‬
‫ﺍﻟﻜﻬﺮﺑﺎﺀ‪ .‬ﺃ ﹼﻣﺎ ﺍﻟﻘﻮﺍﻋﺪ ﻓﻄﻌﻤﻬﺎ ﹸﻣ ﹼﺮ‪ ،‬ﻭﻫﻲ ﺯﻟﻘﺔ ﺍﳌﻠﻤﺲ‪ ،‬ﻭﺗﻮﺻﻞ‬
‫‪ .10‬ﻳﻤﺘﻠـﻚ ﺍﻟﻔﻮﺳـﻔﻮﺭ ﰲ ‪ PCl3‬ﺛﻼﺛـﺔ ﺇﻟﻜﱰﻭﻧـﺎﺕ ﻳﺘﺸـﺎﺭﻛﻬﺎ ﻣﻊ‬
‫ﺍﻟﻔﻠﺰﺍﺕ‬
‫ﺍﻟﻜﻬﺮﺑﺎﺀ‪ .‬ﺍﳋـﻮﺍﺹ ﺍﻟﻜﻴﻤﻴﺎﺋﻴﺔ‪ :‬ﺗﺘﻔﺎﻋﻞ ﺍﻷﲪﺎﺽ ﻣﻊ ﱠ‬
‫ﺛـﻼﺙ ﺫﺭﺍﺕ ﻛﻠـﻮﺭ‪ ،‬ﻭﺯﻭﺝ ﺇﻟﻜﱰﻭﻧـﺎﺕ ﻏـﲑ ﻣﺸـﱰﻙ‪ ،‬ﻳﻌﻤﻞ‬
‫ﲢﻮﻝ ﻟﻮﻥ ﹼﺗﺒﺎﻉ ﺍﻟﺸﻤﺲ ﺍﻷﺯﺭﻕ‬
‫ﻟﺘﻨﺘﺞ ﻏﺎﺯ ﺍﳍﻴﺪﺭﻭﺟﲔ‪ ،‬ﻛﲈ ﹼﺃﳖﺎ ﱢ‬
‫ﻋﻤﻞ ﻗﺎﻋﺪﺓ ﻟﻮﻳﺲ‪.‬‬

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 ‫‪Strengths of Acids and Bases‬‬
‫‪5-2‬‬

‫ﻗـﻮﺓ ﺍﳊـﻤـﺾ‬
‫‪5-2‬‬
‫اﻟﺮﺋﻴﺴﺔ‬ ‫اﻟﻔﻜﺮة‬ ‫ﻭﺍﻟﻘﺎﻋﺪﺓ ﻣﻊ ﺩﺭﺟﺔ ﺗﺄﻳﻨﻬﲈ‪.‬‬
‫ﻗـﻮﺓ ﲪﺾ ﺿﻌﻴﻒ‬
‫‪.1‬‬
‫ﺗﻌﺘﻤﺪ ﺍﻟﺘﻤﺮﻳـﺮﺓ ﺍﻟﻨﺎﺟﺤﺔ ﰲ ﻟﻌﺒﺔ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻋﲆ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﳌﺮﺳـﻞ ﻭﺍﳌﺴـﺘﻘﺒﻞ‪،‬‬ ‫ﺑﻘﻮﺓ ﻗﺎﻋﺪﺗﻪ ﺍﳌﺮﺍﻓﻘﺔ‪.‬‬
‫ﻓ ﹸﻴﻌـﺮﻑ ﻣﺜـ ﹰ‬
‫ﻼ ﻣﺪ￯ ﺍﺳـﺘﻌﺪﺍﺩ ﺍﳌﺮﺳـﻞ ﻟﺘﻤﺮﻳﺮ ﺍﻟﻜﺮﺓ‪ ،‬ﻭﻣﺪ￯ ﺍﺳـﺘﻌﺪﺍﺩ ﺍﳌﺴـﺘﻘﺒﻞ ﻻﺳـﺘﻘﺒﺎﻝ ﺍﻟﻜﺮﺓ‪.‬‬
‫ﺍﻟﻌﻼﻗـﺔ ﺑـﲔ ﻗﻮ￯‬
‫ﻭﻛﺬﻟـﻚ ﺍﳊـﺎﻝ ﰲ ﺗﻔﺎﻋﻼﺕ ﺍﻷﲪـﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ؛ ﺣﻴﺚ ﻳﻌﺘﻤﺪ ﺳـﲑ ﺍﻟﺘﻔﺎﻋﻞ ﻋﲆ ﻣﺪ￯ ﺍﺳـﺘﻌﺪﺍﺩ‬
‫ﺍﻷﲪـﺎﺽ ﻭﺍﻟﻘﻮﺍﻋـﺪ ﻭﻗﻴﻢ‬
‫ﺍﳊﻤﺾ ﳌﻨﺢ ﺃﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﺟﲔ‪ ،‬ﻭﻣﺪ￯ ﺍﺳﺘﻌﺪﺍﺩ ﺍﻟﻘﺎﻋﺪﺓ ﻻﺳﺘﻘﺒﺎﻟﻪ‪.‬‬
‫ﺛﻮﺍﺑﺖ ﺗﺄﻳﻨﻬﺎ‪.‬‬ ‫ﻗﺒﻞ ﺑﺪﺀ ﺍﻟـﺪﺭﺱ‪ ،‬ﺍﻋﺮﺽ ﻋﲆ ﺍﻟﻄﻼﺏ ﴍﳛـﺔ ﺍﻟﱰﻛﻴﺰ ﺭﻗﻢ‬
‫‪Strengths of Acids‬‬
‫ﻣﻦ ﺧﻮﺍﺹ ﺍﳌﺤﺎﻟﻴﻞ ﺍﳊﻤﻀﻴﺔ ﻭﺍﻟﻘﺎﻋﺪﻳﺔ ﺃﳖﺎ ﺗﻮﺻﻞ ﺍﻟﻜﻬﺮﺑﺎﺀ‪ .‬ﻣﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﻲ ﺗﺴﺘﻄﻴﻊ ﻣﻌﺮﻓﺘﻬﺎ‬
‫)‪ (16‬ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﻣﺼـﺎﺩﺭ ﺍﻟﺘﻌﻠﻢ ﻟﻠﻔﺼﻮﻝ )‪ ،(1-5‬ﻭﻳﻤﻜﻨﻚ‬
‫ﺇﻟﻜﱰﻭﻟﻴﺖ‪ :‬ﻣﺎﺩﺓ ﻳﻮﺻﻞ ﳏﻠﻮﳍﺎ‬
‫ﻋﻦ ﺃﻳﻮﻧﺎﺕ ﺍﳍﻴﺪﺭﻭﺟﲔ ﻭﺃﻳﻮﻧﺎﺕ ﺍﳍﻴﺪﺭﻭﻛﺴﻴﺪ ﰲ ﻫﺬﻩ ﺍﳌﺤﺎﻟﻴﻞ ﺍﳌﺎﺋﻴﺔ ﻣﻦ ﺧﻼﻝ ﺗﻮﺻﻴﻠﻬﺎ ﻟﻠﻜﻬﺮﺑﺎﺀ؟‬
‫ﺍﳌﺎﺋﻲ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‪.‬‬ ‫ﻋﺮﺿﻬـﺎ ﻣﻠﻮﻧﺔ ﻣﻦ ﺧـﻼﻝ ﺍﻟﺮﺟـﻮﻉ ﺇﱃ ﺍﳌﻮﻗـﻊ ﺍﻹﻟﻜﱰﻭﲏ‪:‬‬
‫ﺍﻓـﱰﺽ ﺃﻧـﻚ ﺗﻔﺤـﺺ ﻗـﺪﺭﺓ ﺍﻟﺘﻮﺻﻴـﻞ ﺍﻟﻜﻬﺮﺑﺎﺋـﻲ ﳌﺤﻠـﻮﻝ ﻣﺎﺋـﻲ ﺗﺮﻛﻴـﺰﻩ ‪ 0.10 M‬ﻣـﻦ ﲪﺾ‬
‫ﺍﳍﻴﺪﺭﻭﻛﻠﻮﺭﻳـﻚ‪ ،‬ﻭﺁﺧـﺮ ﳑﺎﺛﻞ ﻣﻦ ﲪـﺾ ﺍﻹﻳﺜﺎﻧﻮﻳﻚ )ﺍﳋـﻞ(‪ .‬ﻳﺪﻝ ﺗﻮﻫﺞ ﺍﳌﺼﺒـﺎﺡ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﰲ‬
‫ﺍﻟﺸﻜﻞ ‪ 5-11‬ﻋﲆ ﺃﻥ ﺍﳌﺤﻠﻮﻝ ﻳﻮﺻﻞ ﺍﻟﻜﻬﺮﺑﺎﺀ‪ .‬ﻭﻟﻜﻦ ﺇﺫﺍ ﻗﺎﺭﻧﺖ ﺗﻮﻫﺞ ﺍﳌﺼﺒﺎﺡ ﺍﳌﺘﺼﻞ ﺑﻤﺤﻠﻮﻝ‬ ‫ﺍﳊﻤﺾ ﺍﻟﻘﻮﻱ‬
‫‪ HCl‬ﰲ ﺍﻟﺸـﻜﻞ ‪ 5-11‬ﺑﺘﻮﻫﺞ ﺍﳌﺼﺒﺎﺡ ﺍﳌﺘﺼﻞ ﺑﻤﺤﻠﻮﻝ ‪ CH3COOH‬ﰲ ﺍﻟﺸـﻜﻞ ‪ 5-12‬ﻓﻼ ﺑﺪ‬ ‫ﺍﳊﻤﺾ ﺍﻟﻀﻌﻴﻒ‬ ‫‪www.obeikaneducation.com‬‬
‫ﺃﻥ ﺗﻼﺣﻆ ﻓﺮ ﹰﻗﺎ؛ ﻓﺘﻮﺻﻴﻞ ﳏﻠﻮﻝ ‪ HCl‬ﻟﻠﻜﻬﺮﺑﺎﺀ ﺃﻓﻀﻞ ﻣﻦ ﺗﻮﺻﻴﻞ ﳏﻠﻮﻝ ‪ .CH3COOH‬ﹶ‬
‫ﻓﻠﻢ ﻫﺬﺍ‬ ‫ﺛﺎﺑﺖ ﺗﺄﻳﻦ ﺍﳊﻤﺾ‬ ‫اﻟﺮﺋﻴﺴﺔ‬ ‫اﻟﻔﻜﺮة‬
‫ﺍﻟﻔﺮﻕ ﻣﻊ ﺃﻥ ﺗﺮﻛﻴﺰﻱ ﺍﳊﻤﻀﲔ ﻣﺘﺴﺎﻭﻳﺎﻥ؟‬ ‫ﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﻘﻮﻳﺔ‬
‫ﻳﻌﺘﻤﺪ ﺗﻮﺻﻴﻞ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻋﲆ ﻋﺪﺩ ﺍﻷﻳﻮﻧﺎﺕ ﰲ ﺍﳌﺤﻠﻮﻝ‪ .‬ﻭﻗﺪ ﺗﺄﻳﻨﺖ‬ ‫ﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﻀﻌﻴﻔﺔ‬ ‫ﺍﻛﺘـﺐ ﻋﲆ ﺍﻟﺴـﺒﻮﺭﺓ ﺻﻴﻐﺘﻲ‬
‫ﻛﻠﻴﺎ ﻣﻜﻮﻧ ﹰﺔ ﺃﻳﻮﻧﺎﺕ ﻫﻴﺪﺭﻭﻧﻴﻮﻡ ﻭﺃﻳﻮﻧﺎﺕ ﻛﻠﻮﺭﻳﺪ‪.‬‬
‫ﺟﺰﻳﺌﺎﺕ ‪ HCl‬ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺍﳌﺤﻠﻮﻝ ﲨﻴﻌﻬﺎ ﹼﹰ‬ ‫ﺛﺎﺑﺖ ﺗﺄﻳﻦ ﺍﻟﻘﺎﻋﺪﺓ‬
‫ﲪـﴤ ﺍﳍﻴﺪﺭﻭﺑﺮﻭﻣﻴـﻚ ‪ ،HBr‬ﻭﺍﻟﻜﺮﺑﻮﻧﻴـﻚ ‪ ،H2CO3‬ﻭﺍﺳـﺄﻝ‬
‫ﺍﻟﻄـﻼﺏ‪ :‬ﻫﻞ ﻳﻤﻜﻨﻬـﻢ ﻣﻌﺮﻓﺔ ﻗـﻮﰐ ﺍﳊﻤﻀﲔ ﻣـﻦ ﺻﻴﻐﺘﻴﻬﲈ؟‬
‫‪5-11‬‬
‫‪HCl‬‬ ‫‪0.10 M‬؛‬

‫ﻣـﻦ ﺍﳌﺤﺘﻤﻞ ﺃﻥ ﻳﻘـﻮﻝ ﺍﻟﻄﻼﺏ ﺇﳖـﻢ ﻻ ﻳﺴـﺘﻄﻴﻌﻮﻥ‪ ،‬ﻭﻟﻜﻦ ﻗﺪ‬

‫‪+‬‬ ‫ﺃﻥ ‪ H2CO3‬ﻫـﻮ ﺍﻷﻗﻮ￯؛ ﻷ ﱠﻧﻪ ﳛﺘﻮﻱ ﻋﲆ ﺫﺭﰐ‬ ‫ﻳﻔـﱰﺽ ﺑﻌﻀﻬﻢ ﱠ‬
‫ﻭﻟﻜﻦ ﻫﺬﺍ ﺍﻻﻓﱰﺍﺽ‬
‫ﹼ‬ ‫ﻛﻞ ﺟﺰﻱﺀ‪،‬‬ ‫ﻫﻴﺪﺭﻭﺟـﲔ ﻗﺎﺑﻠﺘﲔ ﻟﻠﺘﺄ ﱡﻳﻦ ﰲ ﱢ‬
‫‪-‬‬
‫ﻏﲑ ﺻﺤﻴﺢ‪ .‬ﺑﻌﺪﺋﺬ‪ ،‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺘﻲ ﺍﻟﺘﺄ ﱡﻳﻦ ﻟﻠﺤﻤﻀﲔ ﰲ ﺍﳌﺎﺀ ﻣﻊ‬
‫ﺳﻬﻤﻲ ﺍﻻﺗﺰﺍﻥ ﳊﻤﺾ ﺍﻟﻜﺮﺑﻮﻧﻴﻚ )ﺍﻟﺴﻬﻢ ﺍﻷﻃﻮﻝ ﺇﱃ ﺍﻟﻴﺴﺎﺭ(‪.‬‬
‫‪172‬‬ ‫;)‪HBr (g) → H + (aq) + Br - (aq‬‬

‫)‪H 2CO 3(aq‬‬ ‫)‪H + (aq) + HCO 3 - (aq‬‬

‫‪C19-05C-828378-B‬‬
‫ﺍﳌﺎﺋﻴـﺔ ﺍﳌﺨ ﹼﻔﻔﺔ ﻫﻮ ‪،100%‬‬
‫ﻭﺃﴍ ﺇﱃ ﺃﻥ ﺗﺄ ﱡﻳـﻦ ‪ HBr‬ﰲ ﺍﳌﺤﺎﻟﻴـﻞ ﹼ‬
‫ﻭﺃﻧﹼـﻪ ﻧﺘﻴﺠـﺔ ﻟﺬﻟﻚ‪ ،‬ﻳﻜﺘﺐ ﺳـﻬﻢ ﻭﺍﺣﺪ ﰲ ﺍﳌﻌﺎﺩﻟـﺔ‪ ،‬ﻭﺍﴍﺡ ﻣﻦ‬
‫ﺃﻥ ﺗﺄ ﹼﻳﻦ ﲪـﺾ ﺍﻟﻜﺮﺑﻮﻧﻴﻚ ﹼ‬
‫ﺃﻗﻞ ﺑﻜﺜـﲑ ﻣﻦ ﺃﻥ ﻳﻜﻮﻥ‬ ‫ﻧﺎﺣﻴـﺔ ﺛﺎﻧﻴﺔ ﹼ‬
‫ﻃﺮاﺋﻖ ﺗﺪرﻳﺲ ﻣﺘﻨﻮﻋﺔ‬
‫ﹰ‬
‫ﻛﺎﻣـﻼ‪ ،‬ﹼ‬
‫ﻭﺃﻥ ﺛﺎﺑـﺚ ﺍﻻﺗـﺰﺍﻥ ﻟﺘﻔﺎﻋﻞ ﺍﻟﺘﺄ ﹼﻳﻦ ‪ K‬ﻋﻨـﺪ ‪ 298‬ﻫﻮ ﻓﻘﻂ‬
‫ﺍﻃﻠﺐ ﺇﱃ ﺍﻟﻄﻼﺏ‪،‬‬ ‫‪.4.5×10-7‬‬
‫ﻭﺍﻷﻫﻞ‪ ،‬ﺃﻭ ﻣﻮﻇﻔﻲ ﺍﳌﺪﺭﺳـﺔ ﺃﻥ‬
‫ﳛﴬﻭﺍ "ﻣﺎﺋﺪﺓ ﺃﲪﺎﺽ ﻭﻗﻮﺍﻋﺪ"‪،‬‬
‫‪.2‬‬
‫ﺗﺸـﺘﻤﻞ ﻋﲆ ﺃﻃﻌﻤـﺔ ﲢﺘﻮﻱ ﻋﲆ‬
‫ﺃﲪﺎﺽ ﻭﻗﻮﺍﻋﺪ‪ ،‬ﻋﲆ ﺃﻥ ﲡﻬﺰ ﻫﺬﻩ‬ ‫ﻗـﻮﺓ ﺍﳊﻤﺾ ﳍﺎ ﻋﻼﻗﺔ ﺑﻘﻮﺓ‬ ‫ﺍﴍﺡ ﺃﻥ ﹼ‬
‫"ﺍﳌﺎﺋﺪﺓ" ﰲ ﻣﻘﺼﻒ ﺍﳌﺪﺭﺳﺔ‪ ،‬ﺃﻭ ﰲ‬ ‫ﻋﻨﴫﺍ ﻻ ﻓﻠﺰ ﹼﹰﻳﺎ‪ ،‬ﺃﻭ ﰲ ﺑﻌﺾ‬ ‫ﻭﻗﻄﺒﻴـﺔ ﺭﺍﺑﻄﺔ ‪ ،H-X‬ﺣﻴﺚ ﲤﺜﹼﻞ ‪X‬‬
‫ﹰ‬ ‫ﹼ‬
‫ﻏﺮﻓﺔ ﺍﻟﺘﺪﺑﲑ ﺍﳌﻨﺰ ﹼﱄ‪ ،‬ﻭﺩﻉ ﻃﻼﺏ‬ ‫ﻗﻮﺓ‬ ‫ﺍﻟﺬﺭﺍﺕ ﺳـﺎﻟﺐ ﺍﻟﺸﺤﻨﺔ‪ .‬ﻭﺃﴍ ﺇﱃ ﹼ‬ ‫ﺍﻷﺣﻴﺎﻥ‪ ،‬ﺃﻳﻮ ﹰﻧﺎ ﻣﺘﻌﺪﹼ ﺩ ﹼ‬
‫ﺃﻥ ﹼ‬
‫ﻳﺘﺬﻭﻗﻮﺍ ﻫﺬﻩ ﺍﻷﻃﻌﻤﺔ‪،‬‬
‫ﺍﳌﺪﺭﺳـﺔ ﹼ‬ ‫ﻛﻬﺮﻭﺳـﺎﻟﺒﻴﺔ ‪ H‬ﻭ ‪، X‬‬ ‫ﺃﺳﺎﺳـﻴﺔ ﻋﲆ ﻧﺴـﺒﺔ‬ ‫ﺍﻟﺮﺍﺑﻄﺔ ﺗﻌﺘﻤﺪ ﺑﺼﻮﺭﺓ‬
‫ﹼ‬ ‫ﹼ‬
‫ﺗﻘﺮﻳـﺮﺍ ﺣـﻮﻝ ﻣﺬﺍﻗﺎﲥـﺎ‬
‫ﹰ‬ ‫ﻭ ﹸﻳﻌـﺪﹼ ﻭﺍ‬ ‫ﺍﻟﺬﺭﺍﺕ ﺳـﺎﻟﺐ ﺍﻟﺸﺤﻨﺔ‪ ،‬ﻛﻬﺮﻭﺳﺎﻟﺒﻴﺔ‬ ‫ﺃﻭ ﺑﺎﻟﻨﺴـﺒﺔ ﻟﻸﻳﻮﻥ ﻣﺘﻌﺪﹼ ﺩ ﹼ‬
‫ﺍﳌﻤﻴﺰﺓ‪.‬‬
‫ﹼ‬ ‫‪H‬ﻭ ‪ X‬ﻭ ﺍﻟﻌﻨـﺎﴏ ﺍﻷﺧـﺮ￯ ﺍﳌﺮﺗﺒﻄـﺔ ﹺﺑـ ‪ ،X‬ﻭﺑﺼـﻮﺭﺓ ﻋﺎ ﹼﻣﺔ‪ ،‬ﻛ ﹼﻠﲈ‬
‫ﻗﻮﺓ ﺍﳊﻤﺾ‪.‬‬ ‫ﺿﻌﻔﺖ ﺭﺍﺑﻄﺔ ‪ H-X‬ﺍﺯﺩﺍﺩﺕ ﹼ‬

‫‪172‬‬
‫ﻳﺘﻮﻫـﺞ ﺍﻟﻀـﻮﺀ ﺃﻛﺜـﺮ ﻋﻨﺪﻣﺎ‬
‫ﺍﻟﺸـﻜﻞ ‪ 5-12‬ﹼ‬ ‫"‬

‫ﳛﺘﻮﻱ ﺍﳌﺤﻠﻮﻝ ﻋﲆ ﺃﻳﻮﻧﺎﺕ ﺃﻛﺜﺮ‪.‬‬

‫‪0.10 M‬‬ ‫‪5-12‬‬

‫‪5 11‬‬

‫ﻗـﻮﺓ ﺍﳊﻤﺾ ﺗﻌﺘﻤﺪ ﻣﺒـﺎﴍﺓ ﻋﲆ ﻋﺪﺩ‬

‫ﺃﻥ ﹼ‬‫ﻗـﺪ ﻳﻌﺘﻘـﺪ ﺍﻟﻄﻼﺏ ﹼ‬
‫ﻗﻮﻳﺔ‪ .‬ﻭﻷﻥ ﺍﻷﲪﺎﺽ ﺍﻟﻘﻮﻳﺔ ﺗﻨﺘﺞ ﺃﻛﱪ ﻋﺪﺩ ﻣﻦ ﺍﻷﻳﻮﻧﺎﺕ‪ ،‬ﻟﺬﺍ ﻓﻬﻲ‬ ‫ﹰ‬
‫ﺃﲪﺎﺿﺎ ﻗﻮﻳﺔ‬ ‫ﻛﻠﻴﺎ‬
‫ﻭﺗﺴﻤﻰ ﺍﻷﲪﺎﺽ ﺍﻟﺘﻲ ﺗﺘﺄﻳﻦ ﹼﹰ‬
‫ﺫﺭﺍﺕ ﺍﳍﻴﺪﺭﻭﺟﲔ ﰲ ﹼ‬
‫ﻛﻞ ﺟﺰﻱﺀ‪.‬‬ ‫ﹼ‬ ‫ﻣﻮﺻﻼﺕ ﺟﻴﺪﺓ ﻟﻠﻜﻬﺮﺑﺎﺀ‪.‬‬
‫ﺑﺎﳌﻌﺎﺩﻟﺔ ﺍﻵﺗﻴﺔ‪:‬‬
‫ﺍﳌﺎﺀ ‪C19‬‬
‫‪828378‬ﰲ‪05C‬‬
‫ﺍﳍﻴﺪﺭﻭﻛﻠﻮﺭﻳﻚ‬
‫‪A‬‬ ‫ﻳﻤﻜﻦ ﲤﺜﻴﻞ ﺗﺄﻳﻦ ﲪﺾ‬
‫)‪HCl(aq) + H 2O(l) → H 3O +(aq) + Cl -(aq‬‬
‫ﺇ ﹶﺫﺍ ﻛﺎﻥ ﺳﺒﺐ ﺍﻹﺿﺎﺀﺓ ﺍﻟﻘﻮﻳﺔ ﳌﺼﺒﺎﺡ ﺍﳉﻬﺎﺯ ﺍﻟﺬﻱ ﳛﺘﻮﻱ ﻋﲆ ‪ HCl‬ﻫﻮ ﻋﺪﺩ ﺍﻷﻳﻮﻧﺎﺕ‬
‫ﺍﻟﻜﺒﲑ ﰲ ﺍﳌﺤﻠﻮﻝ ـ ﻛﲈ ﰲ ﺍﻟﺸﻜﻞ ‪ 5-11‬ـ ﻓﺈﻥ ﺍﻹﺿﺎﺀﺓ ﺍﳋﺎﻓﺘﺔ ﳌﺼﺒﺎﺡ ﺍﳉﻬﺎﺯ ﺍﻟﺬﻱ ﳛﺘﻮﻱ ﻋﲆ ﳏﻠﻮﻝ‬
‫ﺍﺳــﺄﻝ ﺍﻟﻄــﻼﺏ‪ ،‬ﺃﻥ ﻳﺘﻮ ﹼﻗﻌـﻮﺍ ﻣـﺎ ﺍﳊﻤﺾ ﺍﻷﻗـﻮ￯ ﳑﹼﺎ ﻳﺄﰐ‪:‬‬ ‫‪ ،CH3COOH‬ﺍﳌﺒﲔ ﰲ ﺍﻟﺸﻜﻞ ‪ ،5-12‬ﻻ ﺑﺪ ﺃﻥ ﻳﻜﻮﻥ ﺳﺒﺒﻬﺎ ﺍﺣﺘﻮﺍﺀ ﳏﻠﻮﻝ ﲪﺾ ﺍﻹﻳﺜﺎﻧﻮﻳﻚ )ﺍﳋﻞ( ﻋﲆ‬

‫‪ HNO3‬ﺃﻭ ‪H3PO4‬؟ ﻗـﺪ ﻳﺘﻮ ﹼﻗﻌـﻮﻥ ﹼ‬

‫ﺃﻥ ‪ H3PO4‬ﻫـﻮ ﺍﻷﻗـﻮ￯؛‬
‫ﻋﺪﺩ ﺃﻗﻞ ﻣﻦ ﺍﻷﻳﻮﻧﺎﺕ‪ .‬ﻭﻷﻥ ﺍﳌﺤﻠﻮﻟﲔ ﳛﺘﻮﻳﺎﻥ ﻋﲆ ﺍﻟﱰﻛﻴﺰ ﺍﳌﻮﻻﺭﻱ ﻧﻔﺴﻪ ﻟﺬﺍ ﻧﺴﺘﻨﺘﺞ ﺃﻥ ﲪﺾ ﺍﻹﻳﺜﺎﻧﻮﻳﻚ‬
‫ﺟﺰﺋﻴﺎ ﻓﻘﻂ ﰲ ﺍﳌﺤﻠﻮﻝ ﺍﳌﺎﺋﻲ ﺍﳌﺨﻔﻒ ﺍﳊﻤﺾ ﺍﻟﻀﻌﻴﻒ‪.‬‬‫ﹼﹰ‬ ‫ﻛﻠﻴﺎ‪ .‬ﻭﻟﺬﻟﻚ ﻳﺴﻤﻰ ﺍﳊﻤﺾ ﺍﻟﺬﻱ ﻳﺘﺄﻳﻦ‬
‫ﻻ ﻳﺘﺄﻳﻦ ﹼﹰ‬

‫ﺛﻼﺛﻲ ﺍﻟﱪﻭﺗﻮﻧﺎﺕ‪.‬‬
‫ﹼ‬ ‫ﻷﻧﹼﻪ‬ ‫ﻭﻷﻥ ﺍﻷﲪﺎﺽ ﺍﻟﻀﻌﻴﻔﺔ ﺗﻨﺘﺞ ﺃﻳﻮﻧﺎﺕ ﺃﻗﻞ ﻓﺈﳖﺎ ﻻ ﺗﻮﺻﻞ ﺍﻟﻜﻬﺮﺑﺎﺀ ﺟﻴﺪﹰ ﺍ ﻣﺜﻞ ﺍﻷﲪﺎﺽ ﺍﻟﻘﻮﻳﺔ‪ .‬ﻭﻳﺒﲔ‬
‫ﺍﳉﺪﻭﻝ ‪ 5-3‬ﻣﻌﺎﺩﻻﺕ ﺍﻟﺘﺄﻳﻦ ﻟﺒﻌﺾ ﺍﻷﲪﺎﺽ ﺍﻟﻀﻌﻴﻔﺔ ﻭﺍﻷﲪﺎﺽ ﺍﻟﻘﻮﻳﺔ ﺍﻟﺸﺎﺋﻌﺔ‪.‬‬

‫‪5 3‬‬

‫ﻟﺘﺒـﲔ ﹼ‬
‫ﺃﻥ ﺗﻮﺻﻴﻞ ﳏﻠﻮﻝ‬ ‫ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﹼ‬
‫ﹼ‬ ‫ﺍﺳـﺘﺨﺪﻡ ﺟﻬﺎﺯ ﺍﻟﺘﻮﺻﻴﻞ‬
‫ﺍﳍﻴﺪﺭﻭﻓﻠﻮﺭﻳﻚ‬ ‫ﺍﳍﻴﺪﺭﻭﻛﻠﻮﺭﻳﻚ‬
‫‪ HNO3‬ﺑﱰﻛﻴﺰ ‪ 0.1 M‬ﺃﻋﲆ ﻣﻦ ﺗﻮﺻﻴﻞ ﳏﻠﻮﻝ ‪ H3PO4‬ﺑﱰﻛﻴﺰ‬
‫‪HF # H + + F -‬‬ ‫‪HCl → H + + Cl -‬‬
‫‪CH3COOH # H + C 2H 3O 2‬‬
‫‪+‬‬ ‫‪-‬‬
‫ﺍﻹﻳﺜﺎﻧﻮﻳﻚ‬ ‫‪HI → H + + I -‬‬ ‫ﺍﳍﻴﺪﺭﻭﺃﻳﻮﺩﻳﻚ‬

‫‪ 0.1 M‬ﻋﲆ ﺍﻟﺮﻏﻢ ﻣﻦ ﺍﺣﺘﻮﺍﺀ ‪ H3PO4‬ﻋﲆ ﺛﻼﺛﺔ ﺃﺿﻌﺎﻑ ﻋﺪﺩ‬ ‫‪H 2S # H + + HS -‬‬
‫‪H 2CO 3 # H + + HCO 3 -‬‬
‫ﻛﱪﻳﺘﻴﺪ ﺍﳍﻴﺪﺭﻭﺟﲔ‬
‫ﺍﻟﻜﺮﺑﻮﻧﻴﻚ‬
‫‪HClO 4 → H + + ClO 4 -‬‬
‫‪HNO 3 → H + + NO 3 -‬‬
‫ﺍﻟﺒﲑﻛﻠﻮﺭﻳﻚ‬
‫ﺍﻟﻨﻴﱰﻳﻚ‬
‫ﺫﺭﺍﺕ ﺍﳍﻴﺪﺭﻭﺟﲔ ﺍﻟﺘﻲ ﳛﺘﻮﳞﺎ ‪ ، HNO3‬ﻭﻟﺬﻟﻚ ﻳﻜﻮﻥ ﲪﺾ‬ ‫ﹼ‬ ‫‪HClO # H + + ClO -‬‬ ‫ﺍﳍﻴﺒﻮﻛﻠﻮﺭﻭﺯ‬ ‫‪H 2SO 4 → H + + HSO 4 -‬‬ ‫ﺍﻟﻜﱪﻳﺘﻴﻚ‬

‫‪ HNO3‬ﺃﻗﻮ￯ ﻣﻦ ﲪﺾ ‪.H3PO4‬‬ ‫‪173‬‬

‫ﺍﺳـﺄﻝ ﺍﻟﻄـﻼﺏ‪ ،‬ﻫـﻞ ﻳﻤﻜﻨﻬـﻢ ﺗﺮﺗﻴـﺐ ﺍﻷﲪـﺎﺽ ﺍﻵﺗﻴـﺔ‪:‬‬

‫ﺍﻟﻜﻴﻤﻴﺎﺋﻴﺔ‪.‬‬
‫ﹼ‬ ‫‪ ،HF ،H3PO3 ،H2SO4‬ﻣﻌﺘﻤﺪﻳﻦ ﻓﻘﻂ ﻋﲆ ﺻﻴﻐﻬﺎ‬
‫ﺫﺭﺍﺕ ﺍﳍﻴﺪﺭﻭﺟﲔ‬ ‫ﻻ‪ ،‬ﺍﻷﲪﺎﺽ ﺍﻟﺜﻼﺛﺔ ﻟﺪﳞﺎ ﺃﻋﺪﺍﺩ ﳐﺘﻠﻔﺔ ﻣﻦ ﹼ‬ ‫ﻃﺮاﺋﻖ ﺗﺪرﻳﺲ ﻣﺘﻨﻮﻋﺔ‬
‫ﻗﻮﲥﺎ ﺍﻋﺘﲈ ﹰﺩﺍ‬
‫ﰲ ﺍﳉـﺰﻱﺀ ﺍﻟﻮﺍﺣﺪ‪ ،‬ﻭﻟﻜﻦ ﻻ ﻳﻤﻜـﻦ ﺍﳌﻘﺎﺭﻧﺔ ﺑﲔ ﱠ‬
‫ﺍﻃﻠـﺐ ﺇﱃ ﺍﻟﻄﻼﺏ ﺇﻋـﺪﺍﺩ ﺑﺤﺚ ﻟﺘﻔﺴـﲑ ﺍﻻﺧﺘﻼﻑ ﰲ‬
‫ﻋﲆ ﺻﻴﻐﻬﺎ ﺍﻟﻜﻴﻤﻴﺎﺋﻴﹼﺔ ﻓﻘﻂ‪.‬‬
‫ﺍﻷﻛﺴـﺠﻴﻨﻴﺔ ﻟﻠﻜﻠﻮﺭ ‪ ،HOCl، HClO2‬ﻭ‪ .HClO4‬ﲪﺾ‬
‫ﹼ‬ ‫ﻗﻮﺓ ﺍﻷﲪﺎﺽ‬
‫ﻷﻥ ﺍﻟﻜﻠﻮﺭ ﳚـﺬﺏ ﺍﻟﻘﻠﻴﻞ ﻣﻦ‬ ‫ﺍﳍﻴﺒﻮﻛﻠـﻮﺭﻭﺯ )‪ (HClO‬ﻫـﻮ ﺍﻷﺿﻌﻒ؛ ﹼ‬
‫ﺍﻹﻟﻜﱰﻭﻧﻴـﺔ ﻭﺍﻟﻘـﻮﺓ ﻣﻦ ﺭﺍﺑﻄـﺔ ‪ .H-O‬ﲪـﺾ ﺍﻟﺒﲑﻛﻠﻮﺭﻳﻚ‪،‬‬
‫ﹼ‬ ‫ﺍﻟﻜﺜﺎﻓـﺔ‬
‫ﺫﺭﺍﺕ ﺍﻷﻛﺴـﺠﲔ‬ ‫ﻭﺍﻟـﺬﻱ ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﺘﺐ ‪ HOClO3‬ﻫﻮ ﺍﻷﻗﻮ￯؛ ﹼ‬
‫ﻷﻥ ﹼ‬
‫ﺍﻹﻟﻜﱰﻭﻧﻴﺔ‬
‫ﹼ‬ ‫ﺍﻟﺜـﻼﺙ ﺍﳌﺮﺗﺒﻄﺔ ﺑـﺬﺭﺓ ﺍﻟﻜﻠﻮﺭ ﲡـﺬﺏ ﺍﻟﻜﺜﲑ ﻣـﻦ ﺍﻟﻜﺜﺎﻓـﺔ‬
‫ﻭﺍﻟﻘﻮﺓ ﻣﻦ ﺭﺍﺑﻄﺔ ‪.Cl-O-H‬‬

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‫ﻫﻞ ﻳﺴﺘﻄﻴﻊ ﻧﻤﻮﺫﺝ ﺑﺮﻭﻧﺴﺘﺪ – ﻟﻮﺭﻱ ﺗﻔﺴﲑ‬ ‫–‬
‫ﻳﻜﻮﻥ ‪ HC2H3O2‬ﺍﻟﻘﻠﻴﻞ ﻣﻦ ﺍﻷﻳﻮﻧﺎﺕ؟ ﺗﺄﻣﻞ ﺗﺄﻳﻦ ﺃﻱ ﲪﺾ‬ ‫واﻗﻊ اﻟﻜﻴﻤﻴﺎء ﻓﻲ اﻟﺤﻴﺎة‬
‫ﻛﻠﻴﺎ ﺑﻴﻨﲈ ﱢ‬
‫ﺳﺒﺐ ﺗﺄﻳﻦ ‪ HCl‬ﹼﹰ‬
‫ﻗﻮﻱ‪ ،‬ﻛﺤﻤﺾ ‪ HX‬ﻋﲆ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ .‬ﹼ‬
‫ﻭﺗﺬﻛﺮ ﺃﻥ ﺍﳊﻤﺾ ﺍﳌﻮﺟﻮﺩ ﻋﲆ ﺟﻬﺔ ﺍﳌﻮﺍﺩ ﺍﳌﺘﻔﺎﻋﻠﺔ‬ ‫ﺍﻟﻘﻮﻱ ﺗﻜﻮﻥ ﺿﻌﻴﻔ ﹰﺔ‬
‫ﹼ‬ ‫ﺍﻟﻘﺎﻋﺪﺓ ﺍﳌﺮﺍﻓﻘﺔ ﻟﻠﺤﻤﺾ‬
‫ﻣﻦ ﺍﳌﻌﺎﺩﻟﺔ ﻳﻨﺘﺞ ﻗﺎﻋﺪﺓ ﹸﻣﺮﺍﻓﻘﺔ ﻋﲆ ﺟﻬﺔ ﺍﻟﻨﻮﺍﺗﺞ‪ .‬ﻭﺑﺎﳌﺜﻞ ﻓﺈﻥ ﺍﻟﻘﺎﻋﺪﺓ ﺍﳌﻮﺟﻮﺩﺓ ﻋﲆ ﺟﻬﺔ‬
‫ﲪﻀﺎ ﻣﺮﺍﻓ ﹰﻘﺎ‪.‬‬
‫ﺍﳌﻮﺍﺩ ﺍﳌﺘﻔﺎﻋﻠﺔ ﺗﻨﺘﺞ ﹰ‬ ‫ﺟـﺪﹼﹰ ﺍ‪ ،‬ﻭﻟﺬﻟـﻚ ﻗﺪﺭﲥﺎ ﻋﲆ ﺟﺬﺏ ﺃﻳـﻮﻥ ﻫﻴﺪﺭﻭﺟﲔ ﺗﻜﻮﻥ‬
‫)‪HX(aq) + H 2O(l) → H 3O +(aq) + X -(aq‬‬ ‫ﺃﻳﻀﺎ‪ .‬ﰲ ﺣـﲔ ﺗﻜـﻮﻥ ﺍﻟﻘﺎﻋﺪﺓ ﺍﳌﺮﺍﻓﻘـﺔ ﻟﻠﺤﻤﺾ‬ ‫ﺿﻌﻴﻔـﺔ ﹰ‬
‫ﺃﻱ ﺃﻥ ‪ HX‬ﻳﺘﺄﻳﻦ ﺑﻨﺴﺒﺔ ‪ 100%‬ﺗﻘﺮﻳ ﹰﺒﺎ؛‬ ‫ﻳﻤﺜﹼﻞ ‪ HX‬ﹰ‬
‫ﲪﻀﺎ ﻗﻮ ﹼﹰﻳﺎ ﻭﻗﺎﻋﺪﺗﻪ ﺍﳌﺮﺍﻓﻘﺔ ﺿﻌﻴﻔﺔ‪ .‬ﹾ‬
‫ﺍﻟﻀﻌﻴـﻒ ﺃﻗﻮ￯‪ ،‬ﻭﺗﻨﺎﻓـﺲ ﺑﻨﺠﺎﺡ ﰲ ﺳـﺒﻴﻞ ﺍﳊﺼﻮﻝ ﻋﲆ‬
‫ﻷﻥ ﺍﳌﺎﺀ ﻗﺎﻋﺪﺓ ﺃﻗﻮ￯ )ﰲ ﺍﻟﺘﻔﺎﻋﻞ ﺍﻷﻣﺎﻣﻲ( ﻣﻦ ﻗﺎﻋﺪﺗﻪ ﺍﳌﺮﺍﻓﻘﺔ ‪) X-‬ﰲ ﺍﻟﺘﻔﺎﻋﻞ ﺍﻟﻌﻜﴘ(‪.‬‬ ‫ﺍﳍﻴﺪﺭﻭﺟﲔ‪.‬‬
‫ﻛﻠﻴﺎ ﺗﻘﺮﻳ ﹰﺒﺎ ﺇﱃ ﺍﻟﻴﻤﲔ؛ ﻷﻥ ﺟﺬﺏ ﺍﻟﻘﺎﻋﺪﺓ ‪ H2O‬ﻷﻳﻮﻥ ‪ H+‬ﺃﻛﱪ‬ ‫ﺃﻱ ﺃﻧﻪ ﻳﻘﻊ ﺍﺗﺰﺍﻥ ﺍﻟﺘﺄﻳﻦ ﹼﹰ‬ ‫ﺳـﻴﺎﻧﻴﺪ ﺍﳍﻴﺪﺭﻭﺟـﲔ‬
‫ﻣﻦ ﺟﺬﺏ ﺍﻟﻘﺎﻋﺪﺓ ﺍﳌﺮﺍﻓﻘﺔ ‪ .X-‬ﻓﻜﺮ ﰲ ﻫﺬﺍ ﺍﻷﻣﺮ ﻭﻛﺄﻧﻪ ﻣﻌﺮﻛﺔ ﻟﻠﻘﻮﺍﻋﺪ‪ ،‬ﺃﳞﲈ ﻟﺪﻳﻪ ﻗﻮﺓ‬ ‫‪ HCN‬ﻏـﺎﺯ ﺳـﺎﻡ ﻳﻮﺟـﺪ ﰲ ﻋـﻮﺍﺩﻡ‬
‫ﺟﺬﺏ ﺃﻛﱪ ﻷﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﺟﲔ‪ H2O :‬ﺃﻡ ‪X-‬؟ ﺍﳌﺎﺀ ﻫﻮ ﺍﻟﻘﺎﻋﺪﺓ ﺍﻷﻗﻮ￯ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ‬ ‫ﺍﳌﹶ ﹾﺮﻛﺒـﺎﺕ‪ ،‬ﻭﰲ ﺩﹸ ﺧـﺎﻥ ﺍﻟﺘﺒﻎ ﻭﺍﳋﺸـﺐ‪،‬‬
‫ﺍﻷﲪﺎﺽ ﻛﻠﻬﺎ ﻗﻮﻳﺔ‪ .‬ﻻﺣﻆ ﺃﻥ ﺍﳌﻌﺎﺩﻟﺔ ﻣﺒﻴﻨﺔ ﺑﺴﻬﻢ ﻭﺍﺣﺪ ﺇﱃ ﺍﻟﻴﻤﲔ‪.‬‬ ‫ﻭﰲ ﺩﹸ ﺧﺎﻥ ﺍﻟﺒﻼﺳـﺘﻴﻚ ﺍﳌﺤﱰﻕ ﺍﳌﺤﺘﻮﻱ‬
‫ﻛﻴﻒ ﳜﺘﻠﻒ ﺍﻟﻮﺿﻊ ﻷﻱ ﲪﺾ ﺿﻌﻴﻒ ‪HY‬؟‬ ‫ﻋﲆ ﺍﻟﻨﻴﱰﻭﺟﲔ‪ .‬ﻭﺗﻄﻠﻖ ﺑﻌﺾ ﺍﳊﴩﺍﺕ‬
‫ﺳـﻴﺎﻧﻴﺪ ﺍﳍﻴﺪﺭﻭﺟﲔ ﻟﻠﺪﻓﺎﻉ ﻋﻦ ﻧﻔﺴﻬﺎ‪.‬‬
‫)‪HY(aq) + H 2O(l) # H 3O +(aq) + Y -(AQ‬‬
‫ﻭﻳﺴـﻤﻰ ﳏﻠﻮﻝ ﺳـﻴﺎﻧﻴﺪ ﺍﳍﻴﺪﺭﻭﺟﲔ ﰲ‬ ‫ﺃﺿـﻒ ﺑﻀﻊ ﻗﻄـﺮﺍﺕ ﻣﻦ ﳏﻠـﻮﻝ ﻛﺎﺷـﻒ ﺍﳌﻴﺜﻴﻞ‬
‫ﺍﻟﱪﺗﻘـﺎﱄ ﺇﱃ ‪ 50 mL‬ﻣـﻦ ﲪـﺾ ﺍﳋ ﹼﻠﻴﻚ ﺑﱰﻛﻴـﺰ ‪ 0.1 M‬ﰲ‬
‫ﺍﳌـﺎﺀ ﲪـﺾ ﺍﳍﻴﺪﺭﻭﺳـﻴﺎﻧﻴﻚ‪ .‬ﻭﲢﺘـﻮﻱ‬
‫ﻳﻤﻴﻞ ﺍﺗﺰﺍﻥ ﺍﻟﺘﺄﻳﻦ ﻟﻠﺤﻤﺾ ﺍﻟﻀﻌﻴﻒ ﺇﱃ ﻳﺴﺎﺭ ﺍﳌﻌﺎﺩﻟﺔ؛ ﻷﻥ ﺍﻟﻘﺎﻋﺪﺓ ﺍﳌﺮﺍﻓﻘﺔ ‪ Y-‬ﻟﺪﳞﺎ‬ ‫ﻧـﻮ￯ ﺑﻌـﺾ ﺍﻟﻔﻮﺍﻛـﻪ ‪-‬ﻭﻣﻨﻬـﺎ ﺍﻟﻜـﺮﺯ‬
‫ﻭﺍﳋـﻮﺥ‪ -‬ﻋـﲆ ﺳـﻴﺎﻧﻮﻫﻴﺪﺭﻳﻦ ﺍﻟـﺬﻱ‬
‫ﺟﺬﺏ ﺃﻛﱪ ﻷﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﺟﲔ ﻣﻦ ﺍﻟﻘﺎﻋﺪﺓ ‪ .H2O‬ﻭﺗﻌﺪ ﺍﻟﻘﺎﻋﺪﺓ ﺍﳌﺮﺍﻓﻘﺔ ‪) Y-‬ﰲ ﺍﻟﺘﻔﺎﻋﻞ‬
‫ﺍﻟﻌﻜﴘ( ﺃﻗﻮ￯ ﻣﻦ ﺍﻟﻘﺎﻋﺪﺓ ‪) H2O‬ﰲ ﺍﻟﺘﻔﺎﻋﻞ ﺍﻷﻣﺎﻣﻲ(‪ ،‬ﻭﺗﺴﺘﻄﻴﻊ ﺃﻥ ﺗﺴﺘﻮﱄ ﻋﲆ‬ ‫ﻳﺘﺤـﻮﻝ ﺇﱃ ﲪـﺾ ﺍﳍﻴﺪﺭﻭﺳـﻴﺎﻧﻴﻚ ﰲ‬ ‫ﺩﻭﺭﻕ ﺳـﻌﺔ ‪ .100 mL‬ﻳﺼﺒـﺢ ﺍﳌﺤﻠـﻮﻝ ﺃﲪـﺮ‪ .‬ﺛـﻢ ﺃﺿـﻒ‬
‫ﻼ ﰲ ﺣﺎﻟﺔ ﲪﺾ ﺍﻹﻳﺜﺎﻧﻮﻳﻚ )ﺍﳋﻞ( ﺗﻌﺪ ﺍﻟﻘﺎﻋﺪﺓ ﺍﳌﺮﺍﻓﻘﺔ )ﰲ ﺍﻟﺘﻔﺎﻋﻞ‬ ‫ﺃﻳﻮﻥ ‪ .H+‬ﻓﻤﺜ ﹰ‬ ‫ﺍﳉﻬﺎﺯ ﺍﳍﻀﻤـﻲ ﺇﺫﺍ ﺃﻛﻠﺖ ﺍﻟﻨﻮﺍﺓ‪ .‬ﻭﻟﻜﻦ‬
‫ﻻ ﻳﻮﺟـﺪ ﲪﺾ ﺍﳍﻴﺪﺭﻭﺳـﻴﺎﻧﻴﻚ ﰲ ﻟﺐ‬
‫ﺧـﻼﺕ ﺍﻟﺼﻮﺩﻳـﻮﻡ ﺍﻟﺼﻠﺒـﺔ ﺇﱃ‬‫ﺑﻌﺪﺋـﺬ ‪ 0.2 g‬ﺗﻘﺮﻳ ﹰﺒـﺎ ﻣـﻦ ﹼ‬
‫ﺍﻟﻌﻜﴘ( ﺃﻗﻮ￯ ﰲ ﺟﺬﺏ ﺃﻳﻮﻧﺎﺕ ﺍﳍﻴﺪﺭﻭﺟﲔ ﻣﻦ ﺍﻟﻘﺎﻋﺪﺓ ‪) H2O‬ﰲ ﺍﻟﺘﻔﺎﻋﻞ ﺍﻷﻣﺎﻣﻲ(‪.‬‬
‫)‪HC 2H 3O 2(aq) + H 2O(l) # H 3O +(aq) + C 2H 3O 2 -(aq‬‬ ‫ﻫﺬﻩ ﺍﻟﺜﲈﺭ‪ ،‬ﻟﺬﺍ ﻳﻤﻜﻦ ﺃﻛﻠﻪ ﺑﺄﻣﺎﻥ‪.‬‬
‫ﺍﻟﻠﻮﻥ ﺍﻷﺻﻔﺮ‪.‬‬
‫ﻳﺘﺤـﻮﻝ ﻟﻮﻥ ﺍﳌﺤﻠﻮﻝ ﺇﱃ ﹼ‬‫ﻭﺣﺮﻛﻪ‪ .‬ﹼ‬ ‫ﺍﳌﺤﻠﻮﻝ‪ ،‬ﹼ‬
‫ﻻﺣﻆ ﺃﻥ ﺍﳌﻌﺎﺩﻟﺔ ﲢﺘﻮﻱ ﻋﲆ ﺳﻬﻤﻲ ﺍﺗﺰﺍﻥ‪.‬‬
‫ﺃﻫﻢ ﺍﻻﺧﺘﻼﻓﺎﺕ ﺑﲔ ﺍﻷﲪﺎﺽ ﺍﻟﻘﻮﻳﺔ ﻭﺍﻷﲪﺎﺽ ﺍﻟﻀﻌﻴﻔﺔ‬ ‫ﻳﺘﻐﲑ ﻣـﻦ ﺍﻷﲪﺮ ﺇﱃ‬
‫ﺃﻥ ﻟﻮﻥ ﻛﺎﺷـﻒ ﺑﺮﺗﻘـﺎﱄ ﺍﳌﻴﺜﻴﻞ ﱠ‬ ‫ﻭﺿـﺢ ﱠ‬
‫ﱢ‬
‫ﻋﻨﺪ ﺗﻔﺎﻋﻠﻬﺎ ﻣﻊ ﺍﻟﻘﻮﺍﻋﺪ‪.‬‬
‫ﻳﺴﺎﻋﺪ ﻧﻤﻮﺫﺝ ﺑﺮﻭﻧﺴﺘﺪ – ﻟﻮﺭﻱ ﻋﲆ ﺗﻔﺴﲑ ﻗﻮﺓ ﺍﻷﲪﺎﺽ‪ ،‬ﺇﻻ ﺃﻧﻪ‬
‫ﲪﻀﻴـﺔ‪ ،‬ﻭﺍﻃﻠﺐ ﺇﱃ‬
‫ﹼ‬ ‫ﺍﻷﺻﻔـﺮ‪ ،‬ﻋﻨﺪﻣـﺎ ﻳﺼﺒﺢ ﺍﳌﺤﻠـﻮﻝ ﹼ‬
‫ﺃﻗﻞ‬
‫ﻌﱪ ﺑﻄﺮﻳﻘﺔ ﻛﻤﻴﺔ ﻋﻦ ﻗﻮﺓ ﺍﳊﻤﺾ‪ ،‬ﻭﻻﻳﻘﺎﺭﻥ ﺑﲔ ﻗﻮ￯ ﺍﻷﲪﺎﺽ ﺍﳌﺨﺘﻠﻔﺔ‪ .‬ﻟﺬﺍ ﻳﻌﺪ‬
‫ﻛﻤﻴﺎ ﻟﻘﻮﺓ ﺍﳊﻤﺾ‪.‬‬
‫ﻻ ﹸﻳ ﱢ‬
‫ﺍﻟﻄـﻼﺏ ﻛﺘﺎﺑﺔ ﻣﻌﺎﺩﻟﺔ ﺍﻻﺗﺰﺍﻥ ﻟﺘﺄ ﱡﻳﻦ ﲪﺾ ﺍﳋ ﹼﻠﻴﻚ؛ ﻟﺘﻔﺴـﲑ‬
‫ﻗﻴﺎﺳﺎ ﹼﹰ‬
‫ﺗﻌﺒﲑ ﺛﺎﺑﺖ ﺍﻻﺗﺰﺍﻥ ﹰ‬
‫ﺇﻥ ﺍﳊﻤﺾ ﺍﻟﻀﻌﻴﻒ ﻳﻨﺘﺞ ﺧﻠﻴﻂ ﺍﺗﺰﺍﻥ ﻣﻦ ﺍﳉﺰﻳﺌﺎﺕ ﻭﺍﻷﻳﻮﻧﺎﺕ ﰲ ﺍﳌﺤﻠﻮﻝ ﺍﳌﺎﺋﻲ‪ .‬ﻟﺬﺍ‬ ‫ﺍﻟﻠﻮﻥ ﺍﻷﺻﻔﺮ‪.‬‬
‫ﻳﺘﺤﻮﻝ ﻟﻮﻥ ﺍﳌﺤﻠﻮﻝ ﺇﱃ ﹼ‬
‫ﳌﺎﺫﺍ ﱠ‬
‫ﻛﻤﻴﺎ ﻟﺪﺭﺟﺔ ﺗﺄﻳﻦ ﺍﳊﻤﺾ‪ .‬ﺗﺄﻣﻞ ﲪﺾ ﺍﳍﻴﺪﺭﻭﺳﻴﺎﻧﻴﻚ‬ ‫ﻳﻌﻄﻲ ﺛﺎﺑﺖ ﺍﻻﺗﺰﺍﻥ ‪ Keq‬ﹰ‬
‫ﻗﻴﺎﺳﺎ ﹼﹰ‬
‫‪ ،HCN‬ﺍﻟﺬﻱ ﻳﺴﺘﻌﻤﻞ ﰲ ﺍﻟﺼﺒﺎﻏﺔ‪ ،‬ﻭﺍﳊﻔﺮ ﻋﲆ ﺍﻟﻔﻮﻻﺫ‪ ،‬ﻭﺗﻠﻴﻴﻨﻪ‪.‬‬ ‫)‪CH3COOH(aq) # H+(aq) + CH3COO-(aq‬‬
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‫ﻼﺕ ﺍﻟﺼﻮﺩﻳﻮﻡ‬‫ﻷﻥ ﺇﺿﺎﻓﺔ ﺧ ﹼ‬
‫ﻳﺘﺤـﻮﻝ ﺍﳌﺤﻠﻮﻝ ﺇﱃ ﺍﻷﺻﻔﺮ؛ ﹼ‬ ‫ﹼ‬
‫ﺗﺰﻳﺪ ﻣﻦ ﺗﺮﻛﻴﺰ ﺃﻳﻮﻧﺎﺕ ﺍﻷﺳـﻴﺘﺎﺕ ] ‪ ،[CH3COO‬ﻭﺣﺴﺐ‬
‫‪-‬‬

‫ﻣﺒـﺪﺃ ﻟﻮﺗﺸـﺎﺗﻠﻴﻴﻪ ﺗـﺆ ﱢﺩﻱ ﺯﻳـﺎﺩﺓ ﺗﺮﻛﻴﺰ ﺃﻳـﻮﻥ ﺍﻷﺳـﻴﺘﺎﺕ ﺇﱃ‬

‫ﺩﻓﻊ ﺍﻻﺗﺰﺍﻥ ﺇﱃ ﺍﻟﻴﺴـﺎﺭ‪ ،‬ﻭﻳﻌﻨﻲ ﺍﻻﲡﺎﻩ ﺇﱃ ﺍﻟﻴﺴـﺎﺭ ﺍﺳﺘﻬﻼﻙ‬
‫ﲪﻀﻴﺔ‪.‬‬
‫ﹼ‬ ‫ﺃﻳﻮﻧﺎﺕ ﺍﳍﻴﺪﺭﻭﺟﲔ‪ ،‬ﳑﹼﺎ ﳚﻌﻞ ﺍﳌﺤﻠﻮﻝ ﹼ‬
‫ﺃﻗﻞ‬
‫دﻓﺘﺮ اﻟﻜﻴﻤﻴﺎء‬

‫ﺍﻃﻠﺐ‬
‫ﻗـﻮﺓ‬
‫ﻳﻘﻮﻣـﻮﺍ ﱠ‬
‫ﺇﱃ ﺍﻟﻄـﻼﺏ ﺃﻥ ﹼ‬
‫ﺍﻷﲪـﺎﺽ ﰲ ﺍﻷﻏﺬﻳﺔ‪ ،‬ﻭﻳﻔﴪﻭﺍ‬
‫ﺃﲪﺎﺽ ﻛﺤﻤﺾ‬ ‫ﹴ‬ ‫ﻋﺪﻡ ﺍﺳـﺘﻌﲈﻝ‬
‫ﻭﲪـﺾ‬ ‫ﺍﳍﻴﺪﺭﻭﻛﻠﻮﺭﻳـﻚ‪،‬‬
‫ﺍﻟﻜﱪﻳﺘﻴـﻚ ﰲ ﺣﻔـﻆ ﺍﻷﻏﺬﻳـﺔ‪،‬‬
‫ﺃﻭ ﺯﻳﺎﺩﺓ ﻃﻌﻤﻬﺎ ﺍ ﹼﻟﻼﺫﻉ‪ ،‬ﻭﺍﻃﻠﺐ‬
‫ﻳﺴـﺠﻠﻮﺍ ﻧﺘﺎﺋﺠﻬـﻢ ﰲ‬
‫ﹼ‬ ‫ﺇﻟﻴﻬـﻢ ﺃﻥ‬
‫ﺩﻓﺎﺗﺮ ﺍﻟﻜﻴﻤﻴﺎﺀ‪.‬‬

‫‪174‬‬
 ‫ﻣﻬﻦ ﻓﻲ اﻟﻜﻴﻤﻴﺎء‬ ‫ﻓﻴﲈ ﻳﺄﰐ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺘﺄﻳﻦ‪ ،‬ﻭﺗﻌﺒﲑ ﺛﺎﺑﺖ ﺍﻻﺗﺰﺍﻥ ﳊﻤﺾ ﺍﳍﻴﺪﺭﻭﺳﻴﺎﻧﻴﻚ‪:‬‬
‫)‪HCN(aq) + H 2O(l) # H 3O +(aq) + CN -(aq‬‬
‫]‪[H 3O +][CN -‬‬
‫__ = ‪K eq‬‬
‫]‪[HCN][H 2O‬‬
‫ﻳﻌﺪ ﺗﺮﻛﻴﺰ ﺍﳌﺎﺀ ﺍﻟﺴﺎﺋﻞ ﰲ ﻣﻘﺎﻡ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻟﺴﺎﺑﻘﺔ ﺛﺎﺑﺘﹰﺎ ﰲ ﺍﳌﺤﺎﻟﻴﻞ ﺍﳌﺎﺋﻴﺔ ﺍﳌﺨﻔﻔﺔ‪ ،‬ﻟﺬﻟﻚ‬
‫ﻳﻤﻜﻦ ﺩﳎﻪ ﻣﻊ ‪ Keq‬ﻟﻴﻌﻄﻲ ﺛﺎﺑﺖ ﺍﺗﺰﺍﻥ ﺟﺪﻳﺪﹰ ﺍ ‪.Ka‬‬
‫‪HClO2(aq) + H2O(l) # H3O+(aq) + ClO2-(aq) .a .11‬‬ ‫]‪[H 3O +][CN -‬‬
‫‪K eq [H 2O] = K a = __ = 6.2 × 10 -10‬‬
‫]‪[HCN‬‬
‫ﻳﺴﻤﻰ ‪ Ka‬ﺛﺎﺑﺖ ﺗﺄﻳﻦ ﺍﳊﻤﺾ‪ ،‬ﻭﻫﻮ ﻗﻴﻤﺔ ﺛﺎﺑﺖ ﺍﻻﺗﺰﺍﻥ ﻟﺘﺄﻳﻦ ﺍﳊﻤﺾ ﺍﻟﻀﻌﻴﻒ‪ .‬ﻭﻛﲈ‬
‫]‪Ka = [H3O+][ClO2-]/[HClO2‬‬ ‫ﰲ ﺗﻌﺎﺑﲑ ﺍﻻﺗﺰﺍﻥ ﲨﻴﻌﻬﺎ‪ ،‬ﺗﺪﻝ ﻗﻴﻤﺔ ‪ Ka‬ﻋﲆ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﳌﻮﺍﺩ ﺍﳌﺘﻔﺎﻋﻠﺔ ﺃﻭ ﺍﻟﻨﻮﺍﺗﺞ ﻫﻲ‬
‫ﺍﳌﻔﻀﻠﺔ ﻋﻨﺪ ﺍﻻﺗﺰﺍﻥ‪ .‬ﺃﻣﺎ ﻟﻸﲪﺎﺽ ﺍﻟﻀﻌﻴﻔﺔ ﻓﺘﻤﻴﻞ ﺗﺮﺍﻛﻴﺰ ﺍﻷﻳﻮﻧﺎﺕ )ﺍﻟﻨﻮﺍﺗﺞ( ﰲ‬
‫‪HNO2(aq) + H2O(l) # H3O+(aq) + NO2-(aq) .b‬‬ ‫ﺍﻟﺒﺴﻂ ﺇﱃ ﺃﻥ ﺗﻜﻮﻥ ﺻﻐﲑﺓ ﻣﻘﺎﺭﻧﺔ ﺑﱰﻛﻴﺰ ﺍﳉﺰﻳﺌﺎﺕ ﻏﲑ ﺍﳌﺘﺄﻳﻨﺔ )ﺍﳌﻮﺍﺩ ﺍﳌﺘﻔﺎﻋﻠﺔ( ﰲ‬
‫ﺍﳌﻘﺎﻡ‪ .‬ﻭﺗﻜﻮﻥ ﻗﻴﻢ ‪ Ka‬ﻟﻸﲪﺎﺽ ﺍﻷﺿﻌﻒ ﺃﺻﻐﺮ؛ ﻭﺫﻟﻚ ﻻﺣﺘﻮﺍﺀ ﳏﺎﻟﻴﻠﻬﺎ ﻋﲆ ﺃﻗﻞ‬
‫]‪Ka = [H3O+][NO2-]/[HNO2‬‬ ‫ﺗﺮﺍﻛﻴﺰ ﺃﻳﻮﻧﺎﺕ ﻭﺃﻋﲆ ﺗﺮﺍﻛﻴﺰ ﳉﺰﻳﺌﺎﺕ ﺍﳊﻤﺾ ﻏﲑ ﺍﳌﺘﺄﻳﻨﺔ‪ .‬ﻭﳛﺘﻮﻱ ﺍﳉﺪﻭﻝ ‪ 5-4‬ﻋﲆ‬
‫ﻗﺎﺋﻤﺔ ﻟﻘﻴﻢ ‪ Ka‬ﻭﻣﻌﺎﺩﻻﺕ ﺍﻟﺘﺄﻳﻦ ﻟﻌﺪﺓ ﺃﲪﺎﺽ ﺿﻌﻴﻔﺔ‪ .‬ﻻﺣﻆ ﺃﻥ ﺍﻷﲪﺎﺽ ﺍﳌﺘﻌﺪﺩﺓ‬
‫‪HIO(aq) + H2O(l) # H3O+(aq) + IO-(aq) .c‬‬ ‫ﺍﻟﱪﻭﺗﻮﻧﺎﺕ ﻟﻴﺴﺖ ﺑﺎﻟﴬﻭﺭﺓ ﻗﻮﻳﺔ ﺍﻟﺘﺄﻳﻦ؛ ﻓﻠﻜﻞ ﺗﺄﻳﻦ ﻟﻠﺤﻤﺾ ﺍﳌﺘﻌﺪﺩ ﺍﻟﱪﻭﺗﻮﻧﺎﺕ‬
‫ﻗﻴﻤﺔ ‪ Ka‬ﳐﺘﻠﻔﺔ‪.‬‬
‫]‪Ka = [H3O+][IO-]/[HIO‬‬

‫)‪H2SeO3(aq) + H2O(l) # HSeO3-(aq) + H3O+(aq‬‬ ‫‪.12‬‬ ‫‪ .11‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻻﺕ ﺍﻟﺘﺄﻳﻦ ﻭﺗﻌﺎﺑﲑ ﺛﺎﺑﺖ ﺗﺄﻳﻦ ﺍﳊﻤﺾ ﻟﻜﻞ ﳑﺎ ﻳﺄﰐ‪:‬‬
‫‪HIO .c‬‬ ‫‪HNO2 .b‬‬ ‫‪HClO2 .a‬‬

‫)‪HSeO3-(aq) + H2O(l) # SeO32-(aq) + H3O+(aq‬‬ ‫‪ .12‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺘﺄﻳﻦ ﺍﻷﻭﱃ ﻭﺍﻟﺜﺎﻧﻴﺔ ﳊﻤﺾ ﺍﻟﺴﻠﻴﻨﻮﺯ ‪.H2SeO3‬‬

‫‪[AsO3-‬‬
‫] ‪4 ][H O‬‬
‫‪+‬‬
‫‪HAsO42-(aq) + H2O(l) # H3O+(aq) + AsO43-‬‬ ‫‪.13‬‬ ‫__ = ‪ ، K a‬ﻓﺎﻛﺘﺐ‬ ‫‪3‬‬
‫ﺇﺫﺍ ﺃﻋﻄﻴﺖ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻵﺗﻴﺔ‪:‬‬ ‫‪.13‬‬
‫]‪[HAs O42-‬‬
‫ﺍﳌﻌﺎﺩﻟﺔ ﺍﳌﻮﺯﻭﻧﺔ ﻟﻠﺘﻔﺎﻋﻞ‪.‬‬

‫‪5 4‬‬

‫)‪Ka (298 K‬‬

‫‪8.9 × 10 -8‬‬ ‫‪H 2S # H + + HS -‬‬ ‫ﻛﱪﻳﺘﻴﺪ ﺍﳍﻴﺪﺭﻭﺟﲔ‪ ،‬ﺍﻟﺘﺄﻳﻦ ﺍﻷﻭﻝ‬
‫ﺗﺮﻛﻴـﺰﺍ؛ ‪H2SO4‬‬
‫ﹰ‬ ‫ﺃﻱ ﺍﳌﺤﻠﻮﻟـﲔ ﺃﻛﺜﺮ‬
‫ﺍﺳـﺄﻝ ﺍﻟﻄـﻼﺏ‪ :‬ﱡ‬ ‫‪1 × 10‬‬ ‫‪-19‬‬
‫‪HS - # H + + S 2-‬‬ ‫ﻛﱪﻳﺘﻴﺪ ﺍﳍﻴﺪﺭﻭﺟﲔ‪ ،‬ﺍﻟﺘﺄﻳﻦ ﺍﻟﺜﺎﲏ‬
‫ﺍﳍﻴﺪﺭﻭﻓﻠﻮﺭﻳﻚ‬
‫ﺗﺮﻛﻴﺰﺍ‪.‬‬ ‫ﺑﱰﻛﻴﺰ ‪ ،0.10 M‬ﺃﻡ ‪ HF‬ﺑﱰﻛﻴﺰ ‪ 1.00 M‬؟ ﳏﻠﻮﻝ ‪ HF‬ﺃﻛﺜﺮ‬
‫‪6.3 × 10 -4‬‬ ‫‪HF # H + + F -‬‬
‫ﹰ‬ ‫‪6.2 × 10 -10‬‬ ‫‪HCN # H + + CN -‬‬ ‫ﺍﳍﻴﺪﺭﻭﺳﻴﺎﻧﻴﻚ‬

‫ﲪﻀﻴﺔ؟ ﳏﻠﻮﻝ ‪ .H2SO4‬ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ‬ ‫ﱠ‬ ‫ﻭﺍﺳﺄﳍﻢ ﹰ‬

‫ﺃﻳﻀﺎ‪ :‬ﱡﺃﳞﲈ ﺃﻛﺜﺮ‬
‫‪1.8 × 10 -5‬‬
‫‪4.5 × 10 -7‬‬
‫‪CH 3COOH # H + + CH 3COO -‬‬
‫‪H 2CO 3 # H + + HCO 3 -‬‬
‫ﺍﻹﻳﺜﺎﻧﻮﻳﻚ )ﲪﺾ ﺍﳋﻞ(‬
‫ﺍﻟﻜﺮﺑﻮﻧﻴﻚ‪ ،‬ﺍﻟﺘﺄﻳﻦ ﺍﻷﻭﻝ‬

‫ﻳﻔـﴪﻭﺍ ﺇﺟﺎﺑﺎﲥﻢ‪ HF .‬ﲪﺾ ﺿﻌﻴﻒ‪ ،‬ﻭﻫـﺬﺍ ﻳﻌﻨﻲ ﺃﻧﻪ ﻳﺘﺄ ﱠﻳﻦ‬ ‫ﺃﻥ ﱢ‬
‫‪4.7 × 10 -11‬‬ ‫‪HCO 3 - # H + + CO 3 2-‬‬ ‫ﺍﻟﻜﺮﺑﻮﻧﻴﻚ‪ ،‬ﺍﻟﺘﺄﻳﻦ ﺍﻟﺜﺎﲏ‬

‫ﺍﳌﺎﺋﻲ‪.‬‬
‫ﻼ‪ ،‬ﻭﻳﻨﺘﺞ ﺍﻟﻘﻠﻴـﻞ ﻣﻦ ﺃﻳﻮﻧﺎﺕ ﺍﳍﻴﺪﺭﻭﺟﲔ ﰲ ﺍﳌﺤﻠﻮﻝ ﱢ‬ ‫ﻗﻠﻴ ﹰ‬
‫‪175‬‬

‫ﻣﺸﺮوع اﻟﻜﻴﻤﻴﺎء‬

‫ﺍﻃﻠﺐ‬
‫ﺇﱃ ﺍﻟﻄﻼﺏ ﺃﻥ ﻳﺒﺤﺜﻮﺍ ﰲ ﺍﻟﻜﺘﺐ‬
‫ﺍﳌﺮﺟﻌﻴـﺔ ﻋﻦ ﻗﻴـﻢ ﺛﺎﺑـﺖ ﺍﻟﺘﺄ ﹼﻳﻦ‬
‫ﱠ‬
‫ﻳﻘﻞ ﻋﻦ‬ ‫ﻟﺒﻌﺾ ﺍﻷﲪﺎﺽ‪ ،‬ﺑﲈ ﻻ ﹼ‬
‫ﲬﺴـﺔ ﺃﲪﺎﺽ ﺿﻌﻴﻔـﺔ‪ ،‬ﻭﺍﻃﻠﺐ‬
‫ﺇﻟﻴﻬـﻢ ﺃﻥ ﻳﻜﺘﺒـﻮﺍ ﻣﻌﺎﺩﻟـﺔ ﺍﻟﺘﺄ ﱡﻳﻦ‬
‫ﻟﻜﻞ ﻣﻨﻬـﺎ‪ ،‬ﻭﺗﺮﺗﻴﺒﻬﺎ‬‫ﻭﺗﻌﺒـﲑ ‪ Ka‬ﱟ‬
‫ﻣﻦ ﺍﻷﺿﻌﻒ ﺇﱃ ﺍﻷﻗﻮ￯‪.‬‬

‫‪175‬‬
 ‫‪1.0 M‬‬ ‫‪4‬‬ ‫‪.5‬‬
‫‪A4 A3‬‬ ‫‪0.10 M‬‬

‫‪A‬‬ ‫‪B‬‬ ‫‪C‬‬ ‫‪D‬‬ ‫‪E‬‬ ‫‪F‬‬ ‫‪A G BH A C I B D J AC E KBDAAF.1LCE‬‬ ‫‪FCBHN EG‬‬
‫‪BBAGMDC‬‬ ‫‪DD‬‬
‫‪C IO FHEEDJP GFIFEK HJGGFL H‬‬ ‫‪IN‬‬
‫‪IKHGM JLH‬‬ ‫‪JJOI N‬‬
‫‪I KM‬‬ ‫‪LKKP‬‬ ‫‪O.L1‬‬
‫‪J M‬‬ ‫‪LK NPM‬‬
‫‪ML ONNM POON‬‬ ‫‪PPO‬‬ ‫‪P‬‬
‫‪Keq‬‬ ‫‪Keq = 1.8 × 10-5‬‬ ‫‪3 mL‬‬ ‫‪10 mL‬‬ ‫‪.2‬‬
‫‪.2‬‬ ‫‪A1‬‬

‫ﻣﻼﺣﻈـﺔ ﺍﻟﻄـﻼﺏ ﻟﺘﻮﺻﻴـﻞ ﳏﻠـﻮﻝ ﲪـﺾ ﺍﳋﻠﻴـﻚ‬

‫‪0.1% 6.0 M‬‬

‫‪0.2% 1.0 M‬‬

‫‪0.4% 1.0 M‬‬

‫‪1.3% 0.1 M‬‬

‫‪A1‬‬
‫‪.3‬‬ ‫ﺍﻟﻨﺴﺒﻴﺔ ﻟﻸﻳﻮﻧﺎﺕ‬
‫ﹼ‬ ‫ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺑﱰﺍﻛﻴﺰ ﳐﺘﻠﻔﺔ‪ ،‬ﻭﺍﺳـﺘﻨﺘﺎﺝ ﺍﻷﻋﺪﺍﺩ‬
‫ﰲ ﺍﳌﺤﺎﻟﻴﻞ‪.‬‬
‫‪2‬‬ ‫‪.3‬‬
‫‪3 mL‬‬ ‫‪.4‬‬
‫‪.4‬‬
‫‪A2‬‬ ‫‪6.0 M‬‬

‫‪Strengths of Bases‬‬ ‫ﻭﺗﻌـﺮﻑ ﺍﻟﺴـﺒﺐ‬

‫ﹼ‬ ‫ﺍﳌﻼﺣﻈـﺔ ﻭﺍﻻﺳـﺘﻨﺘﺎﺝ‪،‬‬
‫ﺗﻄﻠﻖ ﺍﻟﻘﻮﺍﻋﺪ ﺃﻳﻮﻧﺎﺕ ‪ ،OH-‬ﻭﻳﻌﺘﻤﺪ ﺗﻮﺻﻴﻞ ﺍﻟﻘﺎﻋﺪﺓ ﻟﻠﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻋﲆ ﻣﻘﺪﺍﺭ ﻣﺎ ﺗﻨﺘﺠﻪﹸ‬
‫ﻣﻦ ﺃﻳﻮﻧﺎﺕ ‪ OH-‬ﰲ ﺍﳌﺤﻠﻮﻝ ﺍﳌﺎﺋﻲ‪.‬‬
‫ﺍﻟﻔﺮﺿﻴﺎﺕ‪.‬‬
‫ﹼ‬ ‫ﻭﺍﻟﻨﺘﻴﺠﺔ‪ ،‬ﻭﻛﺘﺎﺑﺔ‬
‫ﻛﻠﻴﺎ ﻣﻨﺘﺠﺔ ﺃﻳﻮﻧﺎﺕ ﻓﻠﺰﻳﺔ ﻭﺃﻳﻮﻧﺎﺕ ﺍﳍﻴﺪﺭﻭﻛﺴﻴﺪ‬
‫ﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﺘﻲ ﺗﺘﺤﻠﻞ ﹼﹰ‬
‫ﺗﻌﺮﻑ ﺑﺄﳖﺎ ﻗﺎﻋﺪﺓ ﻗﻮﻳﺔ‪ .‬ﻟﺬﺍ ﻓﻬﻴﺪﺭﻭﻛﺴﻴﺪﺍﺕ ﺍﻟﻔﻠﺰﺍﺕ ـ ﻭﻣﻨﻬﺎ ﻫﻴﺪﺭﻭﻛﺴﻴﺪ ﺍﻟﺼﻮﺩﻳﻮﻡ‬ ‫ﺗﺄﻛـﺪ ﻣﻦ ﺗﻌﺒﺌﺔ ﺍﻟﻄﻼﺏ ﻟﺒﻄﺎﻗﺔ ﺍﻟﺴـﻼﻣﺔ‬
‫‪ - NaOH‬ﻗﻮﺍﻋﺪ ﻗﻮﻳﺔ‪.‬‬
‫)‪NaOH(s) → Na +(aq) + OH -(aq‬‬ ‫ﰲ ﺍﳌﺨﺘـﱪ ﻗﺒﻞ ﺑـﺪﺀ ﺍﻟﻌﻤﻞ‪ .‬ﲪـﺾ ﺍﳋﻠﻴﻚ ﻣـﺎﺩﺓ ﺣﺎﺭﻗﺔ ﻟﻠﺠﻠﺪ‬
‫ﻣﺼﺪﺭﺍ‬
‫ﹰ‬ ‫ﺗﻌﺪ ﺑﻌﺾ ﻫﻴﺪﺭﻭﻛﺴﻴﺪﺍﺕ ﺍﻟﻔﻠﺰﺍﺕ ـ ﻭﻣﻨﻬﺎ ﻫﻴﺪﺭﻭﻛﺴﻴﺪ ﺍﻟﻜﺎﻟﺴﻴﻮﻡ ‪- Ca(OH)2‬‬
‫ﺿﻌﻴ ﹰﻔﺎ ﻷﻳﻮﻧﺎﺕ ‪OH-‬؛ ﻷﻥ ﺫﺍﺋﺒﻴﺘﻬﺎ ﻣﻨﺨﻔﻀﺔ‪ .‬ﻻﺣﻆ ﺃﻥ ﺛﺎﺑﺖ ﺣﺎﺻﻞ ﺍﻟﺬﺍﺋﺒﻴﺔ ‪ Ksp‬ﳍﻴﺪﺭﻭﻛﺴﻴﺪ‬ ‫ﻭﺍﳌﻼﺑﺲ‪.‬‬
‫ﺍﻟﻜﺎﻟﺴﻴﻮﻡ ‪ Ca(OH)2‬ﺻﻐﲑ‪ ،‬ﳑﺎ ﻳﺪﻝ ﻋﲆ ﺃﻥ ﻛﻤﻴﺔ ﻗﻠﻴﻠﺔ ﻣﻦ ‪ OH-‬ﺗﻮﺟﺪ ﰲ ﺍﳌﺤﻠﻮﻝ ﺍﳌﺸﺒﻊ‪.‬‬
‫‪Ca(OH) 2(s) # Ca 2+(aq) + 2OH -(aq) K sp = 6.5 × 10 -6‬‬
‫ﺧ ﹼﻔﻒ ﳏﺎﻟﻴﻞ ﺍﻷﲪﺎﺽ ﲨﻴﻌﻬﺎ ﻋﴩﻳﻦ‬
‫ﻭﻣﻊ ﺫﻟﻚ ﻓﺈﻥ ﻫـﻴﺪﺭﻭﻛﺴﻴﺪ ﺍﻟﻜـﺎﻟﺴﻴﻮﻡ ﻭﻏﲑﻩ ﻣﻦ ﻫﻴﺪﺭﻭﻛﺴﻴﺪﺍﺕ ﺍﻟﻔﻠﺰﺍﺕ ﺍﻟﻘﻠﻴﻠﺔ ﺍﻟﺬﻭﺑﺎﻥ‬ ‫‪5 5‬‬
‫ﻛﻠﻴـﺎ‪ .‬ﻭﻳﺒﲔ ﺍﳉﺪﻭﻝ ‪ 5-5‬ﻣﻌﺎﺩﻻﺕ ﲢﻠﻞ ﺑﻌﺾ‬ ‫ﻳﺘﺄﻳﻦ ﹼﹰ‬
‫ﻗﻮﺍﻋـﺪ ﻗﻮﻳـﺔ؛ ﻷﻥ ﻛﻞ ﻣﺎ ﻳﺬﻭﺏ ﻣﻨﻬﺎ ﱠ‬ ‫)‪NaOH(s) → Na +(aq) + OH -(aq‬‬ ‫ﺍﻟﺼﺤﻲ‪.‬‬
‫ﹼ‬ ‫ﻣﺮﺓ‪ ،‬ﻭﺍﻃﺮﺣﻬﺎ ﰲ ﳎﺎﺭﻱ ﺍﻟﴫﻑ‬
‫ﹼ‬
‫ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻘﻮﻳﺔ ‪.‬‬ ‫)‪KOH(s) → K +(aq) + OH -(aq‬‬
‫ﺟﺰﺋﻴﺎ ﻓﻘﻂ ﰲ ﺍﳌﺤﺎﻟﻴﻞ ﺍﳌﺎﺋﻴﺔ ﺍﳌﺨﻔﻔﺔ‪ .‬ﻓﻤﺜ ﹰ‬
‫ﻼ‬ ‫ﹼﹰ‬ ‫ﺍﻟﻀﻌﻴﻔﺔ‬ ‫ﺍﻟﻘﻮﺍﻋﺪ‬ ‫ﺗﺘﺄﻳﻦ‬ ‫)‪RbOH(s) → Rb +(aq) + OH -(aq‬‬
‫ﳐﻠﻮﻃﺎ ﻣﺘﺰ ﹰﻧﺎ ﻣﻦ ﺟﺰﻳﺌﺎﺕ ‪،CH3NH2‬‬ ‫ﹰ‬ ‫ﻳﺘﻔﺎﻋﻞ ﻣﻴﺜﻴﻞ ﺃﻣﲔ ‪ CH3NH2‬ﻣﻊ ﺍﳌﺎﺀ ﻟﻴﻨﺘﺞ‬ ‫)‪CsOH(s) → Cs +(aq) + OH -(aq‬‬
‫ﻭﺃﻳﻮﻧﺎﺕ ‪ ،CH3NH3+‬ﻭﺃﻳﻮﻧﺎﺕ ‪.OH-‬‬ ‫)‪Ca(OH) 2(s) → Ca 2+(aq) + 2OH -(aq‬‬

‫)‪Ba(OH) 2(s) → Ba 2+(aq) + 2OH -(aq‬‬

‫• ﺍﺳـﺘﺨﺪﻡ ﻧﺘﺎﺋﺞ ﺍﻻﺳـﺘﻘﺼﺎﺀ ﺑﺪﺍﻳ ﹰﺔ ﳌﻨﺎﻗﺸـﺔ ﺍﻹﺳـﻌﺎﻑ ﺍﻷﻭ ﹼﱄ‬
‫ﺍﳌﻨﺎﺳﺐ ﰲ ﺣﺎﻟﺔ ﺗﻨﺎﺛﺮ ﺍﳊﻤﺾ ﰲ ﺍﻟﻌﻴﻮﻥ ﺃﻭ ﻋﲆ ﺍﳉﻠﺪ‪.‬‬
‫)‪CH 3NH 2(aq) + H 2O (I) # CH 3NH+3 (aq) + OH (aq‬‬
‫‪-‬‬

‫‪176‬‬

‫ﻳﻮﺻﻞ ﺍﻟﻜﻬﺮﺑﺎﺀ؛ ﻟﺬﺍ ﻻ ﻳﴤﺀ‬ ‫ﲪﺾ ﺍﳋﻠﻴﻚ ﻻ ﹼ‬

‫ﺃﻱ ﻣـﻦ ﺍﻟﻀﻮﺀﻳـﻦ ﺍﻷﲪـﺮ ﺃﻭ ﺍﻷﺧـﴬ‪ ،‬ﻭﻟﻜـﻦ ﺳـﻴﴤﺀ ﺍﻟﻀﻮﺀ‬ ‫ﹼ‬
‫ﹴ‬
‫ﺷﺪﻳﺪ ﰲ ﺣﺎﻟﺔ ﺍﳌﺤﺎﻟﻴﻞ ﺍﳌﺨ ﹼﻔﻔﺔ‬ ‫ﺑﺘﻮﻫ ﹴﺞ‬
‫ﺍﻷﲪﺮ ﻋﲆ ﺟﻬﺎﺯ ﺍﻟﻔﺤﺺ ﱡ‬
‫ﲨﻴﻌﻬﺎ‪ .‬ﺃ ﹼﻣﺎ ﺑﺎﻟﻨﺴﺒﺔ ﳌﺤﻠﻮﻝ ﲪﺾ ﺍﳋﻠﻴﻚ ﺑﱰﻛﻴﺰ ‪ 6.0 M‬ﻓﺴﻴﴤﺀ‬
‫ﲢﺴـﻦ ﺗﻮﺻﻴﻠـﻪ ﻟﻠﻜﻬﺮﺑﺎﺀ؛‬ ‫ﻛ ﹼﻠـﲈ ﺍﺯﺩﺍﺩ ﲣﻔﻴﻒ ﺍﳊﻤﺾ ﺍﻟﻀﻌﻴﻒ ﹼ‬ ‫‪.3‬‬
‫ﺍﻟﻀﻮﺀ ﺍﻷﺧﴬ ﺑﺼﻮﺭﺓ ﺧﺎﻓﺘﺔ؛ ﻭ ﺑﱰﻛﻴﺰ ‪ 1.0 M‬ﺳـﻴﻜﻮﻥ ﺍﻟﻀﻮﺀ‬
‫ﹼ‬
‫ﻷﻥ ﺗﺄ ﱡﻳﻨﻪ ﻳﺰﺩﺍﺩ‪ .‬ﻳﺆﺩﻱ ﺍﳌﺎﺀ ﺇﱃ ﺯﻳﺎﺩﺓ ﻧﺴـﺒﺔ ﺍﻟﺘﺄ ﱡﻳﻦ‪ .‬ﻏﲑ ﺃﻧﹼﻪ ﰲ ﺁﺧﺮ‬
‫ﺳـﺎﻃﻌﺎ؛ ﻭﺍﳊﻤﺾ ﻧﻔﺴـﻪ ﺑﱰﻛﻴﺰ ‪ 0.1 M‬ﺳﻴﻜﻮﻥ ﺍﻟﻀﻮﺀ‬‫ﹰ‬ ‫ﺍﻷﺧﴬ‬
‫ﻛﻤﻴﺔ‬
‫ﻷﻥ ﹼ‬ ‫ﻳﻘﻞ؛ ﹼ‬ ‫ﺃﻥ ﺍﻟﺘﻮﺻﻴﻞ ﹼ‬ ‫ﺍﻷﻣـﺮ ﻳﺼﺒﺢ ﺍﳊﻤﺾ ﳐﻔ ﹰﻔﺎ ﻟﺪﺭﺟـﺔ ﹼ‬
‫ﺗﻮﻫ ﹰﺠﺎ ﻣﻨﻪ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺤﻤﺾ ﺍﻟﺬﻱ ﺗﺮﻛﻴﺰﻩ ‪.6.0 M‬‬ ‫ﺍﻷﺧﴬ ﹼ‬
‫ﺃﻗﻞ ﱡ‬
‫ﲪﺾ ﺍﳋ ﹼﻠﻴﻚ ﺍﳌﻮﺟﻮﺩﺓ ﺗﺼﺒﺢ ﻗﻠﻴﻠﺔ ﹼﹰ‬
‫ﻧﺴﺒﻴﺎ‪.‬‬
‫ﺻﻐـﲑﺓ ﻣـﻦ ﺍﳌـﺎﺀ ﻗـﻮﺓ ﺍﳊﻤـﺾ‬ ‫ﹴ‬ ‫ﻛﻤﻴ ﹴ‬
‫ـﺔ‬ ‫ﻳﻤﻜـﻦ ﺃﻥ ﺗﺰﻳـﺪ ﺇﺿﺎﻓـﺔ ﹼ‬ ‫‪.4‬‬
‫ﹴ‬
‫ﻛﺒـﲑﺓ ﻣﻦ‬ ‫ﻛﻤﻴ ﹴﺔ‬
‫ﺍﻟﻈﺎﻫﺮ ﹼﻳـﺔ؛ ﻓﺘﺘﻠـﻒ ﺍﻷﻧﺴـﺠﺔ‪ ،‬ﻟـﺬﺍ ﳚﺐ ﺇﺿﺎﻓـﺔ ﹼ‬
‫‪CH 3COOH (aq)+H 2O (l)#H 3O + (aq)+CH 3COO - (aq) .1‬‬

‫ﺍﳌﺎﺀ ﻋﻨﺪ ﺍﻧﺴـﻜﺎﺏ ﺍﻷﲪﺎﺽ؛ ﻟﺘﺨﻔﻴﻒ ﺍﳊﻤﺾ ﺑﴪﻋﺔ‪ ،‬ﻭﻏﺴﻠﻪ‬ ‫‪Ka = [CH3COO-][H+]/[CH3COOH] = 1.8 × 10-5‬‬
‫ﻭﺍﻟﺘﺨ ﹼﻠﺺ ﻣﻨﻪ‪.‬‬ ‫ﺍﻟﻘﻠﻴﻞ ﺟﺪﹼﹰ ﺍ ﻣﻦ ﲪﺾ ﺍﳋﻠﻴﻚ ﻳﺘﺄ ﹼﻳﻦ‪.‬‬
‫ﹶ‬
‫ﳏﻠﻮﱄ ‪ 6.0 M‬ﻭ ‪ ، 1.0 M‬ﳛﺘﻮﻱ ﺍﳌﺤﻠﻮﻝ‬ ‫ﻧﻌﻢ‪ .‬ﺑﺎﳌﻘﺎﺭﻧﺔ ﺑﲔ‬ ‫‪.2‬‬
‫‪ 1.0 M‬ﻧﺴـﺒﺔ ﺗﺄ ﹼﻳـﻦ ﺃﻋـﲆ؛ ﻭﻧﺴـﺒﺔ ﺍﻷﻳﻮﻧـﺎﺕ ﺍﻟﻌﺎﻟﻴـﺔ ﺗﺰﻳـﺪ‬
‫ـﻞ ﺍﻟﱰﻛﻴﺰ ﺍﻟﻜ ﹼ‬
‫ﲇ‬ ‫ﺍﻟﺘﻮﺻﻴـﻞ‪ ،‬ﻭﻟﻜﻦ ﺍﻟﺘﺨﻔﻴـﻒ ﺍﳌﺘﻮﺍﺻﻞ ﻳﻘ ﹼﻠ ﹸ‬
‫ﺍﻃﻠـﺐ ﺇﱃ ﺍﻟﻄـﻼﺏ ﺃﻥ ﻳﺘﻮ ﹼﻗﻌـﻮﺍ ﺗﻮﺻﻴﻞ ﺍﻟﻜﻬﺮﺑـﺎﺀ ﳌﺤﺎﻟﻴﻞ‬
‫ﺍﻟﻘﻮﻱ ‪ HCl‬ﻋﻨﺪ ﺗﺮﻛﻴﺰ ‪.6.0 M ،1.0M ،0.1M‬‬ ‫ﺍﳊﻤﺾ‬ ‫ﺃﻥ ﺗﻮﺻﻴﻞ ﳏﻠﻮﻝ ‪ 0.1 M‬ﹼ‬
‫ﺗﻘﻞ‪.‬‬ ‫ﻟﻸﻳﻮﻧﺎﺕ ﻟﺪﺭﺟﺔ ﹼ‬
‫ﹼ‬

‫‪176‬‬

‫‪C6H13NH2(aq)+H2O(l)#C6H13NH3+(aq)+OH-(aq) .a .14‬‬
‫]‪Kb = [C6H13NH3+][OH-]/[C6H13NH2‬‬
‫‪C3H7NH2(aq)+ H2O(l)#C3H7NH3+(aq)+OH-(aq) .b‬‬
‫]‪Kb = [C3H7NH3+][OH-]/[C3H7NH2‬‬
‫‪CO32-(aq) + H2O(l) # HCO3-(aq) + OH-(aq) .c‬‬
‫]‪Kb = [HCO4-][OH-]/[CO32-‬‬
‫‪HSO4-(aq) + H2O(l) # H2SO4(aq) + OH-(aq) .d‬‬
‫]‪Kb = [H2SO4][OH-]/[HSO4-‬‬
‫‪PO43-(aq) + H2O(l) # HPO42-(aq) + OH-(aq) .15‬‬
‫‪.3‬‬
‫ﺍﻃﻠـﺐ ﺇﱃ ﺍﻟﻄـﻼﺏ ﺍﻻﻋﺘـﲈﺩ ﻋـﲆ ﻗﻴـﻢ ‪Ka‬؛ ﻟﱰﺗﻴـﺐ ﺩﺭﺟـﺔ‬
‫ﺗﻮﺻﻴـﻞ ﺍﻟﻜﻬﺮﺑﺎﺀ ﳌﺤﺎﻟﻴﻞ ﱠ‬
‫ﺍﳌﺮﻛﺒﺎﺕ ‪ ،H2S، HClO‬ﻭ‪ .HI‬ﺑﱰﻛﻴﺰ‬
‫‪HI > H2S > HClO‬‬ ‫‪0.10 M‬‬
‫ﺍﻛﺘـﺐ ﻋـﲆ ﺍﻟﺴـﺒﻮﺭﺓ‪ 0.1 M HCl :‬ﻭ ‪ . 1.0 M HClO‬ﻭﺍﺳـﺄﻝ‪:‬‬
‫ﺗﺮﻛﻴـﺰﺍ؟ ‪ .1.0 M HClO‬ﱡ‬
‫ﻭﺃﳞـﲈ ﺃﻗـﻮ￯؟‬ ‫ﹰ‬ ‫ﺃﻱ ﺍﳌﺤﻠﻮﻟـﲔ ﺃﻛﺜـﺮ‬
‫ﹼ‬
‫‪0.1 M HCl‬‬
‫ﺟﺎﻣﻌﻴﺎ؛ ﻟﺘﻘﴢ ﺗﺄﺛﲑ ﺍﳌﺎﺀ ﰲ‬
‫ﹼﹰ‬ ‫ﺍﳌﻬﺘﻤﲔ ﻳﺴﺘﻌﻤﻠﻮﺍ ﻛﺘﺎ ﹰﺑﺎ‬
‫ﹼ‬ ‫ﺩﻉ ﺍﻟﻄﻼﺏ‬
‫ﻣﺴـﺘﻮ￯ ﻗﻮﺓ ﺍﻷﲪﺎﺽ‪ ،‬ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻘﻮ ﹼﻳﺔ‪ ،‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺗﻔﺴـﲑ‬
‫ﻫﺬﺍ ﺍﻟﺘﺄﺛﲑ ﻣﺴـﺘﻌﻴﻨﲔ ﺑﺎﻟ ﹼﺘﺸـﺎﺑﻪ ﺍﻵﰐ‪ :‬ﻋﲆ ﺍﻓـﱰﺍﺽ ﺃﻧﹼﻪ ﻃﻠﺐ ﺇﱃ‬
‫ﺃﻗﻮ￯ ﲬﺴـﺔ ﺃﺷﺨﺎﺹ ﰲ ﺍﻟﻌﺎﱂ ﺭﻓﻊ ﺛﻘﻞﹴ ﻣﻘﺪﺍﺭﻩ ‪50 kg‬؛ ﻟﺘﻘﺮﻳﺮ‬
‫ﹼﺃﳞﻢ ﻫﻮ ﺍﻷﻗﻮ￯‪.‬‬
‫ﺍﻃﻠﺐ ﺇﱃ ﺍﻟﻄﻼﺏ ﺃﻥ ﻳﻜﺘﺒﻮﺍ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺘﺄ ﱡﻳﻦ‪ ،‬ﻭﺗﻌﺒﲑ ﺛﺎﺑﺖ‬
‫ﺍﻟﺘﺄ ﱡﻳﻦ ﳊﻤﺾ ﺍﻟﱪﻭﻣﻮﺯ )‪.(Bromous acid‬‬
‫‪HBrO2(aq) + H2O(l) # H3O‬‬ ‫)‪+ BrO2 (aq‬‬
‫‪+‬‬ ‫‪-‬‬
‫)‪(aq‬‬
‫)‪HBrO2(aq) # H+(aq) + BrO2-(aq‬‬
‫‪HF, HCOOH,CH 3COOH, H 2CO 3, H 2S, HCO 3 -, HS - .20‬‬
‫]‪Ka = [H+][BrO2-]/[HBrO2‬‬
‫‪177‬‬
‫‪5 6‬‬
‫)‪K b (298 K‬‬
‫‪5.0 × 10 -4‬‬ ‫)‪C 2H 5NH 2(aq) + H 2O(l) # C 2H 5NH 3 +(aq) + OH -(aq‬‬ ‫ﺇﻳﺜﻴﻞ ﺃﻣﲔ‬
‫‪4.3 × 10‬‬ ‫‪-4‬‬
‫)‪CH 3NH 2(aq) + H 2O(l) # CH 3NH 3 +(aq) + OH -(aq‬‬ ‫ﻣﻴﺜﻴﻞ ﺃﻣﲔ‬
‫)‪NH 3(aq) + H 2O(l) # NH 4 +(aq) + OH -(aq‬‬ ‫ﺍﻷﻣﻮﻧﻴﺎ‬
‫‪2.5 × 10 -5‬‬
‫‪4.3 × 10‬‬ ‫‪-10‬‬
‫)‪C 6H 5NH 2(aq) + H 2O(l) # C 6H 5NH 3 +(aq) + OH -(aq‬‬ ‫ﺍﻷﻧﻴﻠﲔ‬
‫ﻳﻤﻴﻞ ﻫﺬﺍ ﺍﻻﺗﺰﺍﻥ ﺇﱃ ﺍﻟﻴﺴﺎﺭ؛ ﻷﻥ ﺍﻟﻘﺎﻋﺪﺓ ‪ CH3NH2‬ﺿﻌﻴﻔﺔ‪ ،‬ﻭﺍﻟﻘﺎﻋﺪﺓ ﺍﳌﺮﺍﻓﻘﺔ ‪ OH‬ﻗﻮﻳﺔ؛ ﻷﻥ ﻗﻮﺓ‬
‫‪-‬‬
‫ﺟﺬﺏ ﺃﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﻛﺴﻴﺪ ﻷﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﺟﲔ ﺃﻗﻮ￯ ﻣﻦ ﺟﺬﺏ ﺟﺰﻱﺀ ﺍﳌﻴﺜﻴﻞ ﺃﻣﲔ ﻷﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﺟﲔ‪.‬‬
‫ﺗﻜﻮﻥ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻀﻌﻴﻔﺔ ﳐﺎﻟﻴﻂ ﺍﺗﺰﺍﻥ ﻣﻦ ﺍﳉﺰﻳﺌﺎﺕ ﻭﺍﻷﻳﻮﻧﺎﺕ ﰲ ﺍﳌﺤﺎﻟﻴﻞ ﺍﳌﺎﺋﻴﺔ‪،‬‬
‫ﱢ‬
‫ﻗﻴﺎﺳﺎ ﳌﺪ￯ ﺗﺄﻳﻦ ﺍﻟﻘﺎﻋﺪﺓ‪ .‬ﻭﺗﺒﲔ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻵﺗﻴﺔ ﺛﺎﺑﺖ ﺍﻻﺗﺰﺍﻥ‬
‫ﻛﲈ ﰲ ﺍﻷﲪﺎﺽ ﺍﻟﻀﻌﻴﻔﺔ‪ .‬ﻭﻳﻌﺪ ﺛﺎﺑﺖ ﺍﻻﺗﺰﺍﻥ ﹰ‬
‫ﻟﺘﺄﻳﻦ ﺍﳌﻴﺜﻴﻞ ﺃﻣﲔ ﰲ ﺍﳌﺎﺀ‪:‬‬
‫]‪[CH 3NH 3 +][OH -‬‬
‫__ = ‪K b‬‬
‫]‪[CH 3NH 2‬‬
‫ﻭﻳﻤﻜﻦ ﺗﻌﺮﻳﻒ ﺛﺎﺑﺖ ﺗﺄﻳﻦ ﺍﻟﻘﺎﻋﺪﺓ ‪ Kb‬ﺑﺄﻧﻪ ﻗﻴﻤﺔ ﺗﻌﱪ ﻋﻦ ﺛﺎﺑﺖ ﺍﻻﺗﺰﺍﻥ ﻟﺘﺄﻳﻦ ﺍﻟﻘﺎﻋﺪﺓ‪ .‬ﻭﻛﻠﲈ ﺻﻐﺮﺕ ﻗﻴﻤﺔ‬
‫‪ Kb‬ﻛﺎﻧﺖ ﺍﻟﻘﺎﻋﺪﺓ ﺃﺿﻌﻒ‪ .‬ﻭﻳﺒﲔ ﺍﳉﺪﻭﻝ ‪ 5-6‬ﻗﻴﻢ ‪ Kb‬ﻭﻣﻌﺎﺩﻻﺕ ﺍﻟﺘﺄﻳﻦ ﻟﺒﻌﺾ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻀﻌﻴﻔﺔ‪.‬‬
‫‪ .14‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻻﺕ ﺍﻟﺘﺄﻳﻦ ﻭﺗﻌﺒﲑ ﺛﺎﺑﺖ ﺍﻟﺘﺄﻳﻦ ﻟﻠﻘﻮﺍﻋﺪ ﺍﻵﺗﻴﺔ‪:‬‬
‫‪ . c‬ﺃﻳﻮﻥ ﺍﻟﻜﺮﺑﻮﻧﺎﺕ ‪CO 3 2-‬‬ ‫‪ . a‬ﻫﻜﺴﻴﻞ ﺃﻣﲔ ‪C6H13 NH2‬‬
‫‪ . d‬ﺃﻳﻮﻥ ﺍﻟﻜﱪﻳﺘﺎﺕ ﺍﳍﻴﺪﺭﻭﺟﻴﻨﻴﺔ ‪HSO 4-‬‬ ‫‪ . b‬ﺑﺮﻭﺑﻴﻞ ﺃﻣﲔ ‪C3H7 NH2‬‬
‫ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﺍﺗﺰﺍﻥ ﻗﺎﻋﺪﺓ ﻳﻜﻮﻥ ﻓﻴﻬﺎ ‪ PO43-‬ﻗﺎﻋﺪﺓ ﰲ ﺍﻟﺘﻔﺎﻋﻞ ﺍﻷﻣﺎﻣﻲ‪ ،‬ﻭ ‪ OH-‬ﻗﺎﻋﺪﺓ ﰲ‬ ‫‪.15‬‬
‫ﺍﻟﺘﻔﺎﻋﻞ ﺍﻟﻌﻜﴘ‪.‬‬
‫‪5-2‬‬
‫‪ .16‬اﻟﻔﻜﺮة اﻟﺮﺋﻴﺴﺔ ﺻـﻒ ﳏﺘﻮﻳـﺎﺕ ﳏﺎﻟﻴﻞ ﻣﺎﺋﻴﺔ ﳐﻔﻔـﺔ ﻟﻠﺤﻤﺾ ﺍﻟﻘـﻮﻱ ‪ HI‬ﻭﺍﳊﻤﺾ‬ ‫اﻟﺨﻼﺻﺔ‬
‫ﺍﻟﻀﻌﻴﻒ ‪.HCOOH‬‬ ‫ﺗﺘﺄﻳـﻦ ﺍﻷﲪـــﺎﺽ ﻭﺍﻟﻘﻮﺍﻋــﺪ‬ ‫ﱠ‬
‫‪ .17‬ﻣﺎ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻗﻮﺓ ﺍﳊﻤﺾ ﺍﻟﻀﻌﻴﻒ ﻭﻗﻮﺓ ﻗﺎﻋﺪﺗﻪ ﺍﳌﺮﺍﻓﻘﺔ؟‬ ‫ﻛﻠﻴـﺎ ﰲ ﺍﳌﺤﺎﻟﻴـﻞ ﺍﳌﺎﺋﻴﺔ‬
‫ﺍﻟﻘﻮﻳـﺔ ﹼﹰ‬
‫‪ .18‬ﺣﺪﹼ ﺩ ﺍﻷﺯﻭﺍﺝ ﺍﳌﱰﺍﻓﻘﺔ ﻟﻠﺤﻤﺾ ﻭﺍﻟﻘﺎﻋﺪﺓ ﰲ ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﳑﺎ ﻳﺄﰐ‪:‬‬ ‫ﺍﳌﺨﻔﻔـﺔ‪ .‬ﺑﻴﻨﲈ ﺗﺘﺄﻳـﻦ ﺍﻷﲪﺎﺽ‬
‫‪HCOOH(aq) + H 2O(l) # HCOO -(aq) + H 3O +(aq).a‬‬
‫‪NH 3(aq) + H 2O(l) # NH 4 +(aq) + OH -(aq).b‬‬
‫ﺟﺰﺋﻴﺎ‬
‫ﹼﹰ‬ ‫ﺗﺄﻳﻨﹰﺎ‬
‫ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻀﻌﻴﻔـﺔ ﱡ‬
‫ﰲ ﺍﳌﺤﺎﻟﻴﻞ ﺍﳌﺎﺋﻴﺔ ﺍﳌﺨﻔﻔﺔ‪.‬‬
‫‪ .19‬ﺍﴍﺡ ﻣـﺎ ﺍﻟـﺬﻱ ﻳﻤﻜﻦ ﺃﻥ ﺗﺴـﺘﻔﻴﺪﻩ ﻣﻦ ﻣﻌﺮﻓﺔ ﺃﻥ ﻗﻴﻤـﺔ ‪ Kb‬ﻟﻸﻧﻴﻠﲔ ‪ C6H5NH2‬ﻫﻲ‬ ‫ﺗﻌﺪ ﻗﻴﻤﺔ ﺛﺎﺑﺖ ﺗﺄﻳﻦ ﺍﳊﻤﺾ‬
‫‪Kb = 4.3 × 10-10‬؟‬ ‫ﻗﻴﺎﺳﺎ ﻟﻘﻮﺓ‬
‫ﺃﻭ ﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﻀﻌﻴﻔﺔ ﹰ‬
‫ﻓـﴪ ﺍﻟﺒﻴﺎﻧـﺎﺕ ﺍﺳـﺘﻌﻤﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﰲ ﺍﳉـﺪﻭﻝ ‪ 5-4‬ﻟﱰﺗﻴـﺐ ﺍﻷﲪﺎﺽ ﺍﻟﺴـﺒﻌﺔ ﺗﺼﺎﻋﺪ ﹼﹰﻳﺎ‬
‫‪ .20‬ﹼ‬ ‫ﺍﳊﻤﺾ ﺃﻭ ﺍﻟﻘﺎﻋﺪﺓ‪.‬‬
‫ﺑﺤﺴﺐ ﺗﻮﺻﻴﻠﻬﺎ ﻟﻠﻜﻬﺮﺑﺎﺀ‪.‬‬
‫‪177‬‬
‫‪5-2‬‬
‫‪ .16‬ﳛﺘـﻮﻱ ﳏﻠـﻮﻝ ‪ HI‬ﻓﻘـﻂ ﻋﲆ ﺃﻳﻮﻧـﺎﺕ ‪H 3O +‬ﻭ ‪ I -‬ﻭﺟﺰﻳﺌـﺎﺕ ﻣﺎﺀ‪،‬‬
‫ﻭﳛﺘـﻮﻱ ﳏﻠـﻮﻝ ‪ HCOOH‬ﻋـﲆ ﺃﻳﻮﻧـﺎﺕ ‪ H 3 O +‬ﻭ ‪،HCO O -‬‬
‫ﻭﺟﺰﻳﺌﺎﺕ ‪ HCOOH‬ﻭ‪.H2O‬‬
‫ﻗـﻮﺓ ﺍﳊﻤـﺾ ﺍﺯﺩﺍﺩ ﺿﻌـﻒ ﻗﺎﻋﺪﺗـﻪ ﺍﳌﺮﺍﻓﻘـﺔ‪ .‬ﻭﻛ ﹼﻠﲈ‬ ‫‪ .17‬ﻛ ﹼﻠـﲈ ﺍﺯﺩﺍﺩﺕ ﹼ‬
‫ﺿﻌﻒ ﺍﳊﻤﺾ ﺍﺯﺩﺍﺩﺕ ﻗﻮﺓ ﻗﺎﻋﺪﺗﻪ ﺍﳌﺮﺍﻓﻘﺔ‪.‬‬
‫‪ .a .18‬ﺍﳊﻤﺾ‪HCOOH :‬؛ ﺍﻟﻘﺎﻋﺪﺓ ﺍﳌﺮﺍﻓﻘﺔ‪HCOO - :‬؛‬
‫ﺍﻟﻘﺎﻋﺪﺓ‪H2O :‬؛ ﺍﳊﻤﺾ ﺍﳌﺮﺍﻓﻖ‪H 3O + :‬‬
‫‪ .b‬ﺍﳊﻤﺾ‪H2O :‬؛ ﺍﻟﻘﺎﻋﺪﺓ ﺍﳌﺮﺍﻓﻘﺔ‪OH - :‬؛‬
‫ﺍﻟﻘﺎﻋﺪﺓ‪NH3 :‬؛ ﺍﳊﻤﺾ ﺍﳌﺮﺍﻓﻖ‪NH 4 + :‬‬
‫ﺃﻥ ﺍﻷﻧﻴﻠﲔ ﻗﺎﻋﺪﺓ ﺿﻌﻴﻔﺔ‪.‬‬ ‫‪ .19‬ﻗﻴﺎﺱ ‪ Kb‬ﹼ‬
‫ﻳﺪﻝ ﻋﲆ ﹼ‬
 ‫‪Hydrogen Ions and pH‬‬
‫‪5-3‬‬

‫ﻣـﻌﻨـﻰ ﺍﳌـﺼﻄﻠﺤﺎﺕ‬
‫‪5-3‬‬
‫‪pOH‬‬ ‫‪pH‬‬ ‫اﻟﺮﺋﻴﺴﺔ‬ ‫اﻟﻔﻜﺮة‬ ‫‪ pH‬ﻭ‪.pOH‬‬

‫ﻟﻌﻠﻚ ﺷـﺎﻫﺪﺕ ﻃﻔﻠﲔ ﻳﻠﻌﺒﺎﻥ ﻋﲆ ﻟﻌﺒﺔ ﺍﻟﺘﻮﺍﺯﻥ )ﺍﻟﺴﻴﺴـﻮ(‪ .‬ﻋﻨﺪﻣﺎ ﻳﺮﺗﻔﻊ ﺃﺣﺪ‬
‫ﺑــﲔ ‪ pH‬ﻭ ‪pOH‬‬ ‫‪.1‬‬
‫ﻭﺛﺎﺑﺖ ﺍﻟﺘﺄﻳﻦ ﻟﻠﲈﺀ‪.‬‬
‫ﻗﻴﻤـﺔ ‪ pH‬ﻭ‪ pOH‬ﻃـﺮﰲ ﺍﻟﻌﺎﺭﺿﺔ ﳞﺒـﻂ ﺍﻟﻄﺮﻑ ﺍﻵﺧﺮ‪ .‬ﻭﺃﺣﻴﺎ ﹰﻧﺎ ﺗﺘﻮﺍﺯﻥ ﺍﻟﻌﺎﺭﺿﺔ ﰲ ﺍﻟﻮﺳـﻂ‪ .‬ﺗﺴـﻠﻚ ﺗﺮﺍﻛﻴﺰ ﺃﻳﻮﻧﺎﺕ‬
‫ﺳﻠﻮﻛﺎ ﳑﺎﺛ ﹰ‬
‫ﻼ‪.‬‬ ‫ﹰ‬ ‫ﺍﳍﻴﺪﺭﻭﺟﲔ ﻭﺃﻳﻮﻧﺎﺕ ﺍﳍﻴﺪﺭﻭﻛﺴﻴﺪ ﰲ ﺍﳌﺤﺎﻟﻴﻞ ﺍﳌﺎﺋﻴﺔ‬ ‫ﻟﻠﻤﺤﺎﻟﻴﻞ ﺍﳌﺎﺋﻴﺔ‪.‬‬
‫‪Ion Product Constant for Water‬‬ ‫ﻗﺒﻞ ﺑﺪﺀ ﺍﻟـﺪﺭﺱ‪ ،‬ﺍﻋﺮﺽ ﻋﲆ ﺍﻟﻄﻼﺏ ﴍﳛـﺔ ﺍﻟﱰﻛﻴﺰ ﺭﻗﻢ‬
‫ﻳﻨﺺ ﻋﲆ ﺃﻧﻪ ﳛﺘﻮﻱ ﺍﳌﺎﺀ ﺍﻟﻨﻘﻲ ﻋﲆ ﺗﺮﺍﻛﻴﺰ ﻣﺘﺴﺎﻭﻳﺔ ﻷﻳﻮﻧﺎﺕ ‪ H+‬ﻭ ‪ OH-‬ﺍﻟﺘﻲ ﺗﻨﺘﺞ ﻋﻦ ﺗﺄﻳﻨﻪ ﺍﻟﺬﺍﰐ‪ .‬ﻭﻳﺒﲔ‬
‫ﺇﺫﺍ ﻭﻗﻊ ﺿﻐﻂ ﻋﲆ ﻧﻈﺎﻡ ﰲ ﺣﺎﻟﺔ ﺍﻟﺸﻜﻞ ‪ 5-13‬ﺗﻜﻮﻥ ﺃﻋﺪﺍﺩ ﻣﺘﺴﺎﻭﻳﺔ ﻣﻦ ﺃﻳﻮﻧﺎﺕ ﺍﳍﻴﺪﺭﻭﻧﻴﻮﻡ ﻭﺍﳍﻴﺪﺭﻭﻛﺴﻴﺪ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺄﻳﻦ ﺍﻟﺬﺍﰐ‬ ‫)‪ (17‬ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﻣﺼـﺎﺩﺭ ﺍﻟﺘﻌﻠﻢ ﻟﻠﻔﺼﻮﻝ )‪ ،(1-5‬ﻭﻳﻤﻜﻨﻚ‬
‫ﺍﺗﺰﺍﻥ ﻓﺈﻥ ﺍﻟﻨﻈﺎﻡ ﻳﺘﺠﻪ ﰲ ﺍﻻﲡﺎﻩ ﻟﻠﲈﺀ‪ .‬ﻭﻳﻤﻜﻦ ﺗﺒﺴﻴﻂ ﻣﻌﺎﺩﻟﺔ ﺍﻻﺗﺰﺍﻥ ﻋﲆ ﺍﻟﻨﺤﻮ ﺍﻵﰐ‪:‬‬
‫ﻋﺮﺿﻬـﺎ ﻣﻠﻮﻧﺔ ﻣﻦ ﺧـﻼﻝ ﺍﻟﺮﺟـﻮﻉ ﺇﱃ ﺍﳌﻮﻗـﻊ ﺍﻹﻟﻜﱰﻭﲏ‪:‬‬
‫)‪H 2O(l) # H +(aq) + OH -(aq‬‬ ‫ﺍﻟﺬﻱ ﻳﻘ ﹼﻠﻞ ﻣﻦ ﺫﻟﻚ ﺍﻟﻀﻐﻂ‪.‬‬
‫‪ Kw‬ﻳﺸﲑ ﺍﻟﺴﻬﻢ ﺍﻟﺜﻨﺎﺋﻲ ﺇﱃ ﺃﻥ ﻫﺬﺍ ﺗﻔﺎﻋﻞ ﺍﺗﺰﺍﻥ‪ .‬ﻟﺬﺍ ﹼ‬
‫ﺗﺬﻛﺮ ﺃﻧﻪ ﳚﺐ ﻛﺘﺎﺑﺔ ﺗﻌﺒﲑ‬
‫ﺛﺎﺑﺖ ﺍﻻﺗﺰﺍﻥ ﺑﻮﺿﻊ ﺗﺮﺍﻛﻴﺰ ﺍﻟﻨﻮﺍﺗﺞ ﰲ ﺍﻟﺒﺴﻂ‪ ،‬ﻭﺗﺮﺍﻛﻴﺰ ﺍﳌﻮﺍﺩ ﺍﳌﺘﻔﺎﻋﻠﺔ ﰲ ﺍﳌﻘﺎﻡ‪ .‬ﻭﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ‪،‬‬
‫ﲨﻴﻊ ﺍﳌﻮﺍﺩ ﻗﻮﲥﺎ ﻭﺍﺣﺪ؛ ﻷﻥ ﻣﻌﺎﻣﻼﲥﺎ ﲨﻴﻌﻬﺎ ﰲ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻟﻜﻴﻤﻴﺎﺋﻴﺔ ‪ .1‬ﻭﻷﻥ ﺗﺮﻛﻴﺰ ﺍﳌﺎﺀ ﺍﻟﻨﻘﻲ ﺛﺎﺑﺖ‪،‬‬ ‫ﺛﺎﺑﺖ ﺗﺄﻳﱡﻦ ﺍﳌﺎﺀ ‪Kw‬‬
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‫ﻟﺬﺍ ﻻ ﻳﻈﻬﺮ ]‪ [H2O‬ﰲ ﺍﳌﻘﺎﻡ‪.‬‬ ‫ﺍﻟﺮﻗﻢ ﺍﳍﻴﺪﻭﺟﻴﻨﻲ ‪pH‬‬

‫ﺛﺎﺑﺖ ﺗﺄﻳﻦ ﺍﳌﺎﺀ ‪Kw‬‬ ‫ﺍﻟﺮﻗﻢ ﺍﳍﻴﺪﺭﻭﻛﺴﻴﺪﻱ ‪pOH‬‬ ‫اﻟﺮﺋﻴﺴﺔ‬ ‫اﻟﻔﻜﺮة‬

‫‪ pH‬ﺍﻛﺘﺐ ﻋﲆ ﺍﻟﺴـﺒﻮﺭﺓ ﺗﺪﺭﻳﺞ ‪pH‬‬

‫‪Kw‬‬

‫]‪K w = [H +][OH -‬‬ ‫]‪[H +‬‬

‫ﺍﳊﻤﻀﻴﺔ‬ ‫ﺃﻱ ﺍﻟﻘﻴـﻢ ﲤﺜـﻞ ﺍﳌﺤﺎﻟﻴـﻞ‬

‫ﻣـﻦ ﺻﻔـﺮ ﺇﱃ ‪ ،14‬ﻭﺍﺳـﺄﻝ‪ :‬ﱡ‬
‫]‪[OH -‬‬

‫ﺣﺎﺻﻞ ﴐﺏ ﺗﺮﺍﻛﻴﺰ ﺃﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﺟﲔ ﻭﺃﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﻛﺴﻴﺪ ﰲ ﺍﳌﺤﺎﻟﻴﻞ ﺍﳌﺎﺋﻴﺔ ﺍﳌﺨﻔﻔﺔ ﻳﺴﺎﻭﻱ ‪.Kw‬‬ ‫ﹼ‬
‫ﻭﺍﻟﺘﻌﺒﲑ ‪ Kw‬ﻫﻮ ﺣﺎﻟﺔ ﺧﺎﺻﺔ ﻟﺜﺎﺑﺖ ﺍﻻﺗﺰﺍﻥ‪ ،‬ﻳﻨﻄﺒﻖ ﻓﻘﻂ ﻋﲆ ﺍﳌﺎﺀ‪ .‬ﻭﻳﺴﻤﻰ ﺛﺎﺑﺖ ﺗﺄﻳﻦ ﺍﳌﺎﺀ‪ ،‬ﻭﻫﻮ‬ ‫ﺍﳊﻤﻀﻴﺔ ﹼ‬
‫ﺃﻗﻞ‬ ‫ﹼ‬ ‫ﻭﺍﳌﺘﻌﺎﺩﻟـﺔ ﻭﺍﻟﻘﺎﻋﺪ ﹼﻳﺔ؟ ﺗﻜﻮﻥ ﻗﻴـﻢ ‪ pH‬ﻟﻠﻤﺤﺎﻟﻴﻞ‬
‫ﻗﻴﻤﺔ ﺗﻌﱪ ﻋﻦ ﺛﺎﺑﺖ ﺍﻻﺗﺰﺍﻥ ﻟﻠﺘﺄﻳﻦ ﺍﻟﺬﺍﰐ ﻟﻠﲈﺀ‪ .‬ﻟﻘﺪ ﺑﻴﻨﺖ ﺍﻟﺘﺠﺎﺭﺏ ﺃﻥﹼ ]‪ [OH-‬ﻭ ]‪ [H+‬ﻟﻠﲈﺀ ﺍﻟﻨﻘﻲ‬
‫ﻋﻨﺪ ‪ 298 K‬ﺗﻜﻮﻥ ﻣﺘﺴﺎﻭﻳﺔ؛ ﺣﻴﺚ ﻳﺴﺎﻭﻱ ﻛﻞ ﻣﻨﻬﺎ ‪ .1.0 × 1 0 -7 M‬ﻟﺬﺍ ﺗﻜﻮﻥ ﻗﻴﻤﺔ ‪ Kw‬ﻋﻨﺪ‬ ‫ﻣـﻦ ‪ ،7‬ﻭﺗﻜﻮﻥ ﻗﻴﻤﻬﺎ ﻟﻠﻤﺤﺎﻟﻴـﻞ ﺍﳌﺘﻌﺎﺩﻟﺔ ﺗﺴـﺎﻭﻱ ‪ ،7‬ﺃ ﹼﻣﺎ ﻗﻴﻤﻬﺎ‬
‫ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ ‪ 298 K‬ﺗﺴﺎﻭﻱ ‪1.0 × 10-14‬‬
‫)‪K w = [H +][OH -] = (1.0 × 10 -7)(1.0 × 10 -7‬‬ ‫ﻟﻠﻤﺤﺎﻟﻴﻞ ﺍﻟﻘﺎﻋﺪ ﹼﻳﺔ ﻓﺘﻜﻮﻥ ﺃﻛﱪ ﻣﻦ ‪.7‬‬
‫‪Kw= 1.0 × 10 -14‬‬

‫‪+‬‬ ‫‪-‬‬ ‫‪5-13‬‬ ‫ﻹﻇﻬـﺎﺭ ﻃﺒﻴﻌـﺔ ‪ pH‬ﺍﻟﻠﻮﻏﺎ ﹺﺭ ﹼ‬

‫ﲤﻴﺔ‪ ،‬ﺍﻃﺮﺡ ﺍﻷﺳـﺌﻠﺔ ﺍﻵﺗﻴﺔ‪ :‬ﻛﻢ ﻣﺮ ﹰﺓ‬
‫ﲪﻀﻴـﺔ ﳏﻠﻮﻝ ﻗﻴﻤـﺔ ‪ pH‬ﻟﻪ ﺗﺴـﺎﻭﻱ ‪ ، 5‬ﻋﲆ ﳏﻠـﻮﻝ ﻗﻴﻤﺔ‬ ‫ﺗﺰﻳـﺪ‬
‫‪+‬‬ ‫→‬ ‫‪+‬‬

‫‪H2O‬‬ ‫‪H 2O‬‬ ‫‪H3O+‬‬

‫ﹼ‬
‫‪OH-‬‬

‫‪178‬‬
‫‪ pH‬ﻟـﻪ ﺗﺴـﺎﻭﻱ ‪ ، 6‬ﺑﻨﺎ ﹰﺀ ﻋـﲆ ﺗﺮﻛﻴﺰ ﺃﻳـﻮﻥ ﺍﳍﻴﺪﺭﻭﺟﲔ؟ ﲪﻀﻴﺔ‬
‫‪C19-06C-828378-08‬‬ ‫ﲪﻀﻴﺔ ﺍﳌﺤﻠﻮﻝ ‪ pH‬ﻟﻪ ‪6‬‬ ‫ﹼ‬ ‫ﺍﳌﺤﻠـﻮﻝ ﺍﻟـﺬﻱ ﻗﻴﻤﺔ ‪ pH‬ﻟﻪ ‪ 5‬ﺃﻛﺜﺮ ﻣﻦ‬
‫ﹴ‬
‫ﻣﺮﺍﺕ‪ .‬ﻭﻛﻢ ﻣﺮ ﹰﺓ ﺗﺰﻳﺪ ﻗﺎﻋﺪ ﹼﻳﺔ ﳏﻠﻮﻝ ‪ pH‬ﻟﻪ ‪ 11‬ﻋﲆ ﻗﺎﻋﺪ ﹼﻳﺔ‬ ‫ﺑﻌﴩ‬
‫ﳏﻠﻮﻝ‪ pH‬ﻟﻪ ‪ ،9‬ﺑﻨﺎ ﹰﺀ ﻋﲆ ﺗﺮﻛﻴﺰ ﺃﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﻛﺴﻴﺪ؟ ﳏﻠﻮﻝ ‪pH‬‬
‫ﻟﻪ ‪ 11‬ﺃﻛﱪ ﻣﻦ ﻗﺎﻋﺪ ﹼﻳﺔ ﳏﻠﻮﻝ‪ pH‬ﻟﻪ ‪ 9‬ﺑـ ‪ 100‬ﹴ‬
‫ﻣﺮﺓ‪.‬‬

‫‪ 14‬ﻳﻤﺘﺪﹼ ﻣﺪ￯ ‪ pH‬ﺑﺼﻮﺭﺓ ﻋﺎ ﹼﻣﺔ ﻣﻦ‬ ‫‪0.0‬‬ ‫‪PH‬‬

‫‪.2‬‬
‫ﺃﻗﻞ ﻣﻦ ﺻﻔﺮ‪ ،‬ﻭﺃﻛﱪ ﻣﻦ ‪ 14‬ﹰ‬
‫ﺃﻳﻀﺎ‬ ‫ﺃﻥ ﻗﻴﻢ ‪ pH‬ﹼ‬ ‫‪ 14- 0.0‬ﺗﻘﺮﻳ ﹰﺒﺎ‪ ،‬ﻣﻊ ﺍﻟﺘﺬﻛﲑ ﹼ‬
‫ﻭﺃﻥ ﻣﺜـﻞ ﻫﺬﻩ ﺍﳌﺤﺎﻟﻴﻞ ﻧﺎﺩﺭﺓ‪ ،‬ﻭﺧﻄﺮﺓ‪ ،‬ﻭﺩﺭﺟﺔ ﺗﺮﻛﻴﺰﻫﺎ ﻋﺎﻟﻴﺔ ﺟﺪﹼﹰ ﺍ‪،‬‬ ‫ﳑﻜﻨﺔ‪ .‬ﹼ‬
‫ﻛﻠﻴﺎ؛ ﻟﺬﺍ ﻗﺪ ﻻ ﺗﻜﻮﻥ‬‫ﺃﻥ ﻣﺜﻞ ﻫﺬﻩ ﺍﻷﲪﺎﺽ ﺃﻭ ﺍﻟﻘﻮﺍﻋﺪ‪ ،‬ﻗﺪ ﻻ ﺗﺘﺄ ﹼﻳﻦ ﹼﹰ‬ ‫ﻟﺪﺭﺟﺔ ﹼ‬ ‫ﺃﺱ‬ ‫ﺫﻛﺮ ﺍﻟﻄـﻼﺏ ﹼ‬‫ﹼ‬
‫ﺍﻟﺘﻐﲑ ﺑﻤﻘﺪﺍﺭ ﻭﺣـﺪﺓ ﻭﺍﺣﺪﺓ ﰲ ﹼ‬
‫ﺑﺄﻥ ﹼ‬
‫ﺗﺮﺍﻛﻴﺰ ﺍﻷﻳﻮﻧﺎﺕ ﻋﺎﻟﻴﺔ ﻛﲈ ﻫﻮ ﻣﺘﻮ ﹼﻗﻊ‪.‬‬ ‫ﻼ‪،‬‬‫ﺗﻐﲑﺍ ﻣﻘـﺪﺍﺭﻩ ﻋﴩﺓ ﺃﺿﻌﺎﻑ ﺍﻟﻌـﺪﺩ‪ .‬ﻓﻤﺜ ﹰ‬
‫ﺍﻟﻌـﺪﺩ ‪ 10‬ﻳﻌﻜـﺲ ﹼ ﹰ‬
‫ﹴ‬
‫ﻣﺮﺍﺕ‪ ،‬ﻭ ‪ 10-7‬ﺃﺻﻐـﺮ ﻣﻦ ‪ 10-6‬ﺑﻌﴩ‬ ‫‪ 104‬ﺃﻛﺜـﺮ ﻣﻦ ‪ 103‬ﺑﻌـﴩ‬
‫ﻣﻦ ﺍﳌﺮﺍﺕ‪.‬‬

‫‪178‬‬
 ‫ﺣﺎﺻﻞ ﴐﺏ ]‪ [H +‬ﻭ ]‪ [OH -‬ﻳﺴﺎﻭﻱ ﹰ‬
‫ﺩﺍﺋﲈ ‪ 1.0 × 10-14‬ﻋﻨﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ‪.298 K‬‬ ‫‪Kw‬‬
‫ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻧﻪ ﺇﺫﺍ ﺯﺍﺩ ﺗﺮﻛﻴﺰ ﺃﻳﻮﻧﺎﺕ ‪ H+‬ﻧﻘﺺ ﺗﺮﻛﻴﺰ ﺃﻳﻮﻧﺎﺕ ‪ .OH-‬ﻭﺑﺎﳌﺜﻞ ﻓﺈﻥ ﺍﻟﺰﻳﺎﺩﺓ ﰲ ﺗﺮﻛﻴﺰ ‪ OH-‬ﺗﺴﺒﺐ‬
‫ﻋﻨﺪﻣﺎ ﻳﺰﺩﺍﺩ ﺗﺮﻛﻴـﺰ ‪ H+‬ﻳﻨﻘﺺ ﺗﺮﻛﻴﺰ ‪، OH-‬‬ ‫ﻓﻜﺮ ﰲ ﻫﺬﻩ ﺍﻟﺘﻐﻴﲑﺍﺕ ﻣﻦ ﺧﻼﻝ ﻣﺒﺪﺃ ﻟﻮﺗﺸﺎﺗﻠﻴﻴﻪ؛ ﺣﻴﺚ ﺗﺴﺒﺐ ﺇﺿﺎﻓﺔ ﺃﻳﻮﻧﺎﺕ‬ ‫ﻧﻘﺼﺎ ﹰﻧﺎ ﰲ ﺗﺮﻛﻴﺰ ﺃﻳﻮﻧﺎﺕ ‪ .H+‬ﹼ‬

‫ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﺣﺎﺻﻞ ﴐﺏ ﺗﺮﻛﻴﺰ ﺍﻷﻳﻮﻧﲔ ﺛﺎﺑ ﹰﺘﺎ ﹰ‬

‫ﺩﺍﺋﲈ‪.‬‬
‫ﻫﻴﺪﺭﻭﺟﲔ ﺇﺿﺎﻓﻴﺔ ﺇﱃ ﺇﺿﻄﺮﺍﺏ ﰲ ﺣﺎﻟﺔ ﺍﻻﺗﺰﺍﻥ‪ ،‬ﻓﻴﻌﻤﻞ ﺍﻟﻨﻈﺎﻡ ﻋﲆ ﺍﻟﺘﻘﻠﻴﻞ ﻣﻦ ﺗﺄﺛﲑ ﺍﻟﺰﻳﺎﺩﺓ ﰲ ﺍﻟﱰﻛﻴﺰ؛ ﺣﻴﺚ‬
‫ﻟﺘﻜﻮﻥ ﺍﳌﺰﻳﺪ ﻣﻦ ﺟﺰﻳﺌﺎﺕ ﺍﳌﺎﺀ‪ ،‬ﻭﻫﻜﺬﺍ ﻳﻘﻞ ﺗﺮﻛﻴﺰ ‪.OH-‬‬
‫ﺗﺘﻔﺎﻋﻞ ﺃﻳﻮﻧﺎﺕ ‪ H‬ﺍﳌﻀﺎﻓﺔ ﻣﻊ ﺃﻳﻮﻧﺎﺕ ‪ OH‬ﹼ‬
‫‪-‬‬ ‫‪+‬‬

‫ﻳﺒﲔ ﺍﳌﺜﺎﻝ ‪ 5-1‬ﻛﻴﻒ ﺗﺴﺘﻌﻤﻞ ‪ Kw‬ﳊﺴﺎﺏ ﺗﺮﻛﻴﺰ ‪ H+‬ﺃﻭ ‪ OH-‬ﺇﺫﺍ ﻋﺮﻓﺖ ﺗﺮﻛﻴﺰ ﺃﺣﺪﳘﺎ‪.‬‬
‫ﳌﺎﺫﺍ ﻻ ﻳﺘﻐﲑ ‪ Kw‬ﻋﻨﺪ ﺯﻳﺎﺩﺓ ﺗﺮﻛﻴﺰ ﺃﻳﻮﻧﺎﺕ ﺍﳍﻴﺪﺭﻭﺟﲔ؟‬

‫‪5 1‬‬

‫ﺗﺮﻛﻴـﺰ ﺃﻳـﻮﻥ ﺍﳍﻴﺪﺭﻭﻛﺴـﻴﺪ ﰲ ﳏﻠـﻮﻝ ﺃﺣـﺪ ﺍﳌﻨﻈﻔﺎﺕ‬ ‫‪ Kw‬ﺇﺫﺍ ﻛﺎﻥ ﺗﺮﻛﻴﺰ ﺃﻳﻮﻥ ‪ H‬ﰲ ﻛﻮﺏ ﻗﻬﻮﺓ ﻋﻨﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ‪ 298 K‬ﻫﻮ‬
‫‪+‬‬
‫] ‪[O H ] [ H‬‬
‫‪-‬‬ ‫‪+‬‬

‫‪ ،1.0 × 10-5 M‬ﻓﲈ ﺗﺮﻛﻴﺰ ﺃﻳﻮﻥ ‪ OH-‬ﰲ ﺍﻟﻘﻬﻮﺓ؟ ﻫﻞ ﺗﻌﺪ ﺍﻟﻘﻬﻮﺓ ﲪﻀﻴﺔ‪ ،‬ﺃﻡ ﻗﺎﻋﺪﻳﺔ‪ ،‬ﺃﻡ ﻣﺘﻌﺎﺩﻟﺔ؟‬
‫ﻳﺴﺎﻭﻱ ‪ .1.0 × 10-3 M‬ﻓﲈ ﺗﺮﻛﻴﺰ ]‪ [H +‬ﰲ ﳏﻠﻮﻝ ﺍﳌﻨﻈﻒ؟‬ ‫‪1‬‬

‫ﻟﺪﻳﻚ ﺗﺮﻛﻴﺰ ﺃﻳﻮﻥ ‪ ،H+‬ﻭﺗﻌﺮﻑ ﺃﻥ ‪ Kw‬ﻳﺴﺎﻭﻱ ‪ .1.0 × 10-14‬ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﲈﻝ ﻗﺎﻧﻮﻥ ﺛﺎﺑﺖ ﺗﺄﻳﻦ ﺍﳌﺎﺀ ﻹﳚﺎﺩ ]‪ . [OH -‬ﻭﻷﻥ ]‪[H +‬‬
‫ﺃﻛﱪ ﻣﻦ ‪ ،1.0 × 10-7‬ﻟﺬﺍ ﻳﻤﻜﻨﻚ ﺃﻥ ﺗﺘﻮﻗﻊ ﺃﻥ ﻳﻜﻮﻥ ]‪ [OH -‬ﺃﻗﻞ ﻣﻦ ‪1.0 × 10-7‬‬

‫)‪[H+] = (1.0 × 10-14)/(1.0 × 10-3‬‬ ‫‪[OH -] = ? mol/L‬‬ ‫‪[H +] = 1.0 × 10 -5 M‬‬

‫‪K w = 1.0 × 10 -14‬‬

‫‪= 1.0 × 10-11M‬‬ ‫‪2‬‬

‫ﺍﺳﺘﻌﻤﻞ ﻗﺎﻧﻮﻥ ﺛﺎﺑﺖ ﺗﺄﻳﻦ ﺍﳌﺎﺀ‪.‬‬

‫]‪K w = [H +][OH -‬‬
‫_ = ]‪[OH -‬‬
‫‪Kw‬‬
‫]‪[OH -‬‬
‫‪+‬‬
‫] ‪[H‬‬
‫‪K w = 1.0 × 10 -14‬‬
‫_ = ]‪[OH-‬‬
‫‪1.0 × 10‬‬ ‫‪-14‬‬
‫‪= 1.0 × 10-9 mol/L‬‬
‫‪1.0 × 10‬‬
‫‪-5‬‬
‫‪[H +] = 1.0 × 10 -5 M‬‬
‫ﻷﻥ ﻗﻴﻤﺔ ] ‪ ، [H ] >[OH‬ﻟﺬﺍ ﻓﺈﻥ ﺍﻟﻘﻬﻮﺓ ﲪﻀﻴﺔ‪.‬‬
‫ﻗﺎﻋﺪﻱ‬ ‫‪ ،[OH-] =1.0×10 -1 M .a .21‬ﺍﳌﺤﻠﻮﻝ‬
‫‪+‬‬ ‫‪-‬‬

‫ﹼ‬ ‫‪3‬‬
‫ﻛﲈ ﻫﻮ ﻣﺘﻮﻗﻊ‪ ،‬ﺗﻜﻮﻥ ﻗﻴﻤﺔ ]‪ [OH -‬ﺃﻗﻞ ﻣﻦ ‪.1.0 × 10 -7 mol/L‬‬
‫‪ ،[H+] =1.0×10 -7 M .b‬ﺍﳌﺤﻠﻮﻝ ﻣﺘﻌﺎﺩﻝ‬
‫‪ .21‬ﻓﻴﲈ ﻳﺄﰐ ﻗﻴﻢ ﺗﺮﺍﻛﻴﺰ ‪ H +‬ﻭ ‪ OH -‬ﻷﺭﺑﻌﺔ ﳏﺎﻟﻴﻞ ﻣﺎﺋﻴﺔ ﻋﻨﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ‪ .298 K‬ﺍﺣﺴﺐ ]‪ [H +‬ﺃﻭ]‪ [OH -‬ﻟﻜﻞ ﳏﻠﻮﻝ‪ ،‬ﺛﻢ‬
‫ﻗﺎﻋﺪﻱ‬
‫ﹼ‬ ‫‪ ،[H+] =1.0×10 -11 M .c‬ﺍﳌﺤﻠﻮﻝ‬ ‫ﻻ‪.‬‬‫ﲪﻀﻴﺎ‪ ،‬ﺃﻡ ﻗﺎﻋﺪ ﹼﹰﻳﺎ‪ ،‬ﺃﻡ ﻣﺘﻌﺎﺩ ﹰ‬
‫ﹼﹰ‬ ‫ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﺤﻠﻮﻝ‬
‫‪[OH -] = 1.0 × 10 -3 M .c‬‬ ‫‪[H +] = 1.0 × 10 -13 M .a‬‬
‫‪ ،[OH-] =2.5×10 -10 M .d‬ﺍﳌﺤﻠﻮﻝ ﲪﴤﹼ‬ ‫‪[H +] = 4.0 × 10 -5 M .d‬‬ ‫‪[OH -] = 1.0 × 10 -7 M .b‬‬
‫ﺍﺣﺴﺐ ﻋﺪﺩ ﺃﻳﻮﻧﺎﺕ ‪ H +‬ﻭﻋﺪﺩ ﺃﻳﻮﻧﺎﺕ ‪ OH -‬ﰲ ‪ 300 mL‬ﻣﻦ ﺍﳌﺎﺀ ﺍﻟﻨﻘﻲ ﻋﻨﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ‪.298 K‬‬ ‫‪.22‬‬
‫‪ .22‬ﻋﺪﺩ ﺃﻳﻮﻧﺎﺕ ‪ = H +‬ﻋﺪﺩ ﺃﻳﻮﻧﺎﺕ ‪ 1.8 × 10 16 = OH-‬ﺃﻳﻮﻥ‪.‬‬
‫‪179‬‬

‫دﻓﺘﺮ اﻟﻜﻴﻤﻴﺎء‬

‫ﺍﻃﻠﺐ‬ ‫‪PH‬‬
‫ﺇﱃ ﺍﻟﻄﻼﺏ ﺍﳌﻬﺘﻤﲔ ﺇﻋﺪﺍﺩ ﺑﺤﺚ‬
‫ﺣﻮﻝ ﱟ‬
‫ﻛﻞ ﻣﻦ‪ :‬ﺍﻟﻨﺒﺎﺗﺎﺕ ﺍﻟﺘﻲ ﺗﻨﻤﻮ‬
‫ﺍﳊﻤﻀﻴﺔ‪ ،‬ﻭﰲ ﺍﻟﱰﺑﺔ‬
‫ﹼ‬ ‫ﺟﻴﺪﹰ ﺍ ﰲ ﺍﻟﱰﺑﺔ‬
‫ﺍﻟﻘﺎﻋﺪ ﱠﻳﺔ‪ ،‬ﻭ ﺩﻋﻬﻢ ﻳﻜﺘﺸﻔﻮﺍ ﻛﻴﻒ‬
‫ﲪﻀﻴـﺔ ﺃﻭ ﻗﺎﻋﺪ ﹼﻳﺔ‬
‫ﹼ‬ ‫ﻳﻤﻜـﻦ ﺯﻳـﺎﺩﺓ‬
‫ﺍﻟﱰﺑﺔ‪ ،‬ﻭ ﹸﺗﻌﺪﱡ ﻛﺘﺐ ﺍﻟﺒﺴﺘﻨﺔ‪ ،‬ﻭﻓﻬﺎﺭﺱ‬
‫ﺍﻟﺒﺬﻭﺭ‪ ،‬ﻭﺑﺎﺋﻌﻮ ﺍﻟﺰﻫﻮﺭ‪ ،‬ﻭﺍﻟﻌﺎﻣﻠﻮﻥ‬
‫ﰲ ﻣﺸﺎﺗﻞ ﺍﻟﻨﺒﺎﺗﺎﺕ ﻣﺼﺎﺩﺭ ﺟﻴﺪﺓ‬
‫ﳍـﺬﻩ ﺍﳌﻌﻠﻮﻣـﺎﺕ‪ ،‬ﻭﻳﻤﻜـﻦ ﺃﻥ‬
‫ﻳﻠﺨﺼﻮﺍ ﻧﺘﺎﺋﺞ ﺃﺑﺤﺎﺛﻬﻢ ﰲ ﺩﻓﺎﺗﺮ‬ ‫ﱢ‬
‫ﺍﻟﻜﻴﻤﻴﺎﺀ‪.‬‬

‫‪179‬‬
 ‫‪pOH‬‬ ‫‪pH‬‬ ‫‪pH‬‬
‫ﻳﻌﱪ ﻋﻨﻬﺎ ﺑﻄﺮﻳﻘﺔ ﻋﻠﻤﻴﺔ‪ .‬ﻭﻟﺼﻌﻮﺑﺔ ﺍﺳﺘﻌﲈﻝ‬
‫ﺗﻜﻮﻥ ﺗﺮﺍﻛﻴﺰ ‪ H‬ﻏﺎﻟ ﹰﺒﺎ ﺃﺭﻗﺎ ﹰﻣﺎ ﺻﻐﲑﺓ ﹼ‬ ‫ﺍﻟﺸﻜﻞ ‪ 5-14‬ﻳﺤﺘﻮﻱ ﻣﺎﺀ ﺍﻟﺒﺤﺮ ﻋﻠﻰ ﺍﻟﺘﺮﻛﻴﺰ‬
‫‪+‬‬
‫‪0‬‬ ‫"‬
‫ﻫﺬﻩ ﺍﻷﺭﻗﺎﻡ ﺗﺒﻨﹼﻰ ﺍﻟﻜﻴﻤﻴﺎﺋﻴﻮﻥ ﻃﺮﻳﻘﺔ ﺃﺳﻬﻞ ﻟﻠﺘﻌﺒﲑ ﻋﻨﻬﺎ‪.‬‬
‫ﻳﻌﱪ ﺍﻟﻜﻴﻤﻴﺎﺋﻴﻮﻥ ﻋﻦ ﺗﺮﻛﻴﺰ ﺃﻳﻮﻧﺎﺕ ﺍﳍﻴﺪﺭﻭﺟﲔ‬
‫‪ pH‬ﱢ‬ ‫‪1‬‬ ‫ﺍﻷﻋﻠﻰ ﻣﻦ ﺃﻳﻮﻧﺎﺕ ‪H +‬؛ ﺑﺄﻛﺜﺮ ﻣﻦ ‪ 100‬ﹴ‬
‫ﻣﺮﺓ‪.‬‬
‫ﺑﺎﺳﺘﻌﲈﻝ ﺗﺪﺭﻳﺞ ﺍﻟﺮﻗﻢ ﺍﳍﻴﺪﺭﻭﺟﻴﻨﻲ ‪ pH‬ﺍﳌﺒﻨﻲ ﻋﲆ ﺍﻟﻠﻮﻏﺎﺭﻳﺘﲈﺕ‪ .‬ﻟﺬﺍ ﻓﺈﻥ ﺍﻟﺮﻗﻢ‬
‫‪2‬‬
‫ﺍﳍﻴﺪﺭﻭﺟﻴﻨﻲ ‪ pH‬ﳌﺤﻠﻮﻝ ﻣﺎ ﻫﻮ ﺳﺎﻟﺐ ﻟﻮﻏﺎﺭﻳﺘﻢ ﺗﺮﻛﻴﺰ ﺃﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﺟﲔ‪.‬‬
‫ﺍﻟﺮﻗﻢ ﺍﳍﻴﺪﺭﻭﺟﻴﻨﻲ ‪pH‬‬ ‫‪3‬‬

‫] ‪pH = -log [H‬‬ ‫‪+‬‬

‫] ‪[H‬‬
‫‪+‬‬

‫‪4‬‬
‫ﻗﻴﻤﺔ ‪ pH‬ﳌﺤﻠﻮﻝ ﻣﺎ ﺗﺴﺎﻭﻱ ﺳﺎﻟﺐ ﻟﻮﻏﺎﺭﻳﺘﻢ ﺗﺮﻛﻴﺰ ﺃﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﺟﲔ‪.‬‬
‫‪5‬‬
‫ﺗﻜﻮﻥ ﻗﻴﻢ ‪ pH‬ﻟﻠﻤﺤﺎﻟﻴﻞ ﺍﳊﻤﻀﻴﺔ ﻋﻨﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ‪ 298 K‬ﺃﻗﻞ ﻣﻦ ‪ .7‬ﺑﻴﻨﲈ ﺗﻜﻮﻥ‬
‫ﻗﻴﻤﻬـﺎ ﻟﻠﻤﺤﺎﻟﻴـﻞ ﺍﻟﻘﺎﻋﺪﻳﺔ ﺃﻛﱪ ﻣـﻦ ‪ .7‬ﻭﻫﻜﺬﺍ ﻳﻜﻮﻥ ﺍﳌﺤﻠﻮﻝ ﺍﻟـﺬﻱ ﻗﻴﻤﺔ ‪ pH‬ﻟﻪ‬ ‫‪6‬‬
‫ﺗﺴـﺎﻭﻱ ‪ 0.0‬ﹼﹰ‬
‫ﲪﻀﺎ ﻗﻮ ﹼﹰﻳﺎ؛ ﺑﻴﻨﲈ ﻳﻜﻮﻥ ﺍﳌﺤﻠﻮﻝ ﺍﻟﺬﻱ ﻗﻴﻤﺔ ‪ pH‬ﻟﻪ ﺗﺴﺎﻭﻱ ‪ 14‬ﻗﺎﻋﺪﺓ‬ ‫‪A‬‬
‫ﻗﻮﻳﺔ‪ .‬ﻭﺗﻌﻨﻲ ﺍﻟﻄﺒﻴﻌﺔ ﺍﻟﻠﻮﻏﺎﺭﻳﺘﻤﻴﺔ ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﻟﺘﺪﺭﻳﺞ ‪ pH‬ﺃﻥ ﺗﻐﲑ ﻭﺣﺪﺓ ﻭﺍﺣﺪﺓ‬
‫‪B‬‬ ‫‪AC‬‬ ‫‪B7D CAE‬‬ ‫‪D‬‬
‫‪BF AC‬‬
‫‪EG BD‬‬
‫‪ MIKO NJLP OKM PNL‬ﺿـﻊ ‪ 250 mL‬ﺗﻘﺮﻳ ﹰﺒـﺎ ﻣـﻦ ﺇﻳﺜﺎﻧـﻮﻝ‬
‫‪FH CG‬‬ ‫‪J L GKIM HJLN‬‬
‫‪E I DHF J EGI K FH‬‬ ‫‪M‬‬
‫‪O‬‬ ‫‪NP‬‬
‫ﲑﺍ ﻣﻘﺪﺍﺭﻩ ‪ 10‬ﻣـﺮﺍﺕ ﰲ ﺗﺮﻛﻴﺰ ﺍﻷﻳﻮﻥ‪ .‬ﻓﺎﳌﺤﻠـﻮﻝ ﺍﻟﺬﻱ ‪ pH‬ﻟﻪ‬ ‫ﻣـﻦ ‪ pH‬ﻳﻤﺜـﻞ ﺗﻐ ﹰ‬
‫ﺗﺴـﺎﻭﻱ ‪ 3‬ﻟﻪ ﻋﴩﺓ ﺃﺿﻌﺎﻑ ﺗﺮﻛﻴﺰ ﺍﳌﺤﻠﻮﻝ ﺍﻟﺬﻱ ‪ pH‬ﻟﻪ ﺗﺴﺎﻭﻱ ‪ .4‬ﻭﻳﺒﲔ ﺍﻟﺸﻜﻞ‬
‫‪8‬‬
‫ﺗﺮﻛﻴـﺰﻩ ‪ 95%‬ﰲ ﺩﻭﺭﻕ ﺳـﻌﺘﻪ ‪ .500 mL‬ﲢﺬﻳـﺮ‪ :‬ﻻ ﺗـﱰﻙ‬
‫‪ 5-14‬ﺗﺪﺭﻳﺞ ‪ pH‬ﻭﻗﻴﻤﻬﺎ ﻟﺒﻌﺾ ﺍﳌﻮﺍﺩ ﺍﻟﺸﺎﺋﻌﺔ‪.‬‬
‫‪ pOH‬ﻳﻜـﻮﻥ ﻣﻦ ﺍﳌﻨﺎﺳـﺐ ﺃﺣـﻴﺎ ﹰﻧﺎ ﺍﻟﺘﻌﺒﲑ ﻋﻦ‬
‫‪9‬‬
‫ﻼ ﰲ ﺍﻟﻐﺮﻓﺔ‪ .‬ﻭﺃﺿﻒ ‪ 5‬ﺃﻭ ‪ 6‬ﻗﻄﺮﺍﺕ ﻣﻦ ﳏﻠﻮﻝ‬ ‫ﺍﻟﻠﻬﺐ ﻣﺸﺘﻌ ﹰ‬
‫‪10‬‬
‫ﻗـﺎﻋﺪﻳﺔ )ﻗﻠﻮﻳﺔ( ﳏـﻠﻮﻝ ﻣﺎ ﻋﲆ ﺗﺪﺭﻳﺞ ‪ pOH‬ﻭﺍﻟﺬﻱ ﻳﻌﻜﺲ ﺻﻮﺭﺓ ﺍﻟﻌﻼﻗﺔ‬
‫ﺑﲔ ‪ pH‬ﻭ] ‪ . [ H +‬ﻭﻳﻌﺮﻑ ﺍﻟﺮﻗﻢ ﺍﳍﻴﺪﺭﻭﻛﺴﻴﺪﻱ ‪ pOH‬ﳌﺤﻠﻮﻝ ﻣﺎ ﺑﺄﻧﻪ ﺳﺎﻟﺐ‬
‫‪11‬‬
‫ﻭﻛﻤﻴﺔ ﻛﺎﻓﻴﺔ ﻣﻦ ﳏﻠﻮﻝ ﻫﻴﺪﺭﻭﻛﺴﻴﺪ‬
‫ﹼ‬ ‫ﻛﺎﺷﻒ ﺍﻟﺜﺎﻳﻤﻮﻝ ﻓﺜﺎﻟﲔ‪،‬‬
‫ﻟﻮﻏﺎﺭﻳﺘﻢ ﺗﺮﻛﻴﺰ ﺃﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﻛﺴﻴﺪ‪.‬‬
‫ﺍﻟﺮﻗﻢ ﺍﳍﻴﺪﺭﻭﻛﺴﻴﺪﻱ ‪POH‬‬
‫‪12‬‬ ‫ﺍﻟﺼﻮﺩﻳـﻮﻡ ‪0.1 M‬؛ ﳉﻌـﻞ ﺍﳌﺤﻠﻮﻝ ﺃﺯﺭﻕ ﺍﻟﻠـﻮﻥ‪ .‬ﺛﻢ ﺃﻏﻠﻖ‬
‫]‪pOH = -log [OH -‬‬ ‫]‪[OH -‬‬ ‫‪13‬‬ ‫ﺍﻟﺪﻭﺭﻕ ﺑﺴﺪﺍﺩﺓ ﺣﺘﻰ ﳛﲔ ﻭﻗﺖ ﺍﻟﻌﺮﺽ‪.‬‬
‫ﻗﻴﻤﺔ ‪ pOH‬ﳌﺤﻠﻮﻝ ﻣﺎ ﺗﺴﺎﻭﻱ ﺳﺎﻟﺐ ﻟﻮﻏﺎﺭﻳﺘﻢ ﺗﺮﻛﻴﺰ ﺃﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﻛﺴﻴﺪ‪.‬‬

‫ﺗﻜﻮﻥ ﻗﻴﻢ ‪ pOH‬ﻋﻨﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ‪ 298 K‬ﻟﻠﻤﺤﺎﻟﻴﻞ ﺍﻟﻘﺎﻋﺪﻳﺔ ﺃﻗﻞ ﻣﻦ ‪ ،7‬ﻭﻟﻠﻤﺤﺎﻟﻴﻞ‬
‫‪14‬‬
‫ﻣﺮ ﹺﺭ ﺍﻟﺪﻭﺭﻕ ﺩﻭﻥ ﺳـﺪﺍﺩﺓ ﻋـﲆ ﺍﻟﻄﻼﺏ ﰲ ﺍﻟﺼﻒ‪ ،‬ﻭﺍﻃﻠﺐ‬ ‫ﹼ‬
‫‪pH‬‬ ‫‪5-14‬‬
‫ﲪﻀﻴﺎ‪ .‬ﻭﻛﲈ ﰲ‬
‫ﹼﹰ‬ ‫ﺍﳌﺘﻌﺎﺩﻟﺔ ﺗﺴﺎﻭﻱ ‪7‬؛ ﺑﻴﻨﲈ ﻳﻜﻮﻥ ﺍﳌﺤﻠﻮﻝ ﺍﻟﺬﻱ ﻗﻴﻤﺔ ‪ pOH‬ﻟﻪ ﺃﻋﲆ ﻣﻦ ‪7‬‬
‫ﻛﻞ ﻣﻨﻬﻢ ﻋﻨﺪ ﻭﺻﻮﻝ ﺍﻟﺪﻭﺭﻕ ﺇﻟﻴﻪ ﺃﻥ ﻳﻄﻠﺐ ﻣﻦ ﺍﳌﺤﻠﻮﻝ‬ ‫ﺇﱃ ﱟ‬
‫ﺗﺪﺭﻳﺞ ‪ pH‬ﻳﻤﺜﻞ ﺗﻐﲑ ﻭﺣﺪﺓ ﻭﺍﺣﺪﺓ ﻣﻦ ‪ pOH‬ﺗﻐ ﹰﲑﺍ ﻣﻘﺪﺍﺭﻩ ‪ 10‬ﻣﺮﺍﺕ ﰲ ﺗﺮﻛﻴﺰ‪.OH-‬‬
‫ﻭﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺑﲔ ‪ pH‬ﻭ ‪ pOH‬ﲤﻜﻨﻨﺎ ﻣﻦ ﺣﺴﺎﺏ ﺃﻱ ﻣﻨﻬﲈ ﺇﺫﺍ ﹸﻋﺮﻓﺖ ﻗﻴﻤﺔ ﺍﻵﺧﺮ‪.‬‬ ‫‪H‬‬
‫ﻭﺣﺮﻙ ﺍﳌﺤﻠﻮﻝ ﺑﺤﺮﻛﺔ‬ ‫ﻳﻐﲑ ﻟﻮﻧﻪ‪ .‬ﻭﺃﻋﺪ ﻭﺿﻊ ﺍﻟﺴـﺪﺍﺩﺓ‪ ،‬ﱢ‬
‫ﺃﻥ ﱢ‬
‫ﻣﺎ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ‪ pH‬ﻭ ‪pOH‬؟‬
‫‪pH + pOH = 14.00‬‬
‫]‪-log [H +‬‬ ‫‪pH‬‬
‫‪C19 07C 828378 08‬‬ ‫ﺩﺍﺋﺮ ﹼﻳـﺔ‪ ،‬ﺛـﻢ ﺃﻋـﺪ ﲤﺮﻳﺮ ﺍﻟﺪﻭﺭﻕ ﻋـﲆ ﺍﻟﻄـﻼﺏ‪ ،‬ﻭﻋﻨﺪ ﻧﻘﻄﺔ‬
‫]‪-log [OH -‬‬
‫ﻣﻌﻴﻨـﺔ ﻳﻜﻮﻥ ﻗـﺪ ﺫﺍﺏ ﻣﺎ ﻳﻜﻔﻲ ﻣـﻦ ‪ CO2‬ﰲ ﺍﳌﺤﻠﻮﻝ؛ ﺣﺘﻰ‬
‫‪pOH‬‬

‫ﳎﻤﻮﻉ ‪ pH‬ﻭ ‪ pOH‬ﻳﺴﺎﻭﻱ ‪. 14.00‬‬ ‫ﱠ‬

‫ﻳﻨﺨﻔـﺾ ‪ pH‬ﺇﱃ ﺩﺭﺟﺔ ﹼ‬
‫ﻳﺘﻐـﲑ ﻋﻨﺪﻫﺎ ﻟـﻮﻥ ﺍﻟﺜﺎﻳﻤﻮﻝ ﻓﺜﺎﻟﲔ‬
‫ﺍﳌﻤﻴﺰ‬
‫ﻣـﻦ ﺍﻷﺯﺭﻕ ﺇﱃ ﺍﻷﺻﻔﺮ‪ .‬ﻭﺍﺳـﺄﻝ ﺍﻟﻄﻼﺏ‪ :‬ﻣـﺎ ﺍﻟﴚﺀ ﹼ‬
‫‪180‬‬

‫ﺗﻐﲑ ﺍﻟﻠـﻮﻥ؟ ﻟﻘﺪ ﺫﺍﺏ‬ ‫ﰲ ﺻـﻮﺕ ﺍﻟﻄﺎﻟـﺐ ﺍﻟﺬﻱ ﺗﺴـﺒﺐ ﰲ ﱡ‬

‫ﺍﻟﺒﻌـﺾ ﻣﻦ ﻏـﺎﺯ ‪ CO2‬ﺍﳋﺎﺭﺝ ﻣﻊ ﺍﻟﺰﻓـﲑ ﰲ ﺍﳌﺤﻠﻮﻝ ﹰ‬
‫ﻣﻨﺘﺠﺎ‬
‫ﳏﻠـﻮﻝ ﲪﺾ ﺍﻟﻜﺮﺑﻮﻧﻴـﻚ ﺍﻟﻀﻌﻴﻒ‪ ،‬ﻭﳐ ﱢﻔ ﹰﻀـﺎ ‪ pH‬ﻭﺑﺎﻟﺘﺎﱄ‬
‫ﺗﻐﲑ ﻟﻮﻥ ﺍﻟﻜﺎﺷﻒ‪.‬‬ ‫ﹼ‬
‫ﻃﺮاﺋﻖ ﺗﺪرﻳﺲ ﻣﺘﻨﻮﻋﺔ‬

‫ﺍﴍﺡ ﻟﻠﻄﻼﺏ ﺃﻥ‬

‫ﺛﺎﺑﺖ ﺍﻟﺘﺄ ﱡﻳﻦ ﻟﻠﲈﺀ ‪ Kw‬ﻳﺰﺩﺍﺩ ﺑﺎﺯﺩﻳﺎﺩ‬
‫ﻼ‪Kw = 9.25،‬‬ ‫ﺩﺭﺟﺎﺕ ﺍﳊﺮﺍﺭﺓ‪ .‬ﻓﻤﺜ ﹰ‬
‫‪ × 10 -14‬ﻋﻨﺪ ‪ .60°C‬ﺩﻉ ﺍﻟﻄﻼﺏ‬
‫ﳛﺴـﺒﻮﺍ ﺗﺮﻛﻴﺰ ﺃﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﺟﲔ‬
‫ﺍﻟﻨﻘﻲ ﻋﻨﺪ ﻫﺬﻩ‬
‫ﱢ‬ ‫ﻭﻗﻴﻤﺔ ‪ pH‬ﻟﻠـﲈﺀ‬
‫ﺍﻟﺪﺭﺟـﺔ‪pH = 6.52 ،[ H+ ]= ،‬‬
‫‪3.04 × 10-7 M‬‬

‫‪180‬‬
 ‫ﻳﻮﺿﺢ ﺍﻟﺸﻜﻞ ‪ 5-15‬ﺍﻟﻌﻼﻗﺔ ﺑﲔ ‪ pH‬ﻭﺗﺮﻛﻴﺰ‪ ،H+‬ﻭﺍﻟﻌﻼﻗﺔ ﺑﲔ ‪ pOH‬ﻭﺗﺮﻛﻴﺰ ‪ OH-‬ﻋﻨﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ‪. 298 K‬‬

‫‪+‬‬ ‫‪-1‬‬ ‫‪-2‬‬ ‫‪-3‬‬ ‫‪-4‬‬ ‫‪-5‬‬ ‫‪-6‬‬ ‫‪-7‬‬ ‫‪-8‬‬ ‫‪-9‬‬ ‫‪-10‬‬ ‫‪-11‬‬ ‫‪-12‬‬ ‫‪-13‬‬ ‫‪-14‬‬
‫] ‪[H‬‬ ‫‪1‬‬ ‫‪10‬‬ ‫‪10‬‬ ‫‪10‬‬ ‫‪10‬‬ ‫‪10‬‬ ‫‪10‬‬ ‫‪10‬‬ ‫‪10‬‬ ‫‪10‬‬ ‫‪10‬‬ ‫‪10‬‬ ‫‪10‬‬ ‫‪10‬‬ ‫‪10‬‬
‫‪pH‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪6‬‬ ‫‪7‬‬ ‫‪8‬‬ ‫‪9‬‬ ‫‪10‬‬ ‫‪11‬‬ ‫‪12‬‬ ‫‪13‬‬ ‫‪14‬‬

‫ﺇﺫﺍ ﻛﺎﻥ ﺗﺮﻛﻴـﺰ ﺃﻳـﻮﻥ ﺍﳍﻴﺪﺭﻭﺟﲔ ﰲ ﺃﺣـﺪ ﳏﺎﻟﻴﻞ ﱢ‬

‫ﺍﳋﻞ‬
‫ﻳﺴﺎﻭﻱ ‪4.0 × 10-4 M‬؛ ﻓﲈ ﻗﻴﻤﺔ ‪ pH‬ﳍﺬﺍ ﺍﳌﺤﻠﻮﻝ؟‬ ‫‪pOH‬‬ ‫‪14‬‬ ‫‪13‬‬ ‫‪12‬‬ ‫‪11‬‬ ‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫‪0‬‬
‫‪-‬‬ ‫‪-14‬‬ ‫‪-13‬‬ ‫‪-12‬‬ ‫‪-11‬‬ ‫‪-10‬‬ ‫‪-9‬‬ ‫‪-8‬‬ ‫‪-7‬‬ ‫‪-6‬‬ ‫‪-5‬‬ ‫‪-4‬‬ ‫‪-3‬‬ ‫‪-2‬‬ ‫‪-1‬‬
‫] ‪[OH‬‬ ‫‪10‬‬ ‫‪10‬‬ ‫‪10‬‬ ‫‪10‬‬ ‫‪10‬‬ ‫‪10‬‬ ‫‪10‬‬ ‫‪10‬‬ ‫‪10‬‬ ‫‪10‬‬ ‫‪10‬‬ ‫‪10‬‬ ‫‪10‬‬ ‫‪10‬‬ ‫‪1‬‬

‫‪pH = -log (3.98 × 10 -4) = 3.40‬‬

‫‪pOH‬‬ ‫‪pH‬‬ ‫‪pOH pH‬‬ ‫‪5-15‬‬
‫‪10 14‬‬ ‫]‪[OH -‬‬ ‫] ‪[H +‬‬ ‫‪14‬‬

‫‪5 2‬‬

‫]‪ [H +‬ﻣﺎ ﻗﻴﻤﺔ ‪ pH‬ﳌﺤﻠﻮﻝ ﻣﺘﻌﺎﺩﻝ ﻋﻨﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ‪298 K‬؟‬ ‫‪pH‬‬
‫‪C19-08C-828378-08‬‬ ‫‪1‬‬
‫‪pH= 2.00 .a .23‬‬ ‫ﰲ ﺍﳌﺤﻠﻮﻝ ﺍﳌﺘﻌﺎﺩﻝ ﻋﻨﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ‪ ، 298 K‬ﻳﻜﻮﻥ ‪ . [H +] = 1.0 × 10 -7 M‬ﻭﻳﺘﻌﲔ ﻋﻠﻴﻚ ﺃﻥ ﲡﺪ ]‪-log [H +‬‬

‫‪pH= 5.52 .b‬‬ ‫? = ‪pH‬‬ ‫‪[H +] = 1.0 × 10 -7 M‬‬

‫‪2‬‬
‫‪pH= 2.26 .a .24‬‬ ‫]‪pH = -log [H +‬‬ ‫‪pH‬‬
‫)‪pH = -log (1.0 × 10 -7‬‬
‫‪pH = 4.08 .b‬‬ ‫‪[H +] = 1.0 × 10 -7M‬‬

‫ﺗﻜﻮﻥ ﻗﻴﻤﺔ ‪ pH‬ﻟﻠﻤﺤﻠﻮﻝ ﺍﳌﺘﻌﺎﺩﻝ ﻋﻨﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ‪ 298 K‬ﺗﺴﺎﻭﻱ ‪7.00‬‬

‫‪pH= 8.92 .25‬‬ ‫‪3‬‬

‫ﻣﺘﻮﻗﻌﺎ ﺃﻥ ﺗﻜﻮﻥ ﻗﻴﻤﺔ ‪ pH‬ﺗﺴﺎﻭﻱ ‪.7‬‬

‫ﹰ‬ ‫ﻛﺎﻥ‬

‫‪ .23‬ﺍﺣﺴﺐ ﻗﻴﻤﺘﻲ ‪ pH‬ﻟﻠﻤﺤﻠﻮﻟﲔ ﺍﻵﺗﻴﲔ ﻋﻨﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ‪.298 K‬‬

‫‪[H +] = 3.0 × 10 -6 M .b [H +] = 1.0 × 10 -2 M .a‬‬
‫‪ pH‬ﻗﺪ ﻳﺘﺴـﺎﺀﻝ ﻣﻌﻈﻢ ﺍﻟﻄﻼﺏ ﻋﻦ ﻣﺼﺪﺭ ﺍﳌﺼﻄﻠﺢ ‪ ،pH‬ﻋﲆ‬ ‫‪ .24‬ﺍﺣﺴﺐ ﻗﻴﻤﺘﻲ ‪ pH‬ﻟﻠﻤﺤﻠﻮﻟﲔ ﺍﻵﺗﻴﲔ ﻋﻨﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ‪.298 K‬‬
‫‪[H +] = 0.000084 M .b‬‬ ‫‪[H +] = 0.0055 M .a‬‬
‫ﺍﻟﺮﻏﻢ ﻣﻦ ﹼﺃﳖﻢ ﻗﺪ ﺳﻤﻌﻮﺍ ﲠﺬﺍ ﺍﳌﺼﻄﻠﺢ؛ ﻟﺬﺍ ﺍﴍﺡ ﳍﻢ ﹼ‬
‫ﺃﻥ ‪pH‬‬ ‫ﺍﺣﺴﺐ ﻗﻴﻤﺔ ‪ pH‬ﳌﺤﻠﻮﻝ ﻓﻴﻪ ] ‪ [OH‬ﻳﺴﺎﻭﻱ ‪.8.2 × 10 M‬‬
‫‪-6‬‬ ‫‪-‬‬
‫‪.25‬‬

‫ﺍﻟﻔﺮﻧﺴـﻴﺔ ‪ pouvoir hydrogene‬ﻭﺍﻟﺘﻲ ﺗﻌﻨﻲ ﺃﺱ‬

‫ﹼ‬ ‫ﻣﺄﺧﻮﺫﺓ ﻣﻦ‬ ‫‪181‬‬

‫ﺍﳍﻴﺪﺭﻭﺟﲔ‪.‬‬

‫دﻓﺘﺮ اﻟﻜﻴﻤﻴﺎء‬

‫ﺍﻃﻠﺐ ﺇﱃ ﺍﻟﻄﻼﺏ‬ ‫‪pH‬‬

‫ﺃﻥ ﻳﻌـﺪﱡ ﻭﺍ ﺑﺤ ﹰﺜـﺎ ﺣـﻮﻝ ‪pH‬‬
‫ﻭﺍﳉﻠـﺪ‪ ،‬ﻭﻛﻴـﻒ ﺗﺘﻔﺎﻋـﻞ ﻣـﻮﺍ ﹼﺩ‬
‫ﻭﺧﺼﻮﺻـﺎ ﺍﻟﺼﺎﺑـﻮﻥ‬
‫ﹰ‬ ‫ﳐﺘﻠﻔـﺔ‪-‬‬
‫ﺍﻟﻘﺎﻋﺪﻱ‪ -‬ﻣﻊ ﻣﻮﺍ ﹼﺩ ﺗﻘﻮﻡ ﺑﺤﲈﻳﺔ‬
‫ﹼ‬
‫ﻳﺴـﺠﻠﻮﺍ ﻧﺘﺎﺋﺞ‬
‫ﹼ‬ ‫ﺍﳉﻠـﺪ‪ .‬ﻭﺩﻋﻬـﻢ‬
‫ﺑﺤﻮﺛﻬﻢ ﰲ ﺩﻓﺎﺗﺮﻫﻢ‪.‬‬

‫‪181‬‬
 ‫‪5 3‬‬

‫‪ [OH ] pH pOH‬ﻳﻈﻬﺮ ﺍﻟﺸﻜﻞ ‪ 5-16‬ﺻﻮﺭﺓ ﺑﻘﺮﺓ ﺗﺘﻐﺬ￯ ﻋﲆ ﻗﺶ ﻋﻮﻟﺞ ﺑﲈﺩﺓ‬

‫‪-‬‬

‫ﺍﻷﻣﻮﻧﻴﺎ ﺍﻟﺘﻲ ﺗﻌﻤﻞ ﻋﲆ ﺯﻳﺎﺩﺓ ﺍﻟﱪﻭﺗﻴﻨﺎﺕ ﻋﻨﺪ ﺇﺿﺎﻓﺘﻬﺎ ﺇﱃ ﻋﻠﻒ ﺍﳊﻴﻮﺍﻧﺎﺕ‪ .‬ﻭﺗﺴﺘﻌﻤﻞ ﺍﻷﻣﻮﻧﻴﺎ‬
‫ﻣﻨﺰﻟﻴﺎ؛ ﻭﻫﻮ ﳏﻠﻮﻝ ﻣﺎﺋﻲ ﻟﻐﺎﺯ ﺍﻷﻣﻮﻧﻴﺎ‪ .‬ﻭﻋﺎﺩﺓ ﻣﺎ ﻳﻜﻮﻥ ﺗﺮﻛﻴﺰ ﺃﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﻛﺴﻴﺪ‬
‫ﹼﹰ‬ ‫ﻛﺬﻟﻚ ﻣﻨﻈ ﹰﻔﺎ‬
‫ﰲ ﺍﳌﻨﻈﻒ ‪ . 4.0 × 10 -3 M‬ﺍﺣﺴﺐ ‪ pOH‬ﻭ ‪ pH‬ﻟﻠﻤﻨﻈﻒ ﻋﻨﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ‪.298 K‬‬
‫ﺇﺫﺍ ﻛﺎﻥ ﺗﺮﻛﻴـﺰ ﺃﻳـﻮﻥ ﺍﳍﻴﺪﺭﻭﻛﺴـﻴﺪ ﰲ ﳏﻠـﻮﻝ ﻣﻀﺎ ﹼﺩ‬
‫‪1‬‬
‫ﻟﻘﺪ ﺃﻋﻄﻴﺖ ﺗﺮﻛﻴﺰ ﺃﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﻛﺴﻴﺪ‪ ،‬ﻭﻋﻠﻴﻚ ﺣﺴﺎﺏ ﻗﻴﻢ ‪ pOH‬ﻭ ‪ . pH‬ﺍﺣﺴﺐ ﺃﻭ ﹰ‬
‫ﻻ ﻗﻴﻤﺔ‬ ‫ﺍﳊﻤـﻮﺿﺔ ﻳﺴــﺎﻭﻱ ‪ 3.2 × 10-5 M‬؛ ﺍﺣـﺴﺐ ﻗﻴـﻤﺔ ‪pOH‬‬
‫ﻼ ﺍﻟﻘﺎﻧﻮﻥ‪ ،‬ﺛﻢ ﺍﺣﺴﺐ ‪ pH‬ﻣﺴﺘﻌﻤ ﹰ‬
‫ﻼ ﺍﻟﻌﻼﻗﺔ ‪pH + pOH = 14.00‬‬ ‫‪ pOH‬ﻣﺴﺘﻌﻤ ﹰ‬
‫ﻭ‪ pH‬ﳍﺬﺍ ﺍﳌﺤﻠﻮﻝ‪.‬‬
‫? = ‪pOH‬‬ ‫‪[OH -] = 4.0 × 10 -3 M‬‬
‫? = ‪pH‬‬
‫‪2‬‬
‫]‪pOH = -log [OH -‬‬ ‫‪pOH‬‬ ‫‪pOH = 4.49; pH = 9.51‬‬
‫)‪pOH = -log (4.0 × 10 -3‬‬ ‫‪[OH -] = 4.0 × 10 -3 M‬‬

‫‪ pOH‬ﻟﻠﻤﺤﻠﻮﻝ ﻫﻮ ‪.2.40‬‬ ‫‪pOH = -log (3.2 × 10 -5) = 4.49‬‬

‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ‪ pH‬ﻭ ‪ pOH‬ﻹﳚﺎﺩ ﻗﻴﻤﺔ ‪pH‬‬
‫‪pH + pOH = 14.00‬‬ ‫‪pOH pH‬‬
‫‪pH = 14.00 - 4.49 = 9.51‬‬
‫‪pH = 14.00 - pOH‬‬ ‫‪pH‬‬
‫‪pH = 14.00 - 2.40 = 11.60‬‬ ‫‪pOH 2.40‬‬

‫ﻗﻴﻤﺔ ‪ pH‬ﻟﻠﻤﺤﻠﻮﻝ ﻫﻮ ‪11.60‬‬ ‫‪5-16‬‬

‫‪3‬‬

‫ﻗﻴﻤﺘﺎ ‪ pH‬ﻭ ‪ pOH‬ﺍﻟﺘﻲ ﺗﻢ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻬﲈ ﺻﺤﻴﺤﺘﺎﻥ؛ ﻷﻥ ﺍﻷﻣﻮﻧﻴﺎ ﻗﺎﻋﺪﺓ‪ ،‬ﻟﺬﺍ ﻓﺈﻥ ﻗﻴﻤﺔ ‪pOH‬‬
‫ﺍﻟﺼﻐﲑﺓ ﻭﻗﻴﻤﺔ ‪ pH‬ﺍﻟﻜﺒﲑﺓ ﻣﻌﻘﻮﻟﺘﺎﻥ‪.‬‬
‫‪pOH=6.00 .a .26‬‬
‫‪pH=8.00‬‬
‫‪ .26‬ﺍﺣﺴﺐ ﻗﻴﻢ ‪ pH‬ﻭ ‪ pOH‬ﻟﻠﻤﺤﺎﻟﻴﻞ ﺍﳌﺎﺋﻴﺔ ﺫﺍﺕ ﺍﻟﱰﺍﻛﻴﺰ ﺍﻵﺗﻴﺔ ﻋﻨﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ‪. 298 K‬‬
‫‪[H +] = 3.6 × 10 –9 M .c‬‬ ‫‪[OH -] = 1.0 × 10 -6 M .a‬‬ ‫‪pOH=3.19 .b‬‬
‫‪[H +] = 2.5 × 10 –2 M .d‬‬ ‫‪[OH -] = 6.5 × 10 -4 M .b‬‬
‫‪ .27‬ﺍﺣﺴﺐ ﻗﻴﻢ ‪ pH‬ﻭ ‪ pOH‬ﻟﻠﻤﺤﻠﻮﻟﲔ ﺍﳌﺎﺋﻴﲔ ﺍﻵﺗﻴﲔ ﻋﻨﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ‪.298 K‬‬ ‫‪pH=10.81‬‬
‫‪[OH -] = 0.000033 M .a‬‬
‫‪[H +] = 0.0095 M .b‬‬ ‫‪pH=8.44‬‬ ‫‪.c‬‬
‫ﺍﺣﺴﺐ ﻗﻴﻢ ‪ pH‬ﻭ ‪ pOH‬ﳌﺤﻠﻮﻝ ﻣﺎﺋﻲ ﳛﺘﻮﻱ ﻋﲆ ‪ 1.0 × 10-3 mol‬ﻣﻦ ‪HCl‬‬ ‫‪.28‬‬
‫ﻣﺬﺍﺏ ﰲ ‪ 5.0 L‬ﻣﻦ ﺍﳌﺤﻠﻮﻝ‪.‬‬ ‫‪pOH=5.56‬‬
‫‪pH=1.60 .d‬‬
‫‪182‬‬
‫‪pOH=12.40‬‬
‫‪pOH=4.48 .a .27‬‬
‫‪pH=9.52‬‬
‫‪pH=2.02 .b‬‬
‫‪pOH=11.98‬‬
‫‪pH= 3.70 .28‬‬

‫ﺍﻷﺳـﻴﺔ ﻟﺘﺪﺭﻳﺞ ‪ ،pH‬ﺑﺄﻥ‬ ‫ﺳـﺎﻋﺪ ﺍﻟﻄﻼﺏ ﰲ ﹴ‬

‫ﻓﻬـﻢ ﺃﻓﻀﻞ ﻟﻠﻄﺒﻴﻌﺔ‬
‫‪pOH=10.30‬‬
‫ﹼ‬
‫ﺑﺤﻤﻀﻴﺔ ﳏﻠﻮﻝ ﺁﺧﺮ ‪.pH = 3‬‬‫ﹼ‬ ‫ﲪﻀﻴﺔ ﳏﻠﻮﻝ ‪pH =1‬‬
‫ﹼ‬ ‫ﺗﻄﻠﺐ ﺇﻟﻴﻬﻢ ﺃﻥ ﻳﻘﺎﺭﻧﻮﺍ‬
‫ﲪﻀﻴﺔ ‪ .3 = pH‬ﺛﻢ ﺍﻃﻠﺐ‬ ‫ﹼ‬ ‫ﲪﻀﻴﺔ‪ pH =1‬ﺗﺴﺎﻭﻱ ‪ ،102‬ﺃﻭ ‪ 100‬ﹴ‬
‫ﻣﺮﺓ ﺃﻛﺜﺮﻣﻦ‬ ‫ﹼ‬
‫ﺇﻟﻴﻬﻢ ﺃﻥ ﻳﻘﺎﺭﻧﻮﺍ ﻗﺎﻋﺪ ﹼﻳﺔ ﳏﻠﻮﻝ ‪ pH = 12‬ﺑﺂﺧﺮ ‪ . pH = 9‬ﻗﺎﻋﺪ ﹼﻳﺔ ﺍﳌﺤﻠﻮﻝ‬
‫‪ pH = 12‬ﺗﺴﺎﻭﻱ‪ ،103‬ﺃﻭ ‪ 1000‬ﹴ‬
‫ﻣﺮﺓ ﺃﻛﺜﺮ ﻣﻦ ﻗﺎﻋﺪ ﹼﻳﺔ ‪.pH = 9‬‬

‫‪182‬‬
 ‫‪ pH‬ﻗﺪ ﲢﺘﺎﺝ ﺃﺣﻴﺎ ﹰﻧﺎ ﺇﱃ ﺣﺴﺎﺏ ﺗﺮﻛﻴﺰ ﺃﻳﻮﻧﺎﺕ ‪ H+‬ﻭ ‪OH-‬‬
‫ﻣﻦ ﺧﻼﻝ ﻣﻌﺮﻓﺔ ﻗﻴﻤﺔ ‪ pH‬ﻟﻠﻤﺤﻠﻮﻝ‪ .‬ﻭﻭﺍﳌﺜﺎﻝ ‪ 5-4‬ﻳﺒﲔ ﻛﻴﻔﻴﺔ ﺣﺴﺎﲠﺎ‪.‬‬
‫‪5 4‬‬

‫ﺃﻥ ‪ pH‬ﻟﴩﺍﺏ ﹼ‬
‫ﻣﺮﻃﺐ ﻋﻨﺪ ‪ 298 K‬ﻳﺴـﺎﻭﻱ‬ ‫ﺇﺫﺍ ﻭﺟـﺪ ﹼ‬ ‫]‪ pH [OH ] [H +‬ﻣﺎ ﻗﻴﻢ ] ‪ [H‬ﻭ ] ‪ [OH‬ﰲ ﺩﻡ ﺍﻟﺸﺨﺺ ﺍﻟﺴﻠﻴﻢ ﺍﻟﺬﻱ ﻗﻴﻤﺔ ‪ PH‬ﻟﻪ = ‪ ،7.40‬ﻣﻊ ﺍﻓﱰﺍﺽ‬
‫‪-‬‬ ‫‪+‬‬ ‫‪-‬‬

‫ﺃﻥ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ﺍﻟﺪﻡ ﻫﻲ ‪.298 K‬‬

‫‪3.08‬؛ ﻓﲈ ﻗﻴﻤﺔ ]‪ [H +‬ﻭ ]‪ [OH -‬ﰲ ﺍﻟﴩﺍﺏ ﹼ‬
‫ﺍﳌﺮﻃﺐ؟‬ ‫‪1‬‬

‫ﻟﻘﺪ ﺃﻋﻄﻴﺖ ﻗﻴﻤﺔ ‪ pH‬ﳌﺤﻠﻮﻝ ﻣﺎ‪ ،‬ﻭﻋﻠﻴﻚ ﺃﻥ ﲢﺴﺐ ﻗﻴﻢ ] ‪ [H‬ﻭ ] ‪ .[OH‬ﻳﻤﻜﻨﻚ ﺇﳚﺎﺩ ] ‪ [H‬ﺑﺎﺳﺘﻌﲈﻝ ﻣﻌﺎﺩﻟﺔ ‪ ،pH‬ﺛﻢ‬
‫‪+‬‬ ‫‪-‬‬ ‫‪+‬‬

‫ﺗﻌﺮﻑ ‪ pOH‬ﻹﳚﺎﺩ ]‪. [OH -‬‬‫ﺍﻃﺮﺡ ‪ pH‬ﻣﻦ ‪ 14.00‬ﻟﻠﺤﺼﻮﻝ ﻋﲆ ﻗﻴﻤﺔ ‪ ،pOH‬ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻟﺘﻲ ﹼ‬

‫‪[H +] = ? mol/L‬‬ ‫‪pH = 7.40‬‬

‫‪[H+] = (10-3.08) = 8.3 × 10-4 M‬‬ ‫‪[OH -] = ? mol/L‬‬
‫‪2‬‬

‫‪pOH = 14.00 - 3.08 = 10.92‬‬ ‫ﻹﳚﺎﺩ ﻗﻴﻤﺔ ]‪[H +‬‬

‫]‪pH = -log [H +‬‬ ‫‪pH‬‬
‫‪[OH–] = (10-10.92) = 1.2 × 10 -11 M‬‬ ‫]‪- pH = log [H +‬‬
‫‪[H +] = 10 -pH‬‬
‫‪[H +] = 10 -7.40‬‬ ‫‪pH‬‬ ‫‪7.40‬‬
‫‪[H +] = 4.0 × 10 -8M‬‬
‫ﺗﺮﻛﻴﺰ ﺃﻳﻮﻧﺎﺕ ‪ H+‬ﰲ ﺍﻟﺪﻡ ‪.4.0 × 10 -8M‬‬
‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ‪.[OH -]:‬‬
‫‪pH + pOH = 14.00‬‬ ‫‪pOH pH‬‬
‫‪pOH = 14.00 - pH‬‬ ‫‪pOH‬‬
‫‪[H +] = 3.2 × 10 -7 M .a .29‬‬ ‫‪pOH = 14.00 - 7.40 = 6.60‬‬ ‫‪7.40 pH‬‬
‫]‪pOH = -log [OH -‬‬ ‫‪pOH‬‬
‫‪[OH -] = 3.2 × 10 -8 M‬‬ ‫]‪- pOH = log [OH -‬‬ ‫‪1‬‬
‫‪[OH -] = 10 -6.60‬‬
‫‪[H +] = 4.3 × 10 -3 M .b‬‬ ‫‪[OH -] = 2.5 × 10 -7M‬‬
‫ﺗﺮﻛﻴﺰ ﺃﻳﻮﻧﺎﺕ ‪ OH-‬ﰲ ﺍﻟﺪﻡ ‪.2.5 × 10 -7M‬‬
‫‪[OH -] = 2.3 × 10 -12 M‬‬ ‫‪3‬‬

‫ﻭﺟﺪ ﺃﻥ ﻗﻴﻤﺔ ]‪ [H +‬ﺃﻗﻞ ﻣﻦ ‪ 10-7‬ﻭﺃﻥ ﻗﻴﻤﺔ ]‪ [OH -‬ﺃﻛﱪ ﻣﻦ ‪ ،10-7‬ﻭﳘﺎ ﺇﺟﺎﺑﺘﺎﻥ ﻣﻘﺒﻮﻟﺘﺎﻥ‪.‬‬
‫‪[H ] = 3.2 × 10‬‬
‫‪+‬‬ ‫‪-11‬‬
‫‪M .c‬‬
‫‪[OH -] = 3.2 × 10 -4 M‬‬ ‫‪ .29‬ﺍﺣﺴﺐ ]‪ [H +‬ﻭ ]‪ [OH -‬ﰲ ﻛﻞ ﻣﻦ ﺍﳌﺤﺎﻟﻴﻞ ﺍﻵﺗﻴﺔ‪:‬‬
‫‪ . c‬ﺣﻠﻴﺐ ﺍﳌﺎﻏﻨﺴﻴﺎ‪pH = 10.50 ،‬‬ ‫‪ . a‬ﺍﳊﻠﻴﺐ‪pH = 6.50 ،‬‬
‫‪[H +] = 1.26 × 10 -12 M .d‬‬ ‫‪ . d‬ﺍﻷﻣﻮﻧﻴﺎ ﺍﳌﻨﺰﻟﻴﺔ‪pH = 11.90 ،‬‬ ‫‪ . b‬ﻋﺼﲑ ﺍﻟﻠﻴﻤﻮﻥ‪pH = 2.37 ،‬‬
‫ﺍﺣﺴﺐ ]‪ [H +‬ﻭ ]‪ [OH -‬ﰲ ﻋﻴﻨﺔ ﻣﻦ ﻣﺎﺀ ﺍﻟﺒﺤﺮ‪ ،‬ﺣﻴﺚ ‪.pOH = 5.60‬‬ ‫‪.30‬‬
‫‪[OH -] = 7.94 × 10 -3 M‬‬
‫‪183‬‬
‫‪[OH -] = 2.5 × 10 -6 M .30‬‬

‫‪[H +] = 4.0 × 10 -9 M‬‬

‫ﻃﺮاﺋﻖ ﺗﺪرﻳﺲ ﻣﺘﻨﻮﻋﺔ‬

‫ﻋﻤﻠﻴﺎ‪،‬‬ ‫ﻟﺘﻌﺰﻳﺰ ﻓﻜﺮﺓ ﹼ‬

‫ﺃﻥ ﺗﺮﻛﻴﺰ ﺍﻟﺴﺎﺋﻞ ﺃﻭ ﺍﻟﺼﻠﺐ ﻣﻘﺪﺍﺭ ﺛﺎﺑﺖ ﹼﹰ‬
‫ﺍﳌﻮﻻﺭﻱ ﻟﻠﲈﺀ ﺍﻟﺴﺎﺋﻞ ﻋﻨﺪ ‪،40°C‬‬
‫ﹼ‬ ‫ﺗﺎﺑﻊ ﺍﻟﻄﻼﺏ ﰲ ﺃﺛﻨﺎﺀ ﺣﺴﺎﲠﻢ ﺍﻟﱰﻛﻴﺰ‬
‫×‪1000 mL H2 O/1 L H 2 O × 1.00 g H 2 O/1 mL H2 O‬‬
‫ﺗﺘﻐﲑ‬
‫‪ .1 mol H2O/18.0 g H2O = 55.6 mol/L‬ﻭﺃﴍ ﺇﱃ ﺃﻧﹼﻪ ﻣﺎ ﱂ ﹼ‬
‫ﺍﻟﺘﻐﲑ ﰲ ﺩﺭﺟﺔ ﺍﳊـﺮﺍﺭﺓ‪ ،‬ﻓﺈﻧﹼـﻪ ﻳﻤﻜﻦ ﺃﻥ ﹸﺗﻌـﺪﹼ ﺍﻟﻘﻴﻤﺔ‬‫ﻛﺜﺎﻓـﺔ ﺍﳌـﺎﺀ ﻧﺘﻴﺠـﺔ ﹼ‬
‫ﻣﻘﺪﺍﺭﺍ ﺛﺎﺑ ﹰﺘﺎ ﺑﺎﻟﻨﺴﺒﺔ ﻟﱰﻛﻴﺰ ﺍﳌﺎﺀ‪.‬‬
‫ﹰ‬ ‫‪55.6 mol/ L‬‬

‫‪183‬‬
‫ﺗﺄﻣﻞ ﺍﻟﺪﻭﺭﻗﲔ ﺍﻟﻠﺬﻳﻦ ﳛﺘﻮﻳﺎﻥ‬ ‫‪pH‬‬
‫ﻭﺳﺠﻠﺖ‬ ‫ﻋﲆ ﳏﻠﻮﱄ ﺍﳊﻤﺾ ﻭﺍﻟﻘﺎﻋﺪﺓ ﰲ ﺍﻟﺸﻜﻞ ‪5-17‬؛ ﺣﻴﺚ ﺗﻢ ﲢﻀﲑﳘﺎ ﺣﺪﻳﺜﹰﺎ‪ ،‬ﹸ‬ ‫ﺍﻟﺸﻜﻞ ‪5-17‬‬ ‫"‬
‫ﻣﻮﻻﺭﻳﺔ ﻛﻞ ﻣﻨﻬﲈ‪ ،‬ﻭﻫﻲ ﻋﺪﺩ ﺍﳌﻮﻻﺕ ﻣﻦ ﺍﳉﺰﻳﺌﺎﺕ ﺃﻭ ﻭﺣﺪﺍﺕ ﺍﻟﺼﻴﻎ ﺍﻟﺘﻲ ﺃﺫﻳﺒﺖ ﰲ ﻟﱰ‬
‫ﻭﺍﺣﺪ ﻣﻦ ﺍﳌﺤﻠﻮﻝ‪ .‬ﳛﺘﻮﻱ ﺃﺣﺪ ﺍﻟﺪﻭﺭﻗﲔ ﻋﲆ ﲪﺾ ﻗﻮﻱ ‪ ،HCl‬ﻭﳛﺘﻮﻱ ﺍﻟﺜﺎﲏ ﻋﲆ ﻗﺎﻋﺪﺓ‬ ‫‪[H +] = 0.1 M‬‬
‫ﺗﺬﻛﺮ ﺃﻥ ﺍﻷﲪﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻘﻮﻳﺔ ﺗﻮﺟﺪ ﺑﱰﻛﻴﺰ ‪ 100%‬ﰲ ﺻﻮﺭﺓ ﺃﻳﻮﻧﺎﺕ‬ ‫ﻗﻮﻳﺔ ‪ .NaOH‬ﹼ‬
‫ﰲ ﺍﳌﺤﻠﻮﻝ‪ .‬ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻥ ﺍﻟﺘﻔﺎﻋﻞ ﺍﻵﰐ ﻟﺘﺄﻳﻦ ‪ HCl‬ﻳﺴﺘﻤﺮ ﺣﺘﻰ ﺍﻛﺘﲈﻟﻪ‪.‬‬ ‫‪[OH -] =0.1 M‬‬
‫)‪HCl(aq) → H +(aq) + Cl -(aq‬‬
‫‪5-17‬‬
‫ﻳﻨﺘﺞ ﻛﻞ ﺟﺰﻱﺀ ‪ HCl‬ﺃﻳﻮﻥ ‪ H+‬ﻭﺍﺣﺪﹰ ﺍ‪ ،‬ﳑﺎ ﻳﻌﻨﻲ ﺃﻥ ﺍﻟﺪﻭﺭﻕ ﺍﻟﺬﻱ ﻛﺘﺐ ﻋﻠﻴﻪ ‪ 0.1 M‬ﻣﻦ‬
‫‪ HCl‬ﳛﺘﻮﻱ ﻋﲆ ‪ 0.1 mol‬ﻣﻦ ‪ H+‬ﻟﻜﻞ ‪ ،1 L‬ﻭ‪ 0.1 mol‬ﻣﻦ ﺃﻳﻮﻧﺎﺕ ‪ Cl-‬ﻟﻜﻞ ‪ .L‬ﻭﰲ‬
‫ﺍﻷﲪﺎﺽ ﺍﻟﻘﻮﻳﺔ ﺍﻷﺣﺎﺩﻳﺔ ﺍﻟﱪﻭﺗﻮﻥ ﲨﻴﻌﻬﺎ ﻳﻜﻮﻥ ﺗﺮﻛﻴﺰ ﺍﳊﻤﺾ ﻣﺴﺎﻭ ﹰﻳﺎ ﻟﱰﻛﻴﺰ ﺃﻳﻮﻧﺎﺕ ‪H+‬‬
‫ﰲ ﺍﳌﺤﻠﻮﻝ‪ .‬ﻟﺬﺍ ﻳﻤﻜﻨﻚ ﺃﻥ ﲡﺪ ﻗﻴﻤﺔ ‪ pH‬ﻣﻦ ﺧﻼﻝ ﻣﻌﺮﻓﺘﻚ ﳌﻮﻻﺭﻳﺔ ﺍﳊﻤﺾ‪.‬‬
‫ﻭﺑﻄﺮﻳﻘﺔ ﳑﺎﺛﻠﺔ‪ ،‬ﻳﻜﻮﻥ ﳏﻠﻮﻝ‬ ‫‪pH‬‬ ‫ﺍﻃﻠـﺐ ﺇﱃ ﺍﻟﻄـﻼﺏ ﺍﳌﻬﺘﻤﲔ ﺍﺳـﺘﻘﺼﺎﺀ‬
‫ﻛﻠﻴﺎ‪.‬‬
‫ﹼﹰ‬ ‫ﹰﺎ‬
‫ﻨ‬ ‫ﻣﺘﺄﻳ‬ ‫‪5‬‬‫‪-‬‬‫‪17‬‬ ‫ﺍﻟﺸﻜﻞ‬ ‫ﰲ‬ ‫ﺍﻟﻈﺎﻫﺮ‬ ‫‪0.1‬‬ ‫ﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﻘﻮﻳﺔ ‪ NaOH‬ﺫﻭ ﺍﻟﱰﻛﻴﺰ ‪M‬‬
‫)‪NaOH(aq) → Na +(aq) + OH -(aq‬‬
‫‪[OH -] HCl‬‬ ‫]‪[H +‬‬
‫ﺍﻟﻄﺒﻴﻌﻴﺔ ﺍﳌﻮﺟـﻮﺩﺓ ﰲ ﺃﻭﺭﺍﻕ ﺍﻟﻨﺒﺎﺗﺎﺕ ﻭﺍﳋﴬﻭﺍﺕ‬
‫ﹼ‬ ‫ﺍﻟﻜﻮﺍﺷـﻒ‬
‫ﺗﻨﺘﺞ ﻛﻞ ﻭﺣﺪﺓ ﺻﻴﻐﺔ ﻣﻦ ‪ NaOH‬ﺃﻳﻮﻥ ‪ OH-‬ﻭﺍﺣﺪﹰ ﺍ‪ .‬ﻭﻫﻜﺬﺍ ﻳﺴﺎﻭﻱ ﺗﺮﻛﻴﺰ ﺃﻳﻮﻧﺎﺕ ‪OH-‬‬
‫ﻣﻮﻻﺭﻳﺔ ﺍﳌﺤﻠﻮﻝ‪.0.1 M ،‬‬
‫‪NaOH‬‬
‫ﺍﳌﻠﻮﻧـﺔ ﻣﺜﻞ ﺍﳌﻠﻔﻮﻑ ﺍﻷﲪـﺮ‪ .‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﹾ‬
‫ﻏـﲇ ﺃﻭﺭﺍﻕ ﻧﺒﺎﺗﺎﺕ‬
‫ﻗﺪ ﲢﺘﻮﻱ ﺑﻌﺾ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻘﻮﻳﺔ ﻭﻣﻨﻬﺎ ﻫﻴﺪﺭﻭﻛﺴﻴﺪ ﺍﻟﻜﺎﻟﺴﻴﻮﻡ ‪ Ca(OH)2‬ﻋﲆ ﺃﻳﻮﲏ ‪OH‬‬
‫‪-‬‬

‫ﺃﻭ ﺃﻛﺜﺮ ﰲ ﻛﻞ ﻭﺣﺪﺓ ﺻﻴﻐﺔ‪ .‬ﻟﺬﺍ ﻳﻜﻮﻥ ﺗﺮﻛﻴﺰ ﺃﻳﻮﻥ ‪ OH-‬ﰲ ﳏﻠﻮﻝ ‪ Ca(OH)2‬ﺿﻌﻒ‬ ‫ﳐﺘﻠﻔﺔ؛ ﻻﺳـﺘﺨﻼﺹ ﺍﻷﺻﺒﺎﻍ ﻣﻨﻬﺎ‪ ،‬ﺛﻢ ﺃﺿﻒ ﻛﻤﻴﺎﺕ ﻗﻠﻴﻠﺔ ﻣﻦ‬
‫ﻣﻮﻻﺭﻳﺔ ﺍﳌﺮﻛﺐ ﺍﻷﻳﻮﲏ‪ .‬ﻓﻤﺜ ﹰ‬
‫ﻼ ﺗﺮﻛﻴﺰ ﺃﻳﻮﻧﺎﺕ ﺍﳍﻴﺪﺭﻭﻛﺴﻴﺪ ﰲ ﳏﻠﻮﻝ ‪ Ca(OH)2‬ﺗﺮﻛﻴﺰﻩ‬
‫‪ 7.5 × 10 -4 M‬ﻫﻮ‪7.5 × 10 -4 M × 2 = 1.5 × 10 -3 M :‬‬ ‫ﺍﳌﺤﺎﻟﻴـﻞ ﺍﻟﻨﺎﲡـﺔ ﺇﱃ ﳏﺎﻟﻴـﻞ ﻣﻌﺮﻭﻓﺔ ﺍﻟـ ‪ ،pH‬ﻭﺍﻃﻠـﺐ ﺇﻟﻴﻬﻢ ﺃﻥ‬
‫ﻛﻠﻴﺎ ﰲ ﺍﳌﺤﺎﻟﻴﻞ ﺍﳌﺎﺋﻴﺔ ﺍﳌﺨﻔﻔﺔ‪ ،‬ﻭﺍﻷﲪﺎﺽ‬ ‫ﺇﻥ ﺍﻷﲪﺎﺽ ﺍﻟﻘﻮﻳﺔ ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻘﻮﻳﺔ ﺗﺘﺄﻳﻦ ﹼﹰ‬
‫ﺟﺰﺋﻴﺎ ﻓﻘﻂ‪ .‬ﻟﺬﺍ ﻋﻠﻴﻚ ﺃﻥ ﺗﺴﺘﻌﻤﻞ ﻗﻴﻢ ‪ Ka‬ﻭ ‪ Kb‬ﻟﺘﺤﺪﻳﺪ ﺗﺮﺍﻛﻴﺰ‬
‫ﹼﹰ‬ ‫ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻀﻌﻴﻔﺔ ﺗﺘﺄﻳﻦ‬
‫ﻳﻌﻤﻠﻮﺍ ﺟﺪﺍﻭﻝ ﻷﻟﻮﺍﻥ ‪ pH‬ﻟﻸﺻﺒﺎﻍ ﺍﳌﺴﺘﺨﻠﺼﺔ‪ ،‬ﻭﺃﻥ ﻳﺸﺎﺭﻛﻮﺍ‬
‫ﺃﻳﻮﻧﺎﺕ ‪ H+‬ﻭ ‪ OH-‬ﰲ ﳏﺎﻟﻴﻞ ﺍﻷﲪﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻀﻌﻴﻔﺔ‪.‬‬
‫ﻃﻼﺏ ﺍﻟﺼﻒ ﰲ ﻧﺘﺎﺋﺠﻬﻢ‪.‬‬
‫ﳌﺎﺫﺍ ﻻ ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﲢﺼﻞ ﻋﲆ ‪ H+‬ﻣﺒﺎﴍﺓ ﻣﻦ ﻣﻮﻻﺭﻳﺔ ﳏﻠﻮﻝ ﲪﺾ ﺿﻌﻴﻒ؟‬
‫‪ pH‬ﺍﻓﱰﺽ ﺃﻧﻚ ﻗﻤﺖ ﺑﻘﻴﺎﺱ ﻗﻴﻤﺔ ‪ pH‬ﳌﺤﻠﻮﻝ‬ ‫‪Ka‬‬
‫ﺍﳊﻤﺾ ﺍﻟﻀﻌﻴﻒ ‪ HF‬ﺍﻟﺬﻱ ﺗﺮﻛﻴﺰﻩ ‪ 0.100 M‬ﻓﻮﺟﺪﺗﻪ ‪ 3.20‬ﻓﻬﻞ ﺗﻜﻔﻲ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﳊﺴﺎﺏ ﻗﻴﻤﺔ ‪ Ka‬ﻟﻠﺤﻤﺾ ‪HF‬؟‬
‫ﻛﻠﻴـﺎ؛ ﻟـﺬﺍ ﻻ‬
‫ﻻ ﻳﺘﺄ ﹼﻳـﻦ ﺍﳊﻤـﺾ ﺍﻟﻀﻌﻴـﻒ ﹼﹰ‬
‫)‪HF(aq) # H +(aq) + F -(aq‬‬
‫] ‪[H ][F‬‬
‫ﻳﺴـﺎﻭﻱ ﻋـﺪﺩ ﻣﻮﻻﺕ ﺍﳊﻤـﺾ ﺍﳌﺬﺍﺑﺔ ﰲ ﻟﱰ ﻣـﻦ ﺍﳌﺤﻠﻮﻝ‬
‫‪+‬‬ ‫‪-‬‬
‫_ = ‪Ka‬‬
‫]‪[HF‬‬
‫ﻳﻤﻜﻨﻚ ﺃﻥ ﲢﺴﺐ ] ‪ [H +‬ﻣﻦ ﺧﻼﻝ ﻣﻌﺮﻓﺔ ﻗﻴﻤﺔ ‪ .pH‬ﻭﺗﺬﻛﺮ ﺃﻧﻪ ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﺗﺮﻛﻴﺰ‬
‫ﻣﺴﺎ ﹴﻭ ﻣﻦ ﺃﻳﻮﻥ ‪ F-‬ﻣﻘﺎﺑﻞ ﻛﻞ ‪ mol/L‬ﻣﻦ ﺃﻳﻮﻥ ‪ .H+‬ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻧﻚ ﺗﻌﺮﻑ ﺍﺛﻨﲔ ﻣﻦ ﺍﳌﺘﻐﲑﺍﺕ‬ ‫ﺗﺮﻛﻴﺰ ]‪.[H +‬‬
‫ﰲ ﻗﺎﻧﻮﻥ ‪ .Ka‬ﻓﲈﺫﺍ ﻋﻦ ﺍﳌﺘﻐﲑ ﺍﻟﺜﺎﻟﺚ ]‪[HF‬؟ ﺗﺮﻛﻴﺰ ‪ HF‬ﻋﻨﺪ ﺍﻻﺗﺰﺍﻥ ﻳﺴﺎﻭﻱ ﺍﻟﱰﻛﻴﺰ ﺍﻻﺑﺘﺪﺍﺋﻲ‬
‫ﻣﻄﺮﻭﺣﺎ ﻣﻨﻪ ‪ mol/L‬ﻣﻦ ‪ HF‬ﺍﻟﺘﻲ ﲢﻠﻠﺖ‪ ،‬ﻭﺍﻟﺘﻲ ﺗﺴﺎﻭﻱ]‪.[H +‬‬
‫ﹰ‬ ‫ﻟﻠﺤﻤﺾ )‪(0.100 M‬‬

‫‪184‬‬

‫ﺳـﺎﻋﺪ ﺍﻟﻄﻼﺏ ﰲ ﺍﺳـﺘﻌﲈﻝ ﺍﻷﻋـﺪﺍﺩ ﺍﳌﻘﺎﺑﻠـﺔ ﻟﻠﻮﻏﺎ ﹺﺭﲤﺎﺕ ﻋﲆ‬

‫ﺁﻻﲥﻢ ﺍﳊﺎﺳـﺒﺔ ﳊﺴـﺎﺏ ]‪ [H +‬ﻣـﻦ ‪ pH‬ﻭ ]‪ [OH -‬ﻣﻦ ‪.pOH‬‬
‫ﻭﳊﺴﺎﺏ ]‪ [H +‬ﻣﻦ ‪ pH‬ﺍﺗﱠﺒﻊ ﺍﳋﻄﻮﺍﺕ ﺍﻵﺗﻴﺔ‪:‬‬

‫ﻣﺸﺮوع اﻟﻜﻴﻤﻴﺎء‬ ‫ﺃﺩﺧﻞ ﻗﻴﻤﺔ ‪ pH‬ﰲ ﺍﳊﺎﺳﺒﺔ‪.‬‬ ‫‪.1‬‬

‫ﻏﲑ ﺇﺷﺎﺭﺓ ‪ pH‬ﺑﺎﻟﻀﻐﻂ ﻋﲆ ﻣﻔﺘﺎﺡ ]‪.[+/-‬‬

‫ﹼ‬ ‫‪.2‬‬
‫ﻣﻦ ﺍﳌﺤﺘﻤﻞ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻄﻼﺏ ﻗﺪ ﺳﻤﻌﻮﺍ ﺑﻤﺼﻄﻠﺢ‬
‫ﺧـﺬ ﻣﻘﺎﺑـﻞ ‪) log‬ﻋﻜـﺲ ‪ (log‬ﻟﺴـﺎﻟﺐ ‪ ،pH‬ﺑﺎﻟﻀﻐﻂ ﻋﲆ‬ ‫‪.3‬‬
‫"ﻣﺘﻌـﺎﺩﻝ ﺍﻟــ ‪ "pH‬ﰲ ﺍﻹﻋﻼﻧﺎﺕ ﻋﻦ ﺃﻧﻮﺍﻉ ﺍﻟﺸـﺎﻣﺒﻮ ﺍﳌﺨﺘﻠﻔﺔ‪ .‬ﺍﻃﻠﺐ‬
‫ﺍﳌﻔﺘـﺎﺡ )‪ ،(x 10‬ﺃﻭ ﻋـﲆ ﺍﳌﻔﺘـﺎﺡ ]‪ ،[inv‬ﺛـﻢ ]‪ .[log‬ﻳﻤﻜﻦ‬
‫ﺇﻟﻴﻬﻢ ﺃﻥ ﳛﴬﻭﺍ ﻋﻴﻨﺎﺕ ﻣﻦ ﺃﻧﻮﺍﻉ ﺍﻟﺸـﺎﻣﺒﻮ ﺍﻟﺘﻲ ﻳﺴـﺘﻌﻤﻠﻮﳖﺎ‪ ،‬ﻭﻳﻌﺪﹼ ﻭﺍ‬
‫ﺍﺳـﺘﻌﲈﻝ ﺍﳋﻄـﻮﺍﺕ ﺍﻟﺜـﻼﺙ ﻧﻔﺴـﻬﺎ ﳊﺴـﺎﺏ ]‪ [OH -‬ﻣﻦ‬
‫ﻼ‪ ،‬ﻳﻤﻜﻨﻬـﻢ ﻏﻤﺲ ﻗﻄﻌﺔ‬ ‫ﻃﺮﻳﻘـﺔ ﻻﺧﺘﺒـﺎﺭ ﺍﻟـ ‪ pH‬ﳍـﺬﻩ ﺍﳌﻨﺘﺠـﺎﺕ‪ .‬ﻓﻤﺜ ﹰ‬
‫‪.pOH‬‬
‫ﻣﻨﻔﺼﻠـﺔ ﻣـﻦ ﻭﺭﻕ ‪ pH‬ﰲ ﻋ ﱢﻴﻨـﺔ ﻣـﻦ ﻛﻞ ﺷـﺎﻣﺒﻮ‪ ،‬ﻭﺗﺴـﺠﻴﻞ ﻗﻴﻤـﺔ ‪pH‬‬
‫ﻟﻠﻌ ﱢﻴﻨﺔ‪ ،‬ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺃﻥ ﻳﻌﺪﹼ ﻭﺍ ﻗﺎﺋﻤﺔ ﺑﺎﳌﻜﻮﻧﺎﺕ ﰲ ﱢ‬
‫ﻛﻞ ﺃﻧﻮﺍﻉ ﺍﻟﺸﺎﻣﺒﻮ‪.‬‬
‫ﺍﳌﻜﻮﻧـﺎﺕ ﺍﻟﺘﻲ ﺗﺴـﺎﻋﺪ ﰲ ﺍﻟﻮﺻـﻮﻝ ﺇﱃ ﺍﻟـ ‪pH‬‬ ‫ﻭﲢﺪﱠ ﻫـﻢ ﺃﻥ ﻳﻜﺘﺸـﻔﻮﺍ ﹼ‬
‫ﺍﳌﻨﺎﺳﺒﺔ‪.‬‬

‫‪184‬‬
 ‫‪5 5‬‬

‫‪ pH Ka‬ﻳﺴﺘﻌﻤﻞ ﲪﺾ ﺍﳌﻴﺜﺎﻧﻮﻳﻚ )ﺍﻟﻔﻮﺭﻣﻴﻚ( ‪ HCOOH‬ﳌﻌﺎﳉﺔ ﹸﻋﺼﺎﺭﺓ ﺃﺷﺠﺎﺭ ﺍﳌﻄﺎﻁ ﻭﲢﻮﻳﻠﻬﺎ ﺇﱃ ﻣﻄﺎﻁ ﻃﺒﻴﻌﻲ‪.‬‬
‫ﻓﺈﺫﺍ ﻛﺎﻧﺖ ﻗﻴﻤﺔ ‪ pH‬ﳌﺤﻠﻮﻝ ﲪﺾ ﺍﳌﻴﺜﺎﻧﻮﻳﻚ ﺍﻟﺬﻱ ﺗﺮﻛﻴﺰﻩ ‪ 0.100 M‬ﻫﻲ ‪ ،2.38‬ﻓﲈ ﻗﻴﻤﺔ ‪ Ka‬ﻟﻠﺤﻤﺾ؟‬

‫ﻗﻴﻤﺔ ‪ pH‬ﳌﺤﻠﻮﻝ ﻣﻦ ﲪﺾ ﺍﻷﻛﺴﺎﻟﻴﻚ ‪ H2C2O4‬ﺗﺮﻛﻴﺰﻩ‬

‫‪1‬‬
‫ﻟﺪﻳﻚ ‪ pH‬ﳏﻠﻮﻝ ﲪﺾ ﺍﳌﻴﺜﺎﻧﻮﻳﻚ‪ ،‬ﻭﻫﺬﺍ ﹼ‬
‫ﻳﻤﻜﻨﻚ ﻣﻦ ﺣﺴﺎﺏ ﺗﺮﻛﻴﺰ ﺃﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﺟﲔ‪.‬‬

‫‪ 0.150 M‬ﻋﻨﺪ ‪ ،298 K‬ﺗﺴﺎﻭﻱ ‪ .1.16‬ﻓﲈ ﻗﻴﻤﺔ ‪ Ka‬ﳊﻤﺾ ‪H2‬‬

‫)‪HCOOH(aq) # H +(aq) + HCOO -(aq‬‬
‫ﺗﺪﻝ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻟﻜﻴﻤﻴﺎﺋﻴﺔ ﺍﳌﻮﺯﻭﻧﺔ ﻋﲆ ﺃﻥ ﺗﺮﻛﻴﺰ ‪ HCOO-‬ﻳﺴﺎﻭﻱ ﺗﺮﻛﻴﺰ ‪.H‬‬
‫‪+‬‬

‫‪ C2O4‬ﻋﻨﺪ ‪298 K‬؟‬ ‫ﺗﺮﻛﻴﺰ ‪ HCOOH‬ﻏﲑ ﺍﳌﺘﺄﻳﻦ ﻫﻮ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﻟﱰﻛﻴﺰ ﺍﻷﻭﱄ ﻟﻠﺤﻤﺾ ﻭ]‪. [H +‬‬

‫؟ = ‪Ka‬‬ ‫‪pH = 2.38‬‬

‫ﺗﺮﻛﻴﺰ ﺍﳌﺤﻠﻮﻝ = ‪0.100 M‬‬
‫‪2‬‬
‫‪H2C2O4 # H++ H2C2O4^-‬‬ ‫]‪pH = -log [H +‬‬ ‫‪pH‬‬
‫‪[H +] = 10 -pH‬‬
‫‪[H+] = 10-1.16 = 6.9 × 10-2M‬‬ ‫‪[H +] = 10 -2.38‬‬ ‫‪pH 2.38‬‬
‫‪[H +] = 4.2 × 10 -3M‬‬
‫‪[H2C2O4] = 0.150 M - 6.9 × 10-2M = 0.081M‬‬ ‫‪[HCOO -] = [H +] = 4.2 × 10 -3 M‬‬
‫]‪ [HCOOH‬ﻳﺴﺎﻭﻱ ﺍﻟﱰﻛﻴﺰ ﺍﻷﻭﱄ ﻧﺎﻗﺺ ]‪[H +‬‬

‫‪Ka = ___ = 5.9 × 10-2‬‬

‫‪(6.9 × 10 -2) 2‬‬ ‫‪[HCOOH] = 0.100 M - 4.2 × 10 -3 M = 0.096 M‬‬ ‫]‪[HCOOH‬‬ ‫]‪[H +‬‬
‫‪0.081‬‬ ‫]‪[H +][HCOO -‬‬
‫__ = ‪K a‬‬
‫]‪[HCOOH‬‬
‫‪[H ] = 4.2 × 10 M‬‬
‫‪+‬‬ ‫‪-3‬‬
‫)‪(4.2 × 10 -3)(4.2 × 10 -3‬‬
‫‪K a = __ = 1.8 × 10 -4‬‬
‫‪0.096‬‬ ‫‪[HCOOH] = 0.096 M [HCOO ] = 4.2 × 10 M,‬‬
‫‪-‬‬ ‫‪-3‬‬

‫‪1.8 × 10‬‬ ‫‪-4‬‬

‫ﺛﺎﺑﺖ ﺗﺄﻳﻦ ﺍﳊﻤﺾ ‪ HCOOH‬ﻫﻮ‬
‫ﻗﻴﻤﺔ ‪ Ka‬ﻣﻌﻘﻮﻟﺔ ﳊﻤﺾ ﺿﻌﻴﻒ‪.‬‬ ‫‪3‬‬

‫‪Ka=5.4×10-3. a .31‬‬ ‫‪ .31‬ﺍﺣﺴﺐ ‪ Ka‬ﻟﻠﺤﻤﻀﲔ ﺍﻵﺗﻴﲔ‪:‬‬

‫‪ . b‬ﳏﻠﻮﻝ ‪ HClO2‬ﺗﺮﻛﻴﺰﻩ ‪ 0.0400 M‬ﻭ ‪pH = 1.80‬‬ ‫‪ . a‬ﳏﻠﻮﻝ ‪ H3AsO4‬ﺗﺮﻛﻴﺰﻩ ‪ 0.220 M‬ﻭ ‪pH = 1.50‬‬
‫‪Ka=1.1×10-2 .b‬‬ ‫‪ .32‬ﺍﺣﺴﺐ ‪ Ka‬ﻟﻸﲪﺎﺽ ﺍﻵﺗﻴﺔ‪:‬‬
‫‪ . a‬ﳏﻠﻮﻝ ﲪﺾ ﺍﻟﺒﻨﺰﻭﻳﻚ ‪ ،C6H5COOH‬ﺗﺮﻛﻴﺰﻩ ‪ 0.00330 M‬ﻭ‪pOH = 10.70‬‬
‫‪Ka=8.9×10-5. a .32‬‬ ‫‪ . b‬ﳏﻠﻮﻝ ﲪﺾ ﺍﻟﺴﻴﺎﻧﻴﻚ ‪ ، HCNO‬ﺗﺮﻛﻴﺰﻩ ‪ 0.100 M‬ﻭ‪pOH = 11.00‬‬
‫‪ . c‬ﳏﻠﻮﻝ ﲪﺾ ﺍﻟﺒﻴﻮﺗﺎﻧﻮﻳﻚ ‪ C3H7COOH‬ﺗﺮﻛﻴﺰﻩ ‪ 0.15 M‬ﻭ‪pOH = 11.18‬‬
‫‪Ka=1.0×10-5 .b‬‬ ‫ﺍﺣﺴﺐ ‪ Ka‬ﳌﺤﻠﻮﻝ ﲪﺾ ‪ HX‬ﺍﻟﺬﻱ ﺗﺮﻛﻴﺰﻩ ‪ ،0.0091 M‬ﻭﻟﻪ ‪ pOH‬ﻳﺴﺎﻭﻱ ‪ ،11.32‬ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﳉﺪﻭﻝ ‪5-4‬‬ ‫‪.33‬‬
‫ﻟﺘﺤﺪﻳﺪ ﻧﻮﻉ ﺍﳊﻤﺾ‪.‬‬
‫‪Ka=1.5×10‬‬ ‫‪-5‬‬
‫‪.c‬‬
‫‪Ka=6.3×10-4 .33‬‬ ‫‪185‬‬

‫ﻃﺮاﺋﻖ ﺗﺪرﻳﺲ ﻣﺘﻨﻮﻋﺔ‬

‫ﺍﻟﱰﺑﻴﻌﻴﺔ‬
‫ﹼ‬ ‫ﲢﺪﹼ ﺍﻟﻄﻼﺏ ﺍﳌﺘﻔﻮﻗﲔ ﺃﻥ ﻳﺴﺘﻌﻤﻠﻮﺍ ﺍﳌﻌﺎﺩﻟﺔ‬
‫__ = ___ = ‪2.06 × 10 -9‬‬
‫‪(x + 10 -7)x x 2 + 10 -7x‬‬
‫‪0.100 - x‬‬ ‫‪0.100 - x‬‬
‫ﳊﺴـﺎﺏ ‪ pH‬ﳌﺤﻠـﻮﻝ ﲪـﺾ ﺍﳍﻴﺒﻮﺑﺮﻭﻣـﻮﺯ‪ ،HBrO‬ﺍﻟـﺬﻱ ﺗﺮﻛﻴﺰﻩ‬
‫‪x2 + (1.02 × 10-7)x - 2.06 × 10-10 = 0‬‬ ‫‪ 0.100M‬ﻋﻨـﺪ ‪ .298 K‬ﺣﻴـﺚ ﺇﻥ ﻗﻴﻤﺔ ‪ Ka‬ﻟﻠﺤﻤﺾ ﻋﻨﺪ ‪ 298 K‬ﻫﻮ‬
‫‪x = -1.02 × 10 -7 ±‬‬ ‫‪.2.06 × 10 -9‬‬
‫''''''''''''''&‬ ‫)‪HBrO (aq‬‬ ‫‪BrO - (aq) +‬‬ ‫)‪H + (aq‬‬
‫_______‬
‫)‪(1.02 × 10 -7) 2 - 4(-2.06 × 10 -10‬‬
‫‪2‬‬ ‫ﺍﻷﻭﱄ ‪M‬‬ ‫‪0.100‬‬ ‫‪10-7‬‬ ‫‪0.0‬‬
‫‪= 1.43 × 10‬‬ ‫‪-5‬‬

‫ﻋﻨﺪ ﺍﻻﺗﺰﺍﻥ ‪M‬‬ ‫‪0.100 - x‬‬ ‫‪x + 10-7‬‬ ‫‪x‬‬

‫= )‪pH = -log[H+] = -log((1.43 × 10 -5) + 10 -7‬‬
‫‪-log(1.44 × 10 -5) = 4.842‬‬ ‫ﻋﻮﺽ ﺗﺮﺍﻛﻴﺰ ﺍﻻﺗﺰﺍﻥ ﱟ‬
‫ﻟﻜﻞ ﻣﻦ ‪ ،H +، HBrO‬ﻭ‪ BrO -‬ﰲ ﺗﻌﺒﲑ ﺛﺎﺑﺖ‬ ‫ﹼ‬
‫ﺗﺄ ﹼﻳﻦ ﺍﳊﻤﺾ‪.‬‬

‫‪185‬‬
 ‫‪b‬‬ ‫‪a‬‬ ‫‪pH‬‬ ‫‪5-18‬‬

‫‪.3‬‬
‫‪a‬‬
‫‪b‬‬
‫‪pH‬‬

‫ﻭﲪﻀﻴـﺔ ﺛﻼﺛﺔ ﳏﺎﻟﻴﻞ‪ :‬ﺍﳌﺤﻠﻮﻝ‬

‫ﹼ‬ ‫ﺩﻉ ﺍﻟﻄـﻼﺏ ﻳﻘﺎﺭﻧﻮﺍ ﺑﲔ ]‪، [H +‬‬
‫‪ pH‬ﻳﻌﺪ ﻭﺭﻕ ﹼﺗﺒﺎﻉ ﺍﻟﺸﻤﺲ ﺍﻟﺬﻱ ﺍﺳﺘﻌﻤﻠﺘﻪ ﰲ ﺍﻟﺘﺠﺮﺑﺔ ﺍﻻﺳﺘﻬﻼﻟﻴﺔ ﻣﺜﺎ ﹰ‬
‫ﻻ‬ ‫ﺍﻷﻭﻝ ﻗﻴﻤـﺔ ‪ pH‬ﻟـﻪ = ‪ ،6.00‬ﻭﺍﻟﺜـﺎﲏ ﻗﻴﻤـﺔ ‪ pH‬ﻟـﻪ = ‪،3.00‬‬
‫ﻋﲆ ﻧﻮﻉ ﻣﻦ ﺃﻭﺭﺍﻕ ﻛﺎﺷﻒ ﺍﳊﻤﻮﺿﺔ؛ ﻓﻜﻞ ﻫﺬﻩ ﺍﻷﻭﺭﺍﻕ ﻣﻌﺎﳉﺔ ﺑﲈﺩﺓ ﺃﻭ ﺃﻛﺜﺮ ﺗﺴﻤﻰ ﺍﻟﻜﻮﺍﺷﻒ؛ ﺣﻴﺚ‬
‫ﻳﺘﻐﲑ ﻟﻮﳖﺎ ﺍﻋﺘﲈﺩﹰﺍ ﻋﲆ ﺗﺮﻛﻴﺰ ﺃﻳﻮﻧﺎﺕ ﺍﳍﻴﺪﺭﻭﺟﲔ ﰲ ﺍﳌﺤﻠﻮﻝ‪ .‬ﻭﻳﻌﺪ ﺍﻟﻔﻴﻨﻮﻟﻔﺜﺎﻟﲔ ﺍﻟﺬﻱ ﺍﺳﺘﻌﻤﻠﺘﻪ ﰲ ﺍﻟﺘﺠﺮﺑﺔ‬ ‫ﲪﻀﻴﺔ‪،‬‬‫ﹼ‬ ‫ﹼ‬
‫ﺍﻷﻗﻞ‬ ‫ﻭﺍﻟﺜﺎﻟﺚ ﻗﻴﻤﺔ ‪ pH‬ﻟﻪ = ‪ .1.00‬ﺍﳌﺤﻠﻮﻝ ﺍﻷﻭﻝ ﻫﻮ‬
‫ﻧﻮﻋﺎ ﻣﻦ ﺍﻟﻜﻮﺍﺷﻒ‪ .‬ﻭﻋﻨﺪ ﻏﻤﺲ ﻭﺭﻗﺔ ﻛﺎﺷﻒ ‪ pH‬ﰲ ﳏﻠﻮﻝ ﲪﴤ ﺃﻭ ﻗﺎﻋﺪﻱ ﻳﺘﻐﲑ‬ ‫ﺃﻳﻀﺎ ﹰ‬‫ﺍﻻﺳﺘﻬﻼﻟﻴﺔ ﹰ‬
‫ﻟﻮﳖﺎ‪ ،‬ﺛﻢ ﻧﻘﻮﻡ ﺑﻤﻘﺎﺭﻧﺔ ﺍﻟﻠﻮﻥ ﺍﳉﺪﻳﺪ ﻟﻠﻮﺭﻗﺔ ﺑﺄﻟﻮﺍﻥ ﻛﺎﺷﻒ ‪ pH‬ﺍﳌﻌﻴﺎﺭﻱ ﺍﳌﻮﺟﻮﺩ ﻋﲆ ﻭﺭﻗﺔ ﹼ‬
‫ﻣﺪﺭﺟﺔ‪ ،‬ﻛﲈ ﻫﻮ‬ ‫ﲪﻀﻴ ﹰﺔ‬
‫ﱠ‬ ‫ﺣﻴـﺚ ﻗﻴﻤﺔ ‪ ،[H +] = 1 × 10 -6 M‬ﻭﺍﳌﺤﻠﻮﻝ ﺍﻟﺜﺎﲏ ﺃﻛﺜﺮ‬
‫ﻣﺒﲔ ﰲ ﺍﻟﺸﻜﻞ ‪ .5-18‬ﻭﻳﻌﻄﻲ ﻣﻘﻴﺎﺱ ‪ pH‬ﺍﻟﺮﻗﻤﻲ ﺍﳌﻮﺿﺢ ﰲ ﺍﻟﺸﻜﻞ ‪ 5-18‬ﻗﻴﻤﺔ ﺍﻟﺮﻗﻢ ﺍﳍﻴﺪﺭﻭﺟﻴﻨﻲ‬
‫ﺑﺼﻮﺭﺓ ﺃﻛﺜﺮ ﺩﻗﺔ؛ ﻓﻌﻨﺪﻣﺎ ﺗﻮﺿﻊ ﺍﻷﻗﻄﺎﺏ ﰲ ﺍﳌﺤﻠﻮﻝ ﻳﻌﻄﻲ ﺍﳌﻘﻴﺎﺱ ﻗﺮﺍﺀﺓ ﻣﺒﺎﴍﺓ‪.‬‬ ‫ﻣﺮﺓ‪ ،‬ﺣﻴﺚ ﻗﻴﻤـﺔ ‪ .[H +] = 1× 10 -3 M‬ﺃ ﹼﻣﺎ‬ ‫ﻣـﻦ ﺍﻷﻭﻝ ‪ 1000‬ﹴ‬
‫ﻣﺮﺓ ﻣﻦ ﺍﳌﺤﻠﻮﻝ ﺍﻟﺜﺎﲏ‪ ،‬ﺣﻴﺚ‬ ‫ﻓﺄﻛﺜﺮﲪﻀﻴﺔ ﻣﺌﺔ ﹴ‬
‫ﹼ‬ ‫ﺍﳌﺤﻠﻮﻝ ﺍﻟﺜﺎﻟـﺚ‪،‬‬
‫‪5-3‬‬
‫ﺍﴍﺡ ﳌﺎﺫﺍ ﺗﻜﻮﻥ ﻗﻴﻤﺔ ‪ pH‬ﻟﻠﻤﺤﻠﻮﻝ ﺍﳊﻤﴤ ﹰ‬
‫ﺩﺍﺋﲈ ﺃﺻﻐﺮ ﻣﻦ ﻗﻴﻤﺔ ‪ pOH‬ﻟﻠﻤﺤﻠﻮﻝ ﻧﻔﺴﻪ؟‬ ‫اﻟﺮﺋﻴﺴﺔ‬ ‫اﻟﻔﻜﺮة‬ ‫‪.34‬‬ ‫اﻟﺨﻼﺻﺔ‬ ‫ﻗﻴﻤﺔ ‪.[H +] = 1× 10 -1 M‬‬
‫ﺛﺎﺑـﺖ ﺗﺄﻳﻦ ﺍﳌﺎﺀ ‪ Kw‬ﻳﺴـﺎﻭﻱ ‪ .35‬ﺻﻒ ﻛﻴﻒ ﻳﻤﻜﻨﻚ ﲢﺪﻳﺪ ﻗﻴﻤﺔ ‪ pH‬ﳌﺤﻠﻮﻝ ﻣﺎ ﺇﺫﺍ ﻋﻠﻤﺖ ﻗﻴﻤﺔ ‪ pOH‬ﻟﻠﻤﺤﻠﻮﻝ ﻧﻔﺴﻪ؟‬
‫ﺣﺎﺻـﻞ ﴐﺏ ﺗﺮﻛﻴـﺰ ﺃﻳـﻮﻥ ‪ .36‬ﺍﴍﺡ ﻣﻌﻨﻰ ‪ Kw‬ﰲ ﺍﳌﺤﺎﻟﻴﻞ ﺍﳌﺎﺋﻴﺔ‪.‬‬
‫ﻼ ﻣﺒﺪﺃ ﻟﻮﺗﺸﺎﺗﻠﻴﻴﻪ ‪ -‬ﻣﺎ ﳛﺪﺙ ﻟـ ] ‪ [H‬ﰲ ﳏﻠﻮﻝ ﲪﺾ ﺍﻹﻳﺜﺎﻧﻮﻳﻚ ﺍﻟﺬﻱ ﺗﺮﻛﻴﺰﻩ‬
‫‪+‬‬ ‫‪ .37‬ﺍﴍﺡ ‪-‬ﻣﺴﺘﻌﻤ ﹰ‬ ‫‪ H+‬ﻭﺗﺮﻛﻴﺰ ﺃﻳﻮﻥ ‪OH-‬‬
‫‪ 0. 10M‬ﻋﻨﺪ ﺇﺿﺎﻓﺔ ﻗﻄﺮﺓ ﻣﻦ ﳏﻠﻮﻝ ‪. NaOH‬‬ ‫‪ pH‬ﺍﳌﺤﻠﻮﻝ ﻫﻮ ﺳﺎﻟﺐ ﻟﻮﻏﺎﺭﻳﺘﻢ‬
‫ﺍﻃﻠﺐ ﺇﱃ ﺍﻟﻄﻼﺏ ﺃﻥ ﻳﺴﺘﻌﻤﻠﻮﺍ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ‪ pH‬ﻭ ‪ ،pOH‬ﻭﺛﺎﺑﺖ‬
‫ﺗﺮﻛﻴﺰ ﺃﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﺟﲔ‪ .‬ﻭ‪ .38 pOH‬ﺍﻛﺘﺐ ﻗﺎﺋﻤﺔ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻼﺯﻣﺔ ﳊﺴﺎﺏ ﻗﻴﻤﺔ ‪ Ka‬ﳊﻤﺾ ﺿﻌﻴﻒ‪.‬‬
‫ﻫﻮ ﺳﺎﻟﺐ ﻟﻮﻏﺎﺭﻳﺘﻢ ﺗﺮﻛﻴﺰ ﺃﻳﻮﻥ ‪ .39‬ﺍﺣﺴﺐ ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ﻗﻴﻤﺔ ‪ pH‬ﳊﺒﺔ ﻃﲈﻃﻢ ﺗﺴﺎﻭﻱ ‪ 4.50‬ﺗﻘﺮﻳ ﹰﺒﺎ‪ ،‬ﻓﲈ ] ‪ [H‬ﻭ ] ‪ [OH‬ﻓﻴﻬﺎ؟‬
‫‪-‬‬ ‫‪+‬‬
‫ﺍﻟﺘﺄ ﱡﻳﻦ ﻟﻠﲈﺀ؛ ﳊﺴﺎﺏ ]‪ [OH -‬ﰲ ﳏﻠﻮﻝ ﻗﻴﻤﺔ ‪ pH‬ﻟﻪ = ‪.2.5‬‬
‫ﺍﳍﻴﺪﺭﻭﻛﺴﻴــﺪ‪ .‬ﻭﳎﻤـﻮﻉ ‪ pH‬ﻭ ‪ .40‬ﺣﺪﺩ ﻗﻴﻤﺔ ‪ pH‬ﳌﺤﻠﻮﻝ ﳛﺘﻮﻱ ﻋﲆ ‪ 1.0 × 10-9 mol‬ﻣﻦ ﺃﻳﻮﻧﺎﺕ ‪ OH-‬ﻟﻜﻞ ‪.L‬‬
‫‪ pOH‬ﻳﺴﺎﻭﻱ ‪.14‬‬
‫‪ .41‬ﺍﺣﺴﺐ ﻗﻴﻤﺔ ‪ pH‬ﰲ ﺍﳌﺤﺎﻟﻴﻞ ﺍﻵﺗﻴﺔ‪:‬‬ ‫‪[OH -] = 3.16 × 10 -12‬‬
‫ﻗﻴﻤـﺔ ‪ pH‬ﻟﻠﻤﺤﻠـﻮﻝ ﺍﳌﺘﻌـﺎﺩﻝ‬
‫‪1.0 M KOH . c‬‬ ‫‪1.0 M HI . a‬‬
‫ﺗﺴـﺎﻭﻱ ‪ ،7.0‬ﻭﻗﻴﻤـﺔ ‪ pOH‬ﰲ‬
‫‪2. 4 × 10-5 M Mg (OH)2 . d‬‬ ‫‪0.05 0 M HNO3 . b‬‬
‫ﺍﳌﺤﻠﻮﻝ ﻧﻔﺴﻪ ﺗﺴﺎﻭﻱ ‪7.0‬؛ ﻷﻥ‬
‫‪ .42‬ﺗﻔﺴﲑ ﺍﻟﺮﺳﻮﻡ ﺍﺭﺟﻊ ﺇﱃ ﺍﻟﺸﻜﻞ ‪ 5-15‬ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﺍﻟﺴﺆﺍﻟﲔ ﺍﻵﺗﻴﲔ‪ :‬ﻣﺎﺫﺍ ﳛﺪﺙ ﻟﻜﻞ ﻣﻦ‬
‫ﺗﺮﻛﻴﺰ ﺃﻳﻮﻧﺎﺕ ﺍﳍﻴﺪﺭﻭﺟﲔ ﻳﺴﺎﻭﻱ‬
‫]‪ [H+‬ﻭ ]‪ [OH-‬ﻭ ‪ pH‬ﻭ ‪ pOH‬ﻋﻨﺪﻣﺎ ﻳﺼﺒﺢ ﺍﳌﺤﻠﻮﻝ ﺍﳌﺘﻌﺎﺩﻝ ﺃﻛﺜﺮ ﲪﻀﻴﺔ؟ ﻭﻣﺎﺫﺍ ﳛﺪﺙ‬
‫ﻋﻨﺪﻣﺎ ﻳﺼﺒﺢ ﺍﳌﺤﻠﻮﻝ ﺍﳌﺘﻌﺎﺩﻝ ﺃﻛﺜﺮ ﻗﺎﻋﺪﻳﺔ؟‬
‫ﺗﺮﻛﻴﺰ ﺃﻳﻮﻧﺎﺕ ﺍﳍﻴﺪﺭﻭﻛﺴﻴﺪ‪.‬‬ ‫ﺫﻛـﺮ ﺍﻟﻄـﻼﺏ ﺑﺄ ﱠﻧﻪ ﻳﻤﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻗﻴﻤـﺔ ‪ pH‬ﻟﻠﻤﺤﺎﻟﻴﻞ ﹼ‬
‫ﺃﻗﻞ ﻣﻦ‬ ‫ﹼ‬
‫ﺻﻔﺮ ﻭﺃﻛﱪ ﻣﻦ ‪ ،14‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺃﻥ ﳛﺴـﺒﻮﺍ ‪ pH‬ﳌﺤﻠﻮﻝ ‪HCl‬‬
‫‪186‬‬

‫ﺑﱰﻛﻴﺰ ‪pH = -0.18 .1.5M‬‬

‫ﻷﻥ ﺗﺮﻛﻴـﺰ ﱟ‬
‫ﻛﻞ‬ ‫ﻣـﻦ ‪ 1‬ﺇﱃ ‪ ،14‬ﻋـﲆ ﺃﻥ ﲤﺜﹼـﻞ ﺍﻟﻘﻴﻤـﺔ ‪ 7‬ﻧﻘﻄـﺔ ﺍﻟﺘﻌـﺎﺩﻝ؟ ﹼ‬
‫ﰐ ﻟﻠـﲈﺀ‬
‫ﻣـﻦ ﺃﻳـﻮﻥ ﺍﳍﻴﺪﺭﻭﺟـﲔ‪ ،‬ﻭﺃﻳـﻮﻥ ﺍﳍﻴﺪﺭﻭﻛﺴـﻴﺪ ﰲ ﺍﻟﺘﺄ ﹼﻳـﻦ ﺍﻟـﺬﺍ ﹼ‬
‫)‪ 2H 2O(l) # H 3O +(aq) + OH -(aq‬ﻳﺴﺎﻭﻱ ‪ 7‬ﻋﻨﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ‪.25°C‬‬
‫‪pH‬‬ ‫ﺻﻤـﻢ ﺗﺪﺭﻳـﺞ ﺍﻟــ‬
‫ﺍﺳـﺄﻝ ﺍﻟﻄـﻼﺏ؛ ﳌـﺎﺫﺍ ﹼ‬

‫‪5-3‬‬
‫‪[H +] = 3.2× 10 -5M، [OH -] = 3.2× 10 -10 M .39‬‬ ‫ﲪﻀﻴﺎ‪،‬‬
‫ﹼﹰ‬ ‫‪ .34‬ﳎﻤﻮﻉ ‪ pH‬ﻭ ‪ pOH‬ﻳﺴﺎﻭﻱ ‪ ،14.00‬ﻓﺈﺫﺍ ﻛﺎﻥ ﺍﳌﺤﻠﻮﻝ‬
‫‪pH= 5.00 .40‬‬ ‫ﺗﻜـﻮﻥ ﻗﻴﻤـﺔ ‪ pH‬ﹼ‬
‫ﺃﻗﻞ ﻣﻦ ‪ ،7.00‬ﻭﺑﺎﻟﺘﺎﱄ ﺳـﺘﻜﻮﻥ ﻗﻴﻤﺔ ‪pOH‬‬
‫‪pH = 14.00 .c‬‬ ‫‪pH = 0.00 .a .41‬‬ ‫ﺃﻛﱪ ﻣﻦ ‪.7.00‬‬
‫‪pH = 9.68 .d‬‬ ‫‪pH = 1.30 .b‬‬ ‫‪ .35‬ﺍﻃﺮﺡ ‪ pOH‬ﻣﻦ ‪.14.00‬‬
‫ﲪﻀﻴﺔ؛ ﻳـﺰﺩﺍﺩ ]‪ [H +‬ﻣـﻦ ‪10-7‬‬
‫ﱠ‬ ‫‪ .42‬ﻋﻨﺪﻣـﺎ ﻳﺼﺒـﺢ ﺍﳌﺤﻠـﻮﻝ ﺃﻛﺜـﺮ‬ ‫‪ .36‬ﺇﺫﺍ ﻋـﺮﻑ ﺗﺮﻛﻴﺰ ﺃﺣـﺪ ﺍﻷﻳﻮﻧﺎﺕ؛ ﻳﻤﻜﻦ ﺣﺴـﺎﺏ ﺗﺮﻛﻴﺰ ﺍﻵﺧﺮ‬
‫ﻭﻳﺘﻐـﲑ ‪ pH‬ﻣﻦ ‪7‬‬
‫ﹼ‬ ‫ﺇﱃ ‪ 1‬ﻭﻳﻨﻘـﺺ ]‪ [OH -‬ﻣـﻦ ‪ 10-7‬ﺇﱃ ‪،10-14‬‬ ‫ﺑﺎﺳﺘﻌﲈﻝ ﺗﻌﺒﲑ ‪.Kw‬‬
‫ﻭﻳﺘﻐـﲑ ‪ pOH‬ﻣﻦ ‪ 7‬ﺇﱃ ‪ .14‬ﻭﻋﻨﺪﻣـﺎ ﹼ‬
‫ﻳﺘﺤﻮﻝ ﳏﻠﻮﻝ‬ ‫ﹼ‬ ‫ﺇﱃ ﺻﻔـﺮ‪،‬‬ ‫‪ .37‬ﺍﻟﺰﻳـﺎﺩﺓ ﰲ ﺃﻳﻮﻧـﺎﺕ ‪ OH-‬ﻣـﻦ ﻗﻄـﺮﺓ ‪ NaOH‬ﺗﺪﻓـﻊ ﺍﻟﺘﺄ ﹼﻳـﻦ‬
‫ﻣﺘﻌـﺎﺩﻝ ﺇﱃ ﳏﻠﻮﻝ ﺃﻛﺜـﺮ ﻗﺎﻋﺪ ﹼﻳﺔ‪ ،‬ﻓﻬﺬﺍ ﻳﻌﻨـﻲ ﻧﻘﺼﺎﻥ ]‪ [H +‬ﻣﻦ‬ ‫ﻛﻤﻴﺔ ﺟﺰﻳﺌـﺎﺕ ﺍﳌﺎﺀ ﻏﲑ ﱠ‬
‫ﺍﳌﻔﻜﻜﺔ‪.‬‬ ‫ﺍﻟﺬﺍﰐ ﻟﻠﲈﺀ ﺇﱃ ﺍﻟﻴﺴـﺎﺭ ﻭﺗﺰﻳﺪ ﹼ‬
‫ﻭﺗﻐﲑ ﺍﻟـ ‪pH‬‬
‫‪ 10-7‬ﺇﱃ ‪ ،10-14‬ﻭﺯﻳـﺎﺩﺓ ]‪ [OH -‬ﻣـﻦ ‪ 10-7‬ﺇﱃ ‪ ،1‬ﹼ‬ ‫]‪ [OH -‬ﻳﺰﺩﺍﺩ‪ ،‬ﺃ ﹼﻣﺎ ]‪ [H +‬ﻓﻴﻨﻘﺺ‪.‬‬
‫ﻭﺗﻐﲑ ﺍﻟـ ‪ pOH‬ﻣﻦ ‪ 7‬ﺇﱃ ﺻﻔﺮ‪.‬‬ ‫ﻣﻦ ‪ 7‬ﺇﱃ ‪ ،14‬ﹼ‬ ‫‪ pH .38‬ﺃﻭ ﺗﺮﻛﻴﺰ ‪ H +‬ﻭﺍﻟﱰﻛﻴﺰ ﺍﻷﻭﱄ ﻟﻠﺤﻤﺾ‪.‬‬

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 ‫‪5-4‬‬ ‫ﲑﺍ ﺑﲔ ﺍﻟﺮﺃﻳﲔ‪،‬‬
‫‪Neutralization‬‬

‫ﻋﻨﺪﻣﺎ ﻳﻘﺪﹼ ﻡ ﻓﺮﻳﻘﺎﻥ ﻣﺘﻨﺎﻇـﺮﺍﻥ ﹸﺣ ﹶﺠ ﹰﺠﺎ ﻣﻘﻨﻌﺔ ﲡﺪ ﻧﻔﺴـﻚ ﻣﺘﺤ ﹰ‬

‫اﻟﺮﺋﻴﺴﺔ‬ ‫اﻟﻔﻜﺮة‬
‫‪5-4‬‬

‫ﻣﻌــﺎﺩﻻﺕ ﻛﻴﻤﻴـﺎﺋﻴـﺔ‬
‫ﻟﺘﻔﺎﻋﻼﺕ ﺍﻟﺘﻌﺎﺩﻝ‪.‬‬
‫ﻻ؛ ﺇﺫ ﺗﺘﺴـﺎﻭ￯ ﻭﺟﻬﺘﺎ ﺍﻟﻨﻈﺮ ﻋﻨﺪﻙ‪ .‬ﻭﺑﻄﺮﻳﻘﺔ ﳑﺎﺛﻠﺔ ﻳﻜﻮﻥ ﺍﳌﺤﻠﻮﻝ‬ ‫ﻟﺬﺍ ﻳﻜﻮﻥ ﺭﺃﻳﻚ ﳏﺎﻳﺪﹰ ﺍ ﺃﻭ ﻣﺘﻌﺎﺩ ﹰ‬
‫ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﲈﻝ ﺗﻔﺎﻋﻼﺕ‬
‫‪.1‬‬ ‫ﻻ ﻋﻨﺪﻣﺎ ﺗﺘﺴﺎﻭ￯ ﺃﻋﺪﺍﺩ ﺃﻳﻮﻧﺎﺕ ﺍﳍﻴﺪﺭﻭﺟﲔ ﻭﺃﻳﻮﻧﺎﺕ ﺍﳍﻴﺪﺭﻭﻛﺴﻴﺪ ﰲ ﺍﳌﺤﻠﻮﻝ‪.‬‬ ‫ﻣﺘﻌﺎﺩ ﹰ‬
‫ﺍﻟﺘﻌﺎﺩﻝ ﰲ ﻣﻌﺎﻳﺮﺓ ﺍﻷﲪﺎﺽ‬
‫ﻭﺍﻟﻘﻮﺍﻋﺪ‪.‬‬
‫ﺑﲔ ﺧﻮﺍﺹ ﺍﳌﺤﺎﻟﻴﻞ ‪Reactions Between Acids and Bases‬‬
‫ﺍﳌﻨﻈﻤﺔ ﻭﺍﳌﺤﺎﻟﻴﻞ ﻏﲑ ﺍﳌﻨﻈﻤﺔ‪ .‬ﻫﻞ ﺃﺣﺴﺴﺖ ﻳﻮ ﹰﻣﺎ ﺑﺴﻮﺀ ﻫﻀﻢ ﺃﻭ ﺣﺮﻗﺔ ﰲ ﻓﻢ ﺍﳌﻌﺪﺓ؟ ﻫﻞ ﺗﻨﺎﻭﻟﺖ ﺃﺣﺪ ﻣﻀﺎﺩﺍﺕ ﺍﳊﻤﻮﺿﺔ ﻛﺎﻟﺘﻲ‬
‫ﻗﺒﻞ ﺑﺪﺀ ﺍﻟـﺪﺭﺱ‪ ،‬ﺍﻋﺮﺽ ﻋﲆ ﺍﻟﻄﻼﺏ ﴍﳛـﺔ ﺍﻟﱰﻛﻴﺰ ﺭﻗﻢ‬ ‫ﺗﻈﻬﺮ ﰲ ﺍﻟﺸﻜﻞ ‪ 5-19‬ﻟﺘﺨﻔﻒ ﻣﻦ ﺣﺎﻟﺔ ﻋﺪﻡ ﺍﻻﺭﺗﻴﺎﺡ ﺗﻠﻚ؟ ﻣﺎ ﻧﻮﻉ ﺍﻟﺘﻔﺎﻋﻞ ﺍﻟﺬﻱ ﳛﺪﺙ ﻋﻨﺪﻣﺎ‬
‫)‪ (18‬ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﻣﺼـﺎﺩﺭ ﺍﻟﺘﻌﻠﻢ ﻟﻠﻔﺼﻮﻝ )‪ ،(1-5‬ﻭﻳﻤﻜﻨﻚ‬ ‫ﹶ‬
‫ﳏﻠﻮﻝ‬ ‫ﻳﻼﻣﺲ ﻫﻴﺪﺭﻭﻛﺴﻴﺪ ﺍﳌﺎﻏﻨﺴﻴﻮﻡ ‪- Mg (OH) 2‬ﻭﻫﻮ ﺍﳌﺮﻛﺐ ﺍﻟﻨﺸﻂ ﰲ ﺣﻠﻴﺐ ﺍﳌﺎﻏﻨﺴﻴﺎ‪-‬‬
‫ﺩﺭﺍﺳﺔ‬
‫ﲪﺾ ﺍﳍﻴﺪﺭﻭﻛﻠﻮﺭﻳﻚ )‪ (HCl‬ﺍﻟﺬﻱ ﺗﻨﺘﺠﻪ ﺍﳌﻌﺪﺓ؟‬
‫ﻋﺮﺿﻬـﺎ ﻣﻠﻮﻧﺔ ﻣﻦ ﺧـﻼﻝ ﺍﻟﺮﺟـﻮﻉ ﺇﱃ ﺍﳌﻮﻗـﻊ ﺍﻹﻟﻜﱰﻭﲏ‪:‬‬ ‫ﺍﻟﻜﻤﻴﺔ ﺑﲔ ﻛﻤﻴﺎﺕ ﺍﳌﻮﺍﺩ‬
‫ﹼ‬ ‫ﺍﻟﻌﻼﻗﺎﺕ‬
‫ﺍﳌﺘﻔﺎﻋﻠﺔ ﺍﳌﺴﺘﻬﻠﻜﺔ ﻭﺍﻟﻨﻮﺍﺗﺞ ﺍﳌﺘﻜﻮﻧﺔ ﻋﻨﺪﻣﺎ ﻳﺘﻔﺎﻋﻞ ‪ Mg (OH) 2‬ﻣﻊ ﲪﺾ ‪ HCl‬ﳛﺪﺙ ﺗﻔﺎﻋﻞ ﺗﻌﺎﺩﻝ‪ .‬ﻭﺗﻔﺎﻋﻞ ﺍﻟﺘﻌﺎﺩﻝ ﺗﻔﺎﻋﻞ ﳏﻠﻮﻝ‬
‫ﻣﻠﺤﺎ ﻭﻣﺎ ﹰﺀ‪ .‬ﻭﺍﳌﻠﺢ ﻣﺮﻛﺐ ﺃﻳﻮﲏ ﻳﺘﻜﻮﻥ ﻣﻦ ﺃﻳﻮﻥ ﻣﻮﺟﺐ ﻣﻦ ﻗﺎﻋﺪﺓ‬
‫ﰲ ﺍﻟﺘﻔﺎﻋﻞ ﺍﻟﻜﻴﻤﻴﺎﺋﻲ؛ ﺑﺎﻻﻋﺘﲈﺩ ﻋﲆ ﲪﺾ ﻣﻊ ﳏﻠﻮﻝ ﻗﺎﻋﺪﺓ ﻳﻨﺘﺞ ﹰ‬
‫ﻣﺰﺩﻭﺟﺎ‪.‬‬
‫ﹰ‬ ‫ﻭﺃﻳﻮﻥ ﺳﺎﻟﺐ ﻣﻦ ﲪﺾ‪ ،‬ﻟﺬﺍ ﻳﻜﻮﻥ ﺗﻔﺎﻋﻞ ﺍﻟﺘﻌﺎﺩﻝ ﺇﺣﻼ ﹰ‬
‫ﻻ‬ ‫ﻗﺎﻧﻮﻥ ﺣﻔﻆ ﺍﻟﻜﺘﻠﺔ‪.‬‬
‫‪www.obeikaneducation.com‬‬ ‫ﰲ ﺍﻟﺘﻔﺎﻋﻞ ﺑﲔ ﻫﻴﺪﺭﻭﻛﺴﻴﺪ ﺍﳌﺎﻏﻨﺴﻴﻮﻡ ﻭﲪﺾ ﺍﳍﻴﺪﺭﻭﻛﻠﻮﺭﻳﻚ ﳛﻞ‬
‫ﺍﳌﺎﻏﻨﺴﻴﻮﻡ ﳏﻞ ﺍﳍﻴﺪﺭﻭﺟﲔ ﰲ ‪ ،HCl‬ﻭﳛﻞ ﺍﳍﻴﺪﺭﻭﺟﲔ ﳏﻞ ﺍﳌﺎﻏﻨﺴﻴﻮﻡ ﰲ ‪.Mg(OH) 2‬‬
‫ﺗﻔﺎﻋﻞ ﺍﻟﺘﻌﺎﺩﻝ‬
‫اﻟﺮﺋﻴﺴﺔ‬ ‫اﻟﻔﻜﺮة‬ ‫)‪Mg(OH) 2 (aq) + 2HCl (aq) → MgCl 2 (aq) + 2H 2O (l‬‬
‫ﺍﳌﻠﺢ‬
‫ﻗﺎﻋﺪﺓ‬ ‫‪+‬‬ ‫ﲪﺾ‬ ‫→‬ ‫‪ +‬ﻣﻠﺢ‬ ‫ﻣﺎﺀ‬
‫ﻳﺘﻄـﻮﻉ‬
‫ﹼ‬ ‫ﺍﻃﻠـﺐ ﺇﱃ ﺍﻟﻄـﻼﺏ ﺃﻥ‬ ‫ﻻﺣﻆ ﺃﻥ ﺍﻷﻳﻮﻥ ﺍﳌﻮﺟﺐ ﻣﻦ ﺍﻟﻘﺎﻋﺪﺓ ﻳﺘﺤﺪ ﺑﺎﻷﻳﻮﻥ ﺍﻟﺴﺎﻟﺐ ﻣﻦ ﺍﳊﻤﺾ ‪ Cl-‬ﰲ ﺍﳌﻠﺢ ‪.MgCl2‬‬
‫ﺍﳌﻌﺎﻳﺮﺓ‬
‫ﺍﳌﺤﻠﻮﻝ ﺍﻟﻘﻴﺎﳼ‬
‫ﻭﻋﻨﺪ ﻛﺘﺎﺑﺔ ﻣﻌﺎﺩﻻﺕ ﺍﻟﺘﻌﺎﺩﻝ ﻋﻠﻴﻚ ﺃﻥ ﺗﻌﺮﻑ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﲨﻴﻊ ﺍﳌﻮﺍﺩ ﺍﳌﺘﻔﺎﻋﻠﺔ ﻭﺍﻟﻨﻮﺍﺗﺞ ﰲ ﺍﳌﺤﻠﻮﻝ‬
‫ﺍﳉﺰﻳﺌﻴـﺔ ﻟﺘﻔﺎﻋﻞ ﺍﻹﺣﻼﻝ ﺍﳌﺰﺩﻭﺝ ﺑﲔ‬
‫ﹼ‬ ‫ﺃﺣﺪﻫـﻢ؛ ﻟﻴﻜﺘﺐ ﺍﳌﻌﺎﺩﻟﺔ‬ ‫ﺗﻜﻮﻥ ﰲ ﺻﻮﺭﺓ ﺟﺰﻳﺌﺎﺕ ﺃﻭ ﻭﺣﺪﺍﺕ ﺻﻴﻎ‪ .‬ﺗﻔﺤﺺ ﻣﺜ ﹰ‬
‫ﻼ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺼﻴﻎ ﻭﺍﳌﻌﺎﺩﻟﺔ ﺍﻷﻳﻮﻧﻴﺔ ﺍﻟﻜﺎﻣﻠﺔ‬ ‫ﻧﻘﻄﺔ ﺍﻟﺘﻜﺎﻓﺆ‬
‫ﻛﺎﺷﻒ ﺍﳊﻤﺾ ﻭﺍﻟﻘﺎﻋﺪﺓ‬
‫ﲪﺾ ﺍﳍﻴﺪﺭﻭﻛﻠﻮﺭﻳﻚ ﻭﻫﻴﺪﺭﻭﻛﺴﻴﺪ ﺍﻟﺼﻮﺩﻳﻮﻡ ﻋﲆ ﺍﻟﺴﺒﻮﺭﺓ‪.‬‬ ‫ﻟﻠﺘﻔﺎﻋﻞ ﺑﲔ ﲪﺾ ﺍﳍﻴﺪﺭﻭﻛﻠﻮﺭﻳﻚ ﻭﻫﻴﺪﺭﻭﻛﺴﻴﺪ ﺍﻟﺼﻮﺩﻳﻮﻡ ﺍﻵﺗﻴﺔ‪:‬‬
‫)‪HCl (aq) + NaOH (aq) → NaCl (aq) + H 2O (l‬‬ ‫ﻧﻘﻄﺔ ﺍﻟﻨﻬﺎﻳﺔ‬
‫)‪HCl(aq) + NaOH(aq) → NaCl(aq) + H2O(l‬‬ ‫ﲤﻴﻪ ﺍﻷﻣﻼﺡ‬‫ﹼ‬
‫ﺍﳌﺤﻠﻮﻝ ﺍﳌﻨﻈﻢ‬
‫ﹴ‬
‫ﺻﻴﻐﺔ؟ ﻭﺍﻛﺘﺐ ﺍﻹﺟﺎﺑﺎﺕ‬ ‫ﺍﳌﺮﻛﺐ ﺍﻟﺬﻱ ﲤ ﱢﺜﻠﻪ ﱡ‬
‫ﻛﻞ‬ ‫ﻭﺍﺳﺄﻝ‪ :‬ﻣﺎ ﻧﻮﻉ ﱠ‬
‫‪5-19‬‬
‫ﺳﻌﺔ ﺍﳌﺤﻠﻮﻝ ﺍﳌﻨﻈﻢ‬

‫ﺍﳉﺰﻳﺌﻴﺔ‪ .‬ﻣﺎﺀ ‪ +‬ﻣﻠﺢ → ﻗﺎﻋﺪﺓ ‪ +‬ﲪﺾ‬

‫ﱠ‬ ‫ﲢﺖ ﺍﻟﺼﻴﻎ ﰲ ﺍﳌﻌﺎﺩﻟﺔ‬
‫ﺛـﻢ ﺍﺳـﺄﻝ‪ :‬ﻣـﺎ ﻧـﻮﻉ ﺍﳌﺤﻠـﻮﻝ ﺍﻟﻨﺎﺗـﺞ ﻋﻨﺪﻣـﺎ ﻳﺘﻔﺎﻋـﻞ ﲪـﺾ‬
‫ﺑﻜﻤﻴـﺎﺕ ﻣﺘﻜﺎﻓﺌﺔ؟ ﻳﻨﺘﺞ‬
‫ﺃﻱ ﻫﻴﺪﺭﻭﻛﺴـﻴﺪ ﹼ‬‫ﺍﳍﻴﺪﺭﻭﻛﻠﻮﺭﻳـﻚ ﻣﻊ ﹼ‬ ‫‪187‬‬

‫ﻣﻠﺤﻲ ﻣﺘﻌﺎﺩﻝ‪ .‬ﻭﺃﴍ ﺇﱃ ﺃﻥ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﺘﻔﺎﻋﻼﺕ ﺗﺴـﻤﻰ‬

‫ﹼ‬ ‫ﳏﻠﻮﻝ‬
‫ﺗﻔﺎﻋﻼﺕ ﺍﻟﺘﻌﺎﺩﻝ‪.‬‬

‫‪.2‬‬
‫ﻣﺸﺮوع اﻟﻜﻴﻤﻴﺎء‬

‫ﺩﻉ ﺍﻟﻄﻼﺏ‬
‫ﻧﻈﺮﺍ ﻟﺘﺄ ﱡﻳﻦ ﺍﳊﻤﺾ‬ ‫ﹼﺑﲔ ﻟﻠﻄﻼﺏ ﺃﻧﹼﻪ ﹰ‬ ‫ﻳﺘﻔﺤﺼﻮﺍ ﺑﻌـﺾ ﺍ ﹸﳌﻠﺼﻘﺎﺕ ﻋﲆ‬ ‫ﱠ‬
‫ﺍﻷﻳﻮﻧﻴﺔ‬
‫ﹼ‬ ‫ﺟﺰﺋﻴﺎ ﻓﻘﻂ ﰲ ﺍﳌﺤﻠﻮﻝ ﺍﳌﺎﺋﻲ ﻓﻘﻂ؛ ﹼ‬
‫ﻓﺈﻥ ﺍﳌﻌﺎﺩﻟﺔ‬ ‫ﺍﻟﻀﻌﻴﻒ ﹼﹰ‬ ‫ﻋﺒﻮﺍﺕ ﺑﻀﻌﺔ ﺃﻧﻮﺍ ﹴﻉ ﻣﻦ ﻣﻀﺎ ﱠﺩﺍﺕ‬
‫ﻭﻗﺎﻋﺪﺓ ﻗﻮ ﹼﻳ ﹴﺔ‪ ،‬ﲣﺘﻠﻒ‬
‫ﹴ‬ ‫ﹴ‬
‫ﺿﻌﻴﻒ‬ ‫ﺍﻟﻜﻠﻴﺔ ﻟﺘﻔﺎﻋـﻞ ﺍﻟﺘﻌﺎﺩﻝ ﺑﲔ ﹴ‬
‫ﲪﺾ‬ ‫ﹼ‬ ‫ﺍﳊﻤﻮﺿـﺔ‪ ،‬ﻭﳛﺪﱢ ﺩﻭﺍ ﺍﳌـﻮﺍ ﹼﺩ ﺍﻟﺘﻲ‬
‫ﻗﺎﻋﺪﺓ ﻗﻮ ﱠﻳﺔ‪.‬ﹴ‬
‫ﹴ‬ ‫ﻗﻮﻱ ﻣﻊ‬
‫ﲪﺾ ﱟ‬ ‫ﺍﻟﻜﻠﻴﺔ ﻟﺘﻔﺎﻋﻞ ﹴ‬
‫ﹼ‬ ‫ﺍﻷﻳﻮﻧﻴﺔ‬
‫ﹼ‬ ‫ﻋﻦ ﺍﳌﻌﺎﺩﻟﺔ‬ ‫ﺗﻌﺎﺩﻝ ﺍﻷﲪﺎﺽ‪ ،‬ﻭﺩﻋﻬﻢ ﻳﺴﺘﻘﺼﻮﺍ‬
‫ﺍﻟﻜﻠﻴـﺔ ﻟﻠﺘﻔﺎﻋـﻞ ﺑـﲔ ﳏﻠـﻮﱄ ‪HClO‬‬
‫ﹼ‬ ‫ﺍﻷﻳﻮﻧﻴـﺔ‬
‫ﹼ‬ ‫ﹰ‬
‫ﻓﻤﺜـﻼ‪ ،‬ﺍﳌﻌﺎﺩﻟـﺔ‬ ‫ﺍﳉﺎﻧﺒﻴﺔ‬
‫ﱠ‬ ‫ﺍﻷﺧﻄﺎﺭ ﺍﳌﺤﺘﻤﻠﺔ‪ ،‬ﻭﺍﻵﺛﺎﺭ‬
‫ﻭ ‪ NaOH‬ﰲ ﺍﳌﺎﺀ ﻫﻲ‪:‬‬ ‫ﻷﺧـﺬ ﻫـﺬﻩ ﺍﳌﻨﺘﺠـﺎﺕ‪ .‬ﻭﺃﺛـﺮ‬
‫)‪HClO(aq)+OH-(aq)→H2O(l)+ ClO-(aq‬‬ ‫ﻣﻀـﺎﺩﺍﺕ ﺍﳊﻤﻮﺿـﺔ ﰲ ﺗﻘﻠﻴـﻞ‬ ‫ﱠ‬
‫ﹶ‬
‫ﳏﻠـﻮﱄ ‪HCl‬‬ ‫ﺍﻟﻜﻠﻴـﺔ ﻟﻠﺘﻔﺎﻋﻞ ﺑﲔ‬
‫ﱠ‬ ‫ﺍﻷﻳﻮﻧﻴـﺔ‬
‫ﱠ‬ ‫ﰲ ﺣـﲔ ﹼ‬
‫ﺃﻥ ﺍﳌﻌﺎﺩﻟـﺔ‬ ‫ﺃﲪﺎﺽ ﺍﳌﻌﺪﺓ‪.‬‬
‫ﻭ ‪ NaOH‬ﰲ ﺍﳌﺎﺀ ﻫﻲ‪:‬‬
‫)‪H+(aq) + OH-(aq) → H2O(l‬‬

‫‪187‬‬
 ‫‪5-20‬‬
‫‪+‬‬ ‫‪-‬‬
‫‪+‬‬ ‫→‬ ‫‪+‬‬ ‫‪H3O+‬‬

‫‪OH‬‬ ‫‪-‬‬

‫)‪H3O+(aq‬‬ ‫)‪OH-(aq‬‬ ‫)‪2H2O(l‬‬

‫ﻳﺼﻤﻤﻮﺍ ﲡﺮﺑﺔ؛ ﻻﺧﺘﺒﺎﺭ‬

‫ﺍﳌﻬﺘﻤﲔ ﺃﻥ ﱢ‬
‫ﱢ‬ ‫ﺍﻃﻠـﺐ ﺇﱃ ﺍﻟﻄﻼﺏ‬
‫ﻷﻥ ‪ HCl‬ﲪﺾ ﻗﻮﻱ‪ ،‬ﻭ ‪ NaOH‬ﻗﺎﻋﺪﺓ ﻗﻮﻳﺔ‪ ،‬ﻭ ‪ NaCl‬ﻣﻠﺢ ﻗﺎﺑﻞ ﻟﻠﺬﻭﺑﺎﻥ‪،‬‬ ‫ﹴ‬
‫ﻭﺻﻔﺔ‬ ‫ﻣﺘﻨﻮﻋـﺔ‪ ،‬ﻳﻤﻜﻦ ﴍﺍﺅﻫـﺎ ﺩﻭﻥ‬
‫ﻓﻌﺎﻟﻴـﺔ ﻣﻀـﺎ ﹼﺩﺍﺕ ﲪﻮﺿﺔ ﹼ‬
‫ﹼ‬
‫ﻃﺒﻴ ﹴـﺔ‪ ،‬ﻭﺑﻌﺪ ﻣﻮﺍﻓﻘﺘﻚ ﻋﲆ ﺧﻄﻮﺍﺕ ﻋﻤﻠﻬﻢ‪ ،‬ﺍﺳـﻤﺢ ﳍﻢ ﺑﺎﺟﺮﺍﺀ‬
‫ﻟﺬﺍ ﺗﻜﻮﻥ ﺍﳌﺮﻛﺒﺎﺕ ﺍﻟﺜﻼﺛﺔ ﰲ ﺻﻮﺭﺓ ﺃﻳﻮﻧﺎﺕ ﰲ ﺍﳌﺤﻠﻮﻝ ﺍﳌﺎﺋﻲ‪.‬‬
‫‪C19-10C-828378-A‬‬
‫)‪H + (aq) +Cl - (aq)+Na + (aq)+OH - (aq)→Na+ (aq)+Cl- (aq)+H 2O (l‬‬ ‫ﱠ‬
‫ﺗﻈﻬﺮ ﺃﻳﻮﻧﺎﺕ ﺍﻟﺼﻮﺩﻳﻮﻡ ﻭﺃﻳﻮﻧﺎﺕ ﺍﻟﻜﻠﻮﺭﻳﺪ ﻋﲆ ﺟﺎﻧﺒﻲ ﺍﳌﻌﺎﺩﻟﺔ‪ ،‬ﻟﺬﺍ ﺗﺴﻤﻰ‬
‫ﺃﻳﻮﻧﺎﺕ ﻣﺸﺎﻫﺪﺓ ؛ ﺃﻱ ﻻ ﺗﺪﺧﻞ ﰲ ﺍﻟﺘﻔﺎﻋﻞ‪ ،‬ﻭﻳﻤﻜﻦ ﺣﺬﻓﻬﺎ ﻟﻠﺤﺼﻮﻝ ﻋﲆ‬
‫ﺍﻟﺘﺠﺎﺭﺏ ﰲ ﺍﳌﺨﺘﱪ‪.‬‬
‫ﺍﳌﻌﺎﺩﻟﺔ ﺍﻷﻳﻮﻧﻴﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ ﳌﻌﺎﺩﻟﺔ ﲪﺾ ﻗﻮﻱ ﻣﻊ ﻗﺎﻋﺪﺓ ﻗﻮﻳﺔ‪.‬‬
‫)‪H + (aq)+ OH - (aq)→H 2O (l‬‬
‫ﻻﺣﻆ ﺗﻔﺎﻋﻞ ﺍﻟﺘﻌﺎﺩﻝ ﰲ ﺍﻟﺸﻜﻞ ‪.5-20‬‬
‫‪5-21‬‬
‫ﺍﳌﻌﺎﺩﻟـﺔ ﺍﻷﻳﻮﻧﻴﺔﺍﻟﻜﺎﻣﻠـﺔ‪ ،‬ﻭﺍﳌﻌﺎﺩﻟـﺔ ﺍﻷﻳﻮﻧﻴـﺔ‬
‫ﺍﻟﻨﻬﺎﺋﻴﺔ ﻟﺘﻌﺎﺩﻝ ﲪﺾ ‪ HNO 3‬ﻣﻊ ﺍﻟﻘﺎﻋﺪﺓ ‪.KOH‬‬
‫‪pH‬‬ ‫‪pH‬‬ ‫;)‪HNO3(aq) + KOH(aq)→ KNO3(aq) + H2O(l‬‬
‫ﺗﺘﺸﺎﺑﻪ ﺍﳊﺴﺎﺑﺎﺕ ﺍﻟﻜﻴﻤﻴﺎﺋﻴﺔ ﳊﺴﺎﺏ ﺍﻟﻜﻤﻴﺎﺕ‬ ‫→ )‪H+(aq) + NO3-(aq) + K+(aq) + OH-(aq‬‬
‫ﰲ ﺗﻔﺎﻋﻞ ﺍﻟﺘﻌﺎﺩﻝ ﺑﲔ ﲪﺾ ﻭﻗﺎﻋﺪﺓ ﻣﻊ ﺃﻱ ﺗﻔﺎﻋﻞ ﺁﺧﺮ ﳛﺪﺙ ﰲ ﳏﻠﻮﻝ‪ .‬ﻓﻔﻲ‬
‫ﺗﻔﺎﻋﻞ ﻣﻀﺎﺩ ﺍﳊﻤﻮﺿﺔ ﺍﻵﰐ‪ ،‬ﻧﺠﺪ ﺃﻥ ‪ 1mol Mg(OH) 2‬ﻳﻌﺎﺩﻝ ‪.2 mol HCl‬‬ ‫)‪K+(aq) + NO3-(aq) + H2O(l‬‬
‫)‪Mg(OH) 2 (aq) + 2HCl (aq) → MgCl 2 (aq) + 2H 2O (l‬‬
‫ﺍﺣﺬﻑ ﺍﻷﻳﻮﻧﺎﺕ ﺍﻟﻤﺸﺘﺮﻛﺔ‬
‫ﻭﺗﺒﲔ ﺍﳊﺴﺎﺑﺎﺕ ﺍﻟﻜﻴﻤﻴﺎﺋﻴﺔ ﺃﺳﺎﺱ ﻃﺮﻳﻘﺔ ﺍﳌﻌﺎﻳﺮﺓ‪ ،‬ﻭﺍﻟﺘﻲ ﺗﺴﺘﻌﻤﻞ ﻟﺘﺤﺪﻳﺪ‬
‫ﺗﺮﺍﻛﻴﺰ ﺍﳌﺤﺎﻟﻴﻞ ﺍﳊﻤﻀﻴﺔ ﻭﺍﻟﻘﺎﻋﺪﻳﺔ‪ .‬ﻓﺎﳌﻌﺎﻳﺮﺓ ﻃﺮﻳﻘﺔ ﻟﺘﺤﺪﻳﺪ ﺗﺮﻛﻴﺰ ﳏﻠﻮﻝ‬ ‫)‪H+(aq) + OH-(aq) → H2O(l‬‬
‫ﻣﺎ؛ ﻭﺫﻟﻚ ﺑﺘﻔﺎﻋﻞ ﺣﺠﻢ ﻣﻌﻠﻮﻡ ﻣﻨﻪ ﻣﻊ ﳏﻠﻮﻝ ﺗﺮﻛﻴﺰﻩ ﻣﻌﻠﻮﻡ‪ .‬ﻓﺈﺫﺍ ﺃﺭﺩﺕ‬
‫ﺇﳚﺎﺩ ﺗﺮﻛﻴﺰ ﳏﻠﻮﻝ ﲪﴤ ﻓﺴﻮﻑ ﺗﻌﺎﻳﺮﻩ ﻣﻊ ﳏﻠﻮﻝ ﻗﺎﻋﺪﻱ ﺗﺮﻛﻴﺰﻩ ﻣﻌﻠﻮﻡ‪ .‬ﻛﲈ‬
‫ﻳﻤﻜﻨﻚ ﻣﻌﺎﻳﺮﺓ ﻗﺎﻋﺪﺓ ﺗﺮﻛﻴﺰﻫﺎ ﻏﲑ ﻣﻌﻠﻮﻡ ﻣﻊ ﲪﺾ ﺗﺮﻛﻴﺰﻩ ﻣﻌﻠﻮﻡ‪ .‬ﻛﻴﻒ ﺗﺘﻢ‬
‫ﻣﻌﺎﻳﺮﺓ ﲪﺾ ﻭﻗﺎﻋﺪﺓ؟ ﻳﺒﲔ ﺍﻟﺸﻜﻞ ‪ 5-21‬ﹰ‬
‫ﻧﻮﻋﺎ ﻣﻦ ﺍﳌﻌﺪﺍﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ‬
‫ﺍﻟﺘﻐﲑ ﰲ ﻗﻴﻢ‬
‫ﹼ‬ ‫ﳌﺮﺍﻗﺒﺔ‬ ‫‪pH‬‬ ‫ﻣﻘﻴﺎﺱ‬ ‫ﻋﻤﻠﻴﺔ ﺍﳌﻌﺎﻳﺮﺓ‪ .‬ﻭﻳﺴﺘﻌﻤﻞ ﰲ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ‬
‫‪ pH‬ﰲ ﺃﺛﻨﺎﺀ ﻋﻤﻠﻴﺔ ﺍﳌﻌﺎﻳﺮﺓ‪.‬‬

‫‪188‬‬

‫دﻓﺘﺮ اﻟﻜﻴﻤﻴﺎء‬

‫ﺩﻉ ﺍﻟﻄـﻼﺏ ﻳﻜﺘﺒـﻮﺍ ﻣﻘـﺎﻻﺕ‬

‫ﻟﺬﺭﺓ‬
‫ﺇﺑﺪﺍﻋﻴـﺔ‪ ،‬ﺗﺼﻒ ﻣﺎ ﳛـﺪﺙ ﱠ‬ ‫ﱠ‬
‫ﻫﻴﺪﺭﻭﺟـﲔ ﻣﻮﺟـﻮﺩﺓ ﰲ ﺟﺰﻱﺀ‬
‫ﻛﻠﻮﺭﻳـﺪ ﺍﳍﻴﺪﺭﻭﺟـﲔ‪ ،‬ﻋﻨﺪﻣـﺎ‬
‫ﻳـﺬﻭﺏ ﺍﳉـﺰﻱﺀ ﰲ ﺍﳌـﺎﺀ ﻭﻳﻨﺘـﺞ‬
‫ﲪﺾ ﺍﳍﻴﺪﺭﻭﻛﻠﻮﺭﻳﻚ‪ ،‬ﺛﻢ ﻣﻌﺎﺩﻟﺘﻪ‬
‫ﺑﻮﺍﺳـﻄﺔ ﳏﻠـﻮﻝ ﻫﻴﺪﺭﻭﻛﺴـﻴﺪ‬
‫ﺍﻟﺼﻮﺩﻳﻮﻡ ﺍﳌﺎﺋﹺ ﹼﻲ‪.‬‬

‫‪188‬‬
 ‫‪50.00 mL 0.1000M HCOOH‬‬ ‫‪b‬‬ ‫‪50.0 mL 0.100M HCl‬‬ ‫‪a‬‬
‫‪0.1000M NaOH‬‬ ‫‪0.100M NaOH‬‬
‫‪14‬‬ ‫‪14‬‬

‫‪12‬‬ ‫‪12‬‬

‫‪10‬‬ ‫‪10‬‬

‫ﺍﻟﺬﻭﺑﺎﻧﻴـﺔ ﺍﳌﻨﺨﻔﻀـﺔ ﱟ‬
‫ﻟﻜﻞ ﻣﻦ‬ ‫ﹼ‬ ‫ﺃﴍ ﺇﱃ ﺃﻥ‬
‫‪8‬‬ ‫‪8‬‬

‫‪pH‬‬

‫‪pH‬‬
‫‪6‬‬ ‫‪6‬‬

‫ﻫﻴﺪﺭﻭﻛﺴـﻴﺪ ﺍﻷﻟﻮﻣﻨﻴـﻮﻡ‪ ،‬ﻭﻫﻴﺪﺭﻭﻛﺴـﻴﺪ ﺍﳌﺎﻏﻨﺴـﻴﻮﻡ ﲡﻌﻠﻬـﲈ‬

‫‪4‬‬ ‫‪4‬‬

‫‪2‬‬ ‫‪2‬‬

‫ﻣﻀﺎﺩﻳـﻦ ﻟﻠﺤﻤﻮﺿﺔ‪ .‬ﻟـﻮ ﻛﺎﻧـﺖ ﺫﻭﺑﺎﻧﻴﺘﻬﲈ‬

‫ﱠ‬ ‫ﻣﻨﺎﺳـﺒﲔ ﺑﻮﺻﻔﻬـﲈ‬
‫‪0‬‬ ‫‪0‬‬
‫‪0‬‬ ‫‪10‬‬ ‫‪20‬‬ ‫‪30‬‬ ‫‪40‬‬ ‫‪50‬‬ ‫‪60‬‬ ‫‪70‬‬ ‫‪0‬‬ ‫‪10‬‬ ‫‪20‬‬ ‫‪30‬‬ ‫‪40‬‬ ‫‪50‬‬ ‫‪60‬‬ ‫‪70‬‬
‫‪mL‬‬ ‫‪NaOH‬‬ ‫‪mL‬‬ ‫‪NaOH‬‬

‫ﻋﺎﻟﻴـﺔ ﹼ‬
‫ﻓـﺈﻥ ﺍﻟﱰﺍﻛﻴـﺰ ﺍﻟﻌﺎﻟﻴﺔ ﻷﻳﻮﻧـﺎﺕ ﺍﳍﻴﺪﺭﻭﻛﺴـﻴﺪ ﺍﻟﻨﺎﲡﺔ ﻋﻨﺪ‬ ‫‪C19 13C 828378 08‬‬
‫‪5-22‬‬
‫ﻭﻗﺎﻋﺪﺓ؟‬ ‫ﲪﺾ‬
‫‪C19 12C‬‬ ‫ﻣﻌﺎﻳﺮﺓ‬
‫‪828378‬‬ ‫ﺗﺘﻢ ‪08‬‬
‫ﻛﻴﻒ ‪A‬‬

‫‪ .1‬ﻳﻮﺿﻊ ﺣﺠﻢ ﻣﻌﲔ ﻣﻦ ﺍﳌﺤﻠﻮﻝ ﺍﳊﻤﴤ ﺃﻭ ﺍﻟﻘﺎﻋﺪﻱ ﻏﲑ ﺍﳌﻌﺮﻭﻑ ﺍﻟﱰﻛﻴﺰ ﰲ ﻛﺄﺱ ﺯﺟﺎﺟﻴﺔ‪،‬‬
‫ﺫﻭﺑﺎﳖﲈ ﺳﺘﺆﺫﻱ ﺃﻧﺴﺠﺔ ﺍﻟﻔﻢ ﻭﺍﳌﺮﻱﺀ ﻭﺍﳌﻌﺪﺓ‪.‬‬ ‫‪pH‬‬
‫ﺛﻢ ﺗﻐﻤﺲ ﺃﻗﻄﺎﺏ ﻣﻘﻴﺎﺱ ‪ pH‬ﰲ ﻫﺬﺍ ﺍﳌﺤﻠﻮﻝ‪ ،‬ﻭﺗﻘﺮﺃ ﻗﻴﻤﺘﻬﺎ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﻟﻠﻤﺤﻠﻮﻝ ﻭﺗﺴﺠﻞ‪.‬‬
‫‪ .2‬ﹸﲤﻸ ﺍﻟﺴـﺤﺎﺣﺔ ﺑﻤﺤﻠﻮﻝ ﺍﳌﻌﺎﻳﺮﺓ ﺍﳌﻌﻠﻮﻡ ﺗﺮﻛﻴﺰﻩ‪ .‬ﻳﺴﻤﻰ ﻫﺬﺍ ﺍﳌﺤﻠﻮﻝ ﺍﳌﺤﻠﻮﻝ ﺍﻟﻘﻴﺎﳼ‪.‬‬
‫ﺍﻟﺸﻜﻞ ‪ 5-22‬ﺗﻜﻮﻥ ﻧﻘﻄﺔ ﺍﻟﺘﻜﺎﻓﺆ ﰲ ﺍﻟﺸﻜﻞ ‪a‬‬
‫‪H+‬‬ ‫‪a‬‬
‫"‬ ‫‪ .3‬ﺗﻀـﺎﻑ ﺃﺣﺠـﺎﻡ ﻣﻌﻠﻮﻣـﺔ ﻣﻦ ﺍﳌﺤﻠـﻮﻝ ﺍﻟﻘﻴﺎﳼ ﺑﺒـﻂﺀ ﺇﱃ ﺍﳌﺤﻠﻮﻝ ﺍﳌﻮﺟـﻮﺩ ﰲ ﺍﻟﻜﺄﺱ‬

‫ﻫﻲ‪7‬؛ ﺃ ﹼﻣﺎ ﰲ ﺍﻟﺸﻜﻞ ‪ b‬ﻓﺘﻜﻮﻥ ﻧﻘﻄﺔ ﺍﻟﺘﻜﺎﻓﺆ ﻫﻲ ‪.8.2‬‬ ‫ﻭﲣﻠـﻂ ﻣﻌـﻪ‪ .‬ﺛﻢ ﺗﻘﺮﺃ ﻗﻴﻤﺔ ‪ pH‬ﻭﺗﺴـﺠﻞ ﺑﻌﺪ ﻛﻞ ﺇﺿﺎﻓﺔ‪ .‬ﺗﺴـﺘﻤﺮ ﻫـﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﺇﱃ ﺃﻥ‬
‫‪OH -‬‬

‫ﻳﺼـﻞ ﺍﻟﺘﻔﺎﻋـﻞ ﺇﱃ ﻧﻘﻄـﺔ ﺍﻟﺘﻜﺎﻓﺆ‪ .‬ﻭﻫـﻲ ﻧﻘﻄﺔ ﻳﺘﺴـﺎﻭ￯ ﻋﻨﺪﻫﺎ ﻋﺪﺩ ﻣـﻮﻻﺕ ‪ H +‬ﻣﻦ‬
‫ﺍﳊﻤﺾ ﻣﻊ ﻋﺪﺩ ﻣﻮﻻﺕ ‪ OH-‬ﻣﻦ ﺍﻟﻘﺎﻋﺪﺓ‪.‬‬
‫ﻧﻘﻄﺘـﺎ ﺍﻟﺘﻜﺎﻓـﺆ ﳐﺘﻠﻔﺘﺎﻥ؛‬ ‫ﻳﺒﲔ ﺍﻟﺸﻜﻞ ‪ 5-22a‬ﻛﻴﻒ ﺗﺘﻐﲑ ﻗﻴﻤﺔ ‪ pH‬ﻟﻠﻤﺤﻠﻮﻝ ﰲ ﺃﺛﻨﺎﺀ ﻣﻌﺎﻳﺮﺓ ‪ 50.0 mL HCl‬ﺍﻟﺬﻱ‬

‫ﺑﻘﺎﻋـﺪﺓ ﻗﻮ ﹼﻳ ﹴﺔ‪،‬‬
‫ﹴ‬
‫‪b‬‬
‫ﺍﻟﻘﻮﻱ‬
‫ﹼ‬ ‫ﲏ ﳌﻌﺎﻳﺮﺓ ﺍﳊﻤـﺾ‬
‫ﻓﻔﻲ ﺍﻟﺮﺳـﻢ ﺍﻟﺒﻴـﺎ ﹼ‬ ‫‪HCOOH‬‬
‫ﺗﺮﻛﻴﺰﻩ ‪ ، 0.100 M‬ﻭﻫﻮ ﲪﺾ ﻗﻮﻱ‪ ،‬ﻣﻊ ﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﻘﻮﻳﺔ ‪ NaOH‬ﺫﺍﺕ ﺍﻟﱰﻛﻴﺰ ‪0.100 M‬؛‬
‫ﺣﻴـﺚ ﻛﺎﻧـﺖ ﻗﻴﻤـﺔ ‪ pH‬ﺍﻷﻭﻟﻴﺔ ﻟـ ‪ HCl‬ﺗﺴـﺎﻭﻱ ‪ .1.00‬ﻭﰲ ﺃﺛﻨﺎﺀ ﺇﺿﺎﻓـﺔ ‪ NaOH‬ﻳﺘﻌﺎﺩﻝ‬
‫ﺍﻟﻘﻮﻱ ﻋﻨﺪ ﺍﻟﺒﺪﺍﻳﺔ ﻫﻲ ‪ ،1.00‬ﰲ‬ ‫ﺗﻜﻮﻥ ﻗﻴﻤﺔ ‪ pH‬ﻟﻠﺤﻤﺾ‬
‫‪NaOH‬‬
‫ﱢ‬ ‫‪pH 7‬‬
‫ﺗﺪﺭﳚﻴـﺎ‪ .‬ﺇ ﹼ‬
‫ﻻ ﺃﻧﻪ ﻋﻨﺪﻣﺎ ﺗﹸﺴـﺘﻬﻠﻚ ﺃﻳﻮﻧﺎﺕ ‪ H+‬ﲨﻴﻌﻬﺎ‬ ‫ﹼﹰ‬ ‫ﺍﳊﻤـﺾ‪ ،‬ﻭﺗـﺰﺩﺍﺩ ﻗﻴﻤـﺔ ‪ pH‬ﺍﳌﺤﻠﻮﻝ‬
‫ﺗـﺰﺩﺍﺩ ﻗﻴﻤـﺔ ‪ pH‬ﻋﲆ ﻧﺤـﻮ ﻛﺒﲑ ﻋﻨﺪ ﺇﺿﺎﻓﺔ ﺣﺠـﻢ ﺻﻐﲑ ﺟﺪﹼﹰ ﺍ ﻣـﻦ ‪ .NaOH‬ﻭﲢﺪﺙ ﻫﺬﻩ‬
‫ﺣـﲔ ﺗﻜﻮﻥ ﻗﻴﻤﺔ ‪ pH‬ﻟﻠﺤﻤﺾ ﺍﻟﻀﻌﻴﻒ ﻫﻲ ‪ ،3.6‬ﻭﺍﳉﺰﺀ‬ ‫ﺍﻟﺰﻳﺎﺩﺓ ﺍﳊﺎﺩﺓ ﰲ ﻗﻴﻤﺔ ‪ pH‬ﻋﻨﺪ ﻧﻘﻄﺔ ﺗﻜﺎﻓﺆ ﺍﳌﻌﺎﻳﺮﺓ‪ .‬ﺇﻥ ﺇﺿﺎﻓﺔ ﺍﳌﺰﻳﺪ ﻣﻦ ‪ NaOH‬ﺑﻌﺪ ﻧﻘﻄﺔ‬
‫ﺍﻟﺘﻜﺎﻓﺆ ﻳﻨﺠﻢ ﻋﻨﻪ ﺯﻳﺎﺩﺓ ﺗﺪﺭﳚﻴﺔ ﻣﺮﺓ ﺃﺧﺮ￯ ﰲ ‪.pH‬‬
‫ﺍﻟﻘﻮﻱ ﻣﻊ ﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﻘﻮ ﱠﻳﺔ ﺃﻃﻮﻝ‬
‫ﱢ‬ ‫ﺍﻟﻌﻤـﻮﺩﻱ ﳌﻨﺤﻨﻰ ﺍﳊﻤﺾ‬
‫ﱡ‬ ‫ﻟﻌﻠـﻚ ﺗﻌﺘﻘـﺪ ﺃﻧـﻪ ﳚـﺐ ﺃﻥ ﺗﻜﻮﻥ ﻧﻘﻄـﺔ ﺍﻟﺘﻜﺎﻓـﺆ ﰲ ﻋﻤﻠﻴﺎﺕ ﺍﳌﻌﺎﻳـﺮﺓ ﲨﻴﻌﻬـﺎ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ‬
‫ﻗﻴﻤـﺔ ‪ pH‬ﺗﺴـﺎﻭﻱ ‪7‬؛ ﻷﻧﻪ ﻋﻨﺪ ﻫﺬﻩ ﺍﻟﻨﻘﻄﺔ ﺗﺘﺴـﺎﻭ￯ ﺗﺮﺍﻛﻴﺰ ﺃﻳﻮﻧـﺎﺕ ﺍﳍﻴﺪﺭﻭﺟﲔ ﻭﺃﻳﻮﻧﺎﺕ‬
‫ﺍﻟﻌﻤﻮﺩﻱ ﳌﻌﺎﻳﺮﺓ ﺍﳊﻤﺾ ﺍﻟﻀﻌﻴﻒ‪.‬‬
‫ﱢ‬ ‫ﻣﻦ ﺍﳉﺰﺀ‬ ‫ﻻ‪ .‬ﻭﻟﻜﻦ ﻫﺬﺍ ﻏـﲑ ﺻﺤﻴﺢ‪ ،‬ﻓﺒﻌـﺾ ﺍﳌﻌﺎﻳﺮﺍﺕ ﳍﺎ‬ ‫ﺍﳍﻴﺪﺭﻭﻛﺴـﻴﺪ‪ ،‬ﻓﻴﺼﺒـﺢ ﺍﳌﺤﻠـﻮﻝ ﻣﺘﻌـﺎﺩ ﹰ‬
‫ﻧﻘـﺎﻁ ﺗﻜﺎﻓـﺆ ﻋﻨﺪ ﻗﻴـﻢ ‪ pH‬ﺃﻗﻞ ﻣـﻦ ‪ ،7‬ﻭﺑﻌﻀﻬﺎ ﻟﻪ ﻧﻘـﺎﻁ ﺗﻜﺎﻓﺆ ﺃﻛﱪ ﻣـﻦ ‪ .7‬ﻭﲢﺪﺙ ﻫﺬﻩ‬
‫ﺍﻻﺧﺘﻼﻓﺎﺕ ﻷﻥ ﻫﻨﺎﻙ ﺗﻔﺎﻋﻼﺕ ﺑﲔ ﺍﻷﻣﻼﺡ ﺍﻟﺘﻲ ﺗﻜﻮﻧﺖ ﻭﺍﳌﺎﺀ‪ ،‬ﻛﲈ ﺳﺘﺘﻌﻠﻢ ﺫﻟﻚ ﻻﺣ ﹰﻘﺎ‪.‬‬
‫ﻳﺒﲔ ﺍﻟﺸـﻜﻞ ‪ 5-22b‬ﺃﻥ ﻧﻘﻄـﺔ ﺍﻟﺘﻜﺎﻓﺆ ﰲ ﻣﻌﺎﻳﺮﺓ ﲪﺾ ﺍﳌﻴﺜﺎﻧﻮﻳـﻚ ـ ﻭﻫﻮ ﲪﺾ ﺿﻌﻴﻒ ـ‬
‫ﹺﲠﻴﺪﺭﻭﻛﺴﻴﺪ ﺍﻟﺼﻮﺩﻳﻮﻡ ـ ﻭﻫﻲ ﻗﺎﻋﺪﺓ ﻗﻮﻳﺔ ـ ﺗﻘﻊ ﺑﲔ ‪ 8 pH‬ﻭ ‪.9‬‬
‫ﺍﺧﺘﻼﻓﲔ ﺑﲔ ﺍﻟﺮﺳـﻤﲔ ﺍﻟﺒﻴﺎﻧﻴﲔ ﰲ ﺍﻟﺸﻜﻞ ‪.5-22‬‬

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‫اﻟﺘﻨﻮع اﻟﺜﻘﺎﻓﻲ‬

‫ﺍﻛﺘﺸﻒ ﺳﻜﺎﻥ ﺃﻣﺮﻳﻜﺎ ﺍﻷﺻﻠﻴﻮﻥ ﺃﻧﹼﻪ ﻳﻤﻜﻨﻬﻢ ﲣﻔﻴﻒ‬

‫ﺍﻷﱂ ﺑﻤﻀﻎ ﳊﺎﺀ ﺷﺠﺮ ﺍﻟﺼﻔﺼﺎﻑ‪ .‬ﻏﲑ ﺃﻥ ﺍﻟﻌﻠﲈﺀ ﱂ ﱠ‬
‫ﻳﺘﻤﻜﻨﻮﺍ ﻣﻦ ﻋﺰﻝ ﺍﳌﺎ ﹼﺩﺓ‬
‫ﺍﻟﻔﻌﺎﻟﺔ ﰲ ﺍﻟﻠﺤﺎﺀ‪ ،‬ﻭﻣﻌﺮﻓﺔ ﹼﺃﳖﺎ ﲪﺾ ﺍﻟﺴﺎﻟﻴﺴﻴﻠﻴﻚ ﺇ ﹼﻻ ﰲ ﺍﻟﻘﺮﻥ ﺍﻟﺘﺎﺳﻊ ﻋﴩ‪،‬‬
‫ﺃﻥ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻟﻨﺎﺱ ﻻ ﻳﻄﻴﻘﻮﻧﻪ‪،‬‬ ‫ﻻ ﹼ‬‫ﻓﻌﺎﻝ‪ ،‬ﺇ ﹼ‬
‫ﺃﻥ ﲪﺾ ﺍﻟﺴﺎﻟﻴﺴﻴﻠﻴﻚ ﹼ‬ ‫ﻭﻣﻊ ﹼ‬
‫ﺃﳌﺎﻧﻴﺎ‬
‫ﻛﻴﻤﻴﺎﺋﻴﺎ ﹼﹰ‬
‫ﹼﹰ‬ ‫ﺍﳌﺮﻛﺐ‪ .‬ﻭﳊﺴﻦ ﹼ‬
‫ﺍﳊﻆ ﺃﻥ‬ ‫ﲢﺴﴘ ﲡﺎﻩ ﹼ‬ ‫ﻭﺑﻌﻀﻬﻢ ﻟﺪﳞﻢ ﺭﺩ ﻓﻌﻞ ﹼ‬
‫)ﻓﻴﻠﻜﺲ ﻫﻮﻓﲈﻥ( ﻛﺎﻥ ﻳﻌﻤﻞ ﻟﺪ￯ ﴍﻛﺔ ﺑﺎﻳﺮ ﰲ ﳖﺎﻳﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﺘﺎﺳﻊ ﻋﴩ‪،‬‬
‫ﺃﻗﻞ ﲪﻮﺿ ﹰﺔ ﻣﻊ‬‫ﺍﻛﺘﺸﻒ ﻛﻴﻒ ﻳﻤﻜﻦ ﺃﻥ ﻳﻌﺪﹼ ﻝ ﲪﺾ ﺍﻟﺴﺎﻟﻴﺴﻴﻠﻴﻚ‪ ،‬ﻟﻴﺠﻌﻠﻪ ﹼ‬
‫ﺍﳌﺮﻛﺐ ﺍﻟﺬﻱ ﺣﴬﹼﻩ ﰲ ﺍﳌﺨﺘﱪ ﻫﻮ )ﲪﺾ ﺃﺳﺘﻴﻞ‬ ‫ﺑﻔﻌﺎﻟﻴﺘﻪ‪ ،‬ﻭﻛﺎﻥ ﱠ‬
‫ﱠ‬ ‫ﺍﺣﺘﻔﺎﻇﻪ‬
‫ﺳﺎﻟﻴﺴﻴﻠﻴﻚ(‪ ،‬ﻭﻫﻮ ﻣﻀﺎ ﹼﺩ ﻟﻸﱂ‪ ،‬ﻭﺧﺎﻓﺾ ﻟﻠﺤﺮﺍﺭﺓ‪ ،‬ﻭﻣﻀﺎ ﹼﺩ ﻟﻼﻟﺘﻬﺎﺏ‪،‬‬
‫ﻣﺮﺓ ﰲ ﺻﻮﺭﺓ ﻣﺴﺤﻮﻕ‬ ‫ﻷﻭﻝ ﹴ‬
‫ﻭﻗﺪ ﺗﻢ ﺗﺴﻮﻳﻖ ﲪﺾ ﺍﻷﺳﺘﻴﻞ ﺳﺎﻟﻴﺴﻴﻠﻴﻚ ﱠ‬
‫ـﻤﻲ "ﺃﺳـﱪﻳﻦ" ﰲ ﺭﺯﻡ ﺻﻐﲑﺓ ﺃﻭ ﻛﺒﺴـﻮﻻﺕ)ﻋﺒﻮﺍﺕ( ﻋﺎﻡ ‪1899‬ﻡ‪.‬‬ ‫ﹸﺳ ﹼ‬

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 ‫‪5-23‬‬

‫ﺃﻥ ﺍﳌﻌﺎﻳـﺮﺓ ﺇﺣـﺪ￯ ﻃﺮﺍﺋـﻖ ﺍﻟﺘﺤﻠﻴﻞ‬‫ﺍﴍﺡ ﻟﻠﻄـﻼﺏ ﹼ‬

‫ﹴ‬
‫ﺗﻔﺎﻋﻼﺕ‬ ‫ﺍﳊﺠﻤـﻲ‪ ،‬ﻭﻫـﻲ ﻃﺮﻳﻘﺔ ﳐﱪ ﹼﻳـﺔ ﻳﻤﻜـﻦ ﺗﻄﺒﻴﻘﻬﺎ ﻋـﲆ‬
‫ﹼ‬
‫ﺃﺻﺒﺎﻏﺎ ﻛﻴﻤﻴﺎﺋﻴﺔ ﺑﺪ ﹰ‬
‫ﻻ‬ ‫ﹰ‬ ‫ﻏﺎﻟ ﹰﺒﺎ ﻣﺎ ﻳﺴﺘﻌﻤﻞ ﺍﻟﻜﻴﻤﻴﺎﺋﻴﻮﻥ‬
‫ﻣﻦ ﻣﻘﻴﺎﺱ ‪ pH‬ﻟﺘﺤﺮﻱ ﻧﻘﻄﺔ ﺍﻟﺘﻜﺎﻓﺆ ﻋﻨﺪ ﻣﻌﺎﻳﺮﺓ ﲪﺾ ﻭﻗﺎﻋﺪﺓ‪ .‬ﻭﺗﺴﻤﻰ ﺍﻷﺻﺒﺎﻍ‬
‫ﺃﺧﺮ￯ ﻏـﲑ ﺗﻌـﺎﺩﻝ ﺍﻷﲪـﺎﺽ ﻭﺍﻟﻘﻮﺍﻋـﺪ‪ .‬ﺃﴍ ﺇﱃ ﱠ‬
‫ﺃﻥ ﻛﻴﻤﻴﺎﺋﻴﻲ‬
‫ﺍﻟﻜﻴﻤﻴﺎﺋﻴﺔ ﺍﻟﺘﻲ ﺗﺘﺄﺛﺮ ﺃﻟﻮﺍﳖﺎ ﺑﺎﳌﺤﺎﻟﻴﻞ ﺍﳊﻤﻀﻴﺔ ﻭﺍﻟﻘﺎﻋﺪﻳﺔ ﻛﻮﺍﺷﻒ ﺍﻷﲪﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ‪.‬‬
‫ﺍﻟﺴـﻄﺤﻴﺔ‬
‫ﹼ‬ ‫ﲑﺍ ﻣﺎ ﳛﺪﹼ ﺩﻭﻥ ﺗﺮﻛﻴﺰ ﺍﻷﻛﺴـﺠﲔ ﰲ ﺍﳌﻴﺎﻩ‬ ‫ﺍﻟﺒﻴﺌﺔ ﻣﺜ ﹰ‬
‫ﻼ ﻛﺜ ﹰ‬
‫ﻭﻫﻨﺎﻙ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﻮﺍﺩ ﺍﻟﻄﺒﻴﻌﻴﺔ ﺍﻟﺘﻲ ﺗﻌﻤﻞ ﻋﻤﻞ ﺍﻟﻜﻮﺍﺷﻒ‪ ،‬ﻓﺈﺫﺍ ﺃﺿﻔﺖ ﻋﺼﲑ ﺍﻟﻠﻴﻤﻮﻥ‬
‫ﻓﺎﲢﺎ‪ ،‬ﻛﲈ ﰲ ﺍﻟﺸﻜﻞ ‪5-23‬؛‬ ‫ﺇﱃ ﺍﻟﺸﺎﻱ ﻓﺴﻮﻑ ﺗﻼﺣﻆ ﺃﻥ ﺍﻟﻠﻮﻥ ﺍﻷﲪﺮ ﻟﻠﺸﺎﻱ ﺃﺻﺒﺢ ﹰ‬
‫ﺑﺎﺳـﺘﻌﲈﻝ ﺍﳌﻌﺎﻳﺮﺓ‪ ،‬ﺣﻴﺚ ﻳﻜﻮﻥ ﳏﻠـﻮﻝ ﺛﻴﻮﻛﱪﻳﺘﺎﺕ ﺍﻟﺼﻮﺩﻳﻮﻡ‬
‫ﺇﺫ ﳛﺘﻮﻱ ﺍﻟﺸﺎﻱ ﻋﲆ ﻣﻮﺍﺩ ﺗﺴﻤﻰ ﺑﻮﻟﻴﻔﻴﻨﻮﻻﺕ ‪ ،polyphenols‬ﲢﺘﻮﻱ ﻋﲆ ﺫﺭﺍﺕ‬
‫ﺟﺰﺋﻴﺎ ﻣﻦ ﺍﳍﻴﺪﺭﻭﺟﲔ‪ ،‬ﻟﺬﺍ ﻓﻬﻲ ﺃﲪﺎﺽ ﺿﻌﻴﻔﺔ‪ .‬ﻭﻋﻨﺪ ﺇﺿﺎﻓﺔ ﺍﳊﻤﺾ ﺍﳌﻮﺟﻮﺩ‬ ‫ﹼﹰ‬ ‫ﻣﺘﺄﻳﻨﺔ‬ ‫ﻣﺎ ﹼﺩﺓ ﺍﳌﻌﺎﻳﺮﺓ‪ ،‬ﻭﳏﻠﻮﻝ ﺍﻟ ﹼﻨﺸﺎ ﻫﻮ ﺍﻟﻜﺎﺷﻒ‪.‬‬
‫ﰲ ﻋﺼﲑ ﺍﻟﻠﻴﻤﻮﻥ ﺇﱃ ﻛﻮﺏ ﺷﺎﻱ ﻳﻘﻞ ﺗﺄﻳﻦ ﺍﳊﻤﺾ ﰲ ﺍﻟﺸﺎﻱ ﺑﺤﺴﺐ ﻣﺒﺪﺃ ﻟﻮﺗﺸﺎﺗﻠﻴﻴﻪ‪،‬‬
‫ﻭﺿﻮﺣﺎ‪ ،‬ﻭﻳﻈﻬﺮ ﺍﻟﺸﻜﻞ ‪ 5-24‬ﺍﻟﻌﺪﻳﺪ‬ ‫ﹰ‬ ‫ﻓﻴﺼﺒﺢ ﻟﻮﻥ ﺍﻟﺒﻮﻟﻴﻔﻴﻨﻮﻻﺕ ﻏﲑ ﺍﳌﺘﺄﻳﻨﺔ ﺃﻛﺜﺮ‬
‫ﻣﻦ ﺍﻟﻜﻮﺍﺷﻒ ﺍﻟﺘﻲ ﻳﺴﺘﻌﻤﻠﻬﺎ ﺍﻟﻜﻴﻤﻴﺎﺋﻴﻮﻥ‪ .‬ﺇﻥ ﺃﺯﺭﻕ ﺑﺮﻭﻣﻮﺛﻴﻤﻮﻝ ﻛﺎﺷﻒ ﻣﻨﺎﺳﺐ ﻋﻨﺪ‬
‫ﻣﻌﺎﻳﺮﺓ ﲪﺾ ﻗﻮﻱ ﺑﻘﺎﻋﺪﺓ ﻗﻮﻳﺔ‪ .‬ﺃﻣﺎ ﺍﻟﻔﻴﻨﻮﻟﻔﺜﺎﻟﲔ ﻓﻴﻐﲑ ﻟﻮﻧﻪ ﻋﻨﺪ ﻧﻘﻄﺔ ﺍﻟﺘﻜﺎﻓﺆ ﻋﻨﺪ‬
‫ﻣﻌﺎﻳﺮﺓ ﲪﺾ ﺿﻌﻴﻒ ﺑﻘﺎﻋﺪﺓ ﻗﻮﻳﺔ‪ ،‬ﻛﲈ ﻫﻮ ﻣﺒﲔ ﰲ ﺍﻟﺸﻜﻞ ‪.5-22‬‬
‫ﺍﻃﻠﺐ ﺇﱃ ﺍﻟﻄﻼﺏ ﺃﻥ ﻳﺮﺳﻤﻮﺍ ﺃﺟﻬﺰﺓ ﻟﻠﻤﻌﺎﻳﺮﺓ‪ ،‬ﻭﻳﻜﺘﺒﻮﺍ‬
‫‪pH 7‬‬ ‫‪5-24‬‬
‫ﻛﻞ ﹴ‬
‫ﺟﺰﺀ ﻣﻨﻬﺎ‪ ،‬ﻭﻛﺬﻟﻚ ﺃﺳﲈﺀ ﺍﳌﻮﺍ ﹼﺩ ﺑﲈ ﻓﻴﻬﺎ ﺍﳌﺎ ﹼﺩﺓ‬ ‫ﺃﺳﲈﺀﻫﺎ‪ ،‬ﻭﻋﻤﻞ ﱢ‬
‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪6‬‬ ‫‪7‬‬ ‫‪8‬‬ ‫‪9‬‬ ‫‪10‬‬ ‫‪11‬‬ ‫‪12‬‬ ‫‪13‬‬ ‫‪14‬‬

‫ﺍﳌﻌﺎﻳﺮﺓ‪ ،‬ﻭﺍﳌﺤﻠﻮﻝ ﺍﳌﺮﺍﺩ ﻣﻌﺎﻳﺮﺗﻪ‪.‬‬

‫ﳚـﺐ ﺃﻥ ﺗﻜـﻮﻥ ﺍﻟﻜﻮﺍﺷـﻒ ﺟﺰﻳﺌـﺎﺕ ﻗـﺎﺩﺭﺓ ﻋﲆ ﺃﻥ‬

‫ﲤﺘـﺺ ﺍﻟﻀﻮﺀ‬ ‫ﱠ‬ ‫ﺗﺴـﻠﻚ ﺳـﻠﻮﻙ ﺍﻷﲪـﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ‪ ،‬ﻭﳚـﺐ ﺃﻥ‬
‫ﺍﳌﺮﺋـﻲ ﻣـﻦ ﱠ‬
‫‪GG‬‬

‫ﺗﺮﺗﻴﺐ‬
‫ﹸ‬ ‫ﳛـﺪﺩ‬ ‫ﺍﻟﻜﻬﺮﻭﻣﻐﻨﺎﻃﻴـﴘ‪ .‬ﱢ‬
‫ﱢ‬ ‫ﺍﻟﻄﻴـﻒ‬ ‫ﰲ ﺍﳉـﺰﺀ ﱢ‬
‫‪C19 11C 828378 08‬‬ ‫‪190‬‬
‫ﺍﳌﻤﺘﺺ‪ ،‬ﻭﻋﻨﺪ ﺧﺴﺎﺭﺓ‬ ‫ﹼ‬ ‫ﺍﻟﺮﻭﺍﺑﻂ ﺍﳌﺰﺩﻭﺟﺔ ﰲ ﺍﳉﺰﻱﺀ ﹶ‬
‫ﻟﻮﻥ ﺍﻟﻀﻮﺀ‬
‫ﻼ‪ ،‬ﳑﹼﺎ ﻳﺆ ﱢﺩﻱ‬ ‫ﻳﺘﻐﲑ ﺍﻟﱰﺗﻴﺐ ﻗﻠﻴ ﹰ‬
‫ﺍﳍﻴﺪﺭﻭﺟـﲔ ﺍﳊﻤﴤﹼ ﺃﻭ ﺍﻛﺘﺴـﺎﺑﻪ ﹼ‬
‫ﺇﱃ ﺗﻐﻴـﲑ ﻟﻮﻥ ﺍﳉـﺰﻱﺀ‪ ،‬ﻭ ﹸﺗﺴـﻤﻰ ﺍﳉﺰﻳﺌـﺎﺕ ﺍﻟﺘﻲ ﹼ‬
‫ﺗﺘﻐـﲑ ﺃﻟﻮﺍﳖﺎ‬
‫ﹰ‬
‫ﺃﺻﺒﺎﻏﺎ‪.‬‬

‫ﻃﺮاﺋﻖ ﺗﺪرﻳﺲ ﻣﺘﻨﻮﻋﺔ‬

‫ﻳﺘﻔﺤﺼﻮﺍ ﹼ‬
‫ﺧـﻂ ﺍﻟﺜﻴﻤﻮﻝ ﺍﻷﺯﺭﻕ‬ ‫ﺍﻃﻠـﺐ ﺇﱃ ﺍﻟﻄـﻼﺏ ﺃﻥ ﹼ‬
‫ﰲ ﺍﻟﺸـﻜﻞ ‪ ،5-24‬ﻭﺍﻃﻠـﺐ ﺇﻟﻴﻬـﻢ ﺃﻥ ﳛـﺪﱢ ﺩﻭﺍ ﺇﺫﺍ ﻛﺎﻥ ﻣـﻦ ﺍﻷﻓﻀﻞ ﺃﻥ‬
‫ﹴ‬
‫ﻗﺎﻋﺪﺓ‬ ‫ﻗﻮﻱ ﻣـﻊ‬‫ﺴـﺘﻌﻤﻞ ﻛﺎﺷـﻒ ﺍﻟﺜﺎﻳﻤـﻮﻝ ﺍﻷﺯﺭﻕ ﰲ ﻣﻌﺎﻳـﺮﺓ ﲪﺾ ﱟ‬ ‫ﹶ‬ ‫ﹸﻳ‬
‫ﹴ‬
‫ﻗﺎﻋﺪﺓ‬ ‫ﹴ‬
‫ﺿﻌﻴـﻒ ﻣﻊ‬ ‫ﺿﻌﻴﻔـﺔ‪ ،‬ﺃﻭ ﹴ‬
‫ﲪﺾ‬ ‫ﹴ‬ ‫ﹴ‬
‫ﻗﺎﻋﺪﺓ‬ ‫ﻗـﻮﻱ ﻣﻊ‬
‫ﱟ‬ ‫ـﺔ‪ ،‬ﺃﻭ ﲪﺾ‬ ‫ﻗﻮ ﹼﻳ ﹴ‬
‫ﹲ‬
‫ﻣﻨﺨﻔﺾ ﺟﺪﹼﹰ ﺍ ﻟﺘﺤﺪﻳﺪ ﻧﺎﺗﺞ ﺍﻟﺘﻌﺎﺩﻝ‪.‬‬ ‫ﺗﻐﲑ ﺍﻟﻠﻮﻥ ﻋﻨﺪ ‪pH= 2‬‬
‫ﺇﻥ ﹼ‬ ‫ﻗﻮ ﱠﻳ ﹴﺔ‪ .‬ﱠ‬
‫ﹴ‬
‫ﺿﻌﻴﻒ‪،‬‬ ‫ﺍﻟﺘﻐﲑ ﻋﻨﺪ ‪ pH= 8.9‬ﻳﻤﻜﻦ ﺍﺳـﺘﻌﲈﻟﻪ ﰲ ﻣﻌﺎﻳﺮﺓ ﹴ‬
‫ﲪﺾ‬ ‫ﺃﻥ ﱡ‬ ‫ﻛﲈ ﱠ‬
‫ﻭﻗﺎﻋﺪﺓ ﻗﻮ ﱠﻳ ﹴﺔ‪.‬‬
‫ﹴ‬

‫‪190‬‬
‫ﺍﺳﺘﺨﺪﻡ ﺍﻟﺴﺒﻮﺭﺓ ﺃﻭ ﻋﺎﺭﺽ ﺍﻟﺼﻮﺭ؛‬
‫ﻟﺒﻴـﺎﻥ ﻣﻨﺤﻨـﻰ ‪ pH‬ﻣﻘﺎﺑﻞ ﺣﺠﻢ ﺍﳊﻤﺾ؛ ﳌﻌﺎﻳـﺮﺓ ﲪﺾ ﻣﺘﻌﺪﹼ ﺩ‬
‫‪0.1 M NaOH‬‬
‫‪0.1000 M‬‬ ‫‪18.28 mL NaOH‬‬ ‫‪HCOOH‬‬ ‫‪25.00 mL‬‬

‫ﺍﻟﱪﻭﺗﻮﻧـﺎﺕ ﻣﻊ ﻫﻴﺪﺭﻭﻛﺴـﻴﺪ ﺍﻟﺼﻮﺩﻳﻮﻡ‪ ،‬ﻭ ﹸﺗﻌـﺪﱡ ﻛﺘﺐ ﺍﻟﻜﻴﻤﻴﺎﺀ‬

‫ﹰ‬
‫ﺃﲪﺎﺿﺎ‬ ‫ﻳﻌﺪ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻟﻜﻮﺍﺷﻒ ﺍﳌﺴﺘﻌﻤﻠﺔ ﰲ ﺍﳌﻌﺎﻳﺮﺓ‬
‫ﺍﻟﺒﻴﺎﻧﻴﺔ ﳌﺜﻞ ﻣﻨﺤﻨﻰ‬
‫ﹼ‬ ‫ﻣﺼﺪﺭﺍ ﺟ ﱢﻴﺪﹰ ﺍ ﻟﻠﺤﺼﻮﻝ ﻋﲆ ﺍﻟﺮﺳﻮﻡ‬
‫ﹰ‬ ‫ﺍﳉﺎﻣﻌﻴﺔ‬
‫ﱠ‬ ‫‪5-25‬‬
‫ﺿﻌﻴﻔﺔ‪ ،‬ﻟﻜﻞ ﻣﻨﻬﺎ ﻗﻴﻤﺔ ‪ pH‬ﺧﺎﺻﺔ ﺑﻪ‪ ،‬ﺃﻭ ﻣﺪ￯ ‪ pH‬ﻳﺘﻐﲑ ﻟﻮﻧﻪ ﺑﻌﺪﻩ‪ .‬ﻭﺗﺴﻤﻰ ﺍﻟﻨﻘﻄﺔ‬
‫ﺍﻟﺘﻲ ﻳﺘﻐﲑ ﻟﻮﻥ ﺍﻟﻜﺎﺷﻒ ﻋﻨﺪﻫﺎ ﻧﻘﻄﺔ ﳖﺎﻳﺔ ﺍﳌﻌﺎﻳﺮﺓ‪ .‬ﺃﻣﺎ ﻧﻘﻄﺔ ﺍﻟﺘﻜﺎﻓﺆ ﻓﻬﻲ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ‬
‫ﺍﳌﻌﺎﻳﺮﺓ ﺍﻟﺴـﺎﺑﻖ‪ .‬ﻭﺃﺭﺷـﺪ ﺍﻟﻄﻼﺏ ﰲ ﺃﺛﻨﺎﺀ ﻛﺘﺎﺑﺘﻬﻢ ﳌﻌﺎﺩﻟﺔ ﺗﻔﺎﻋﻞ‬ ‫ﻳﺘﺴﺎﻭ￯ ﻋﻨﺪﻫﺎ ﻋﺪﺩ ﻣﻮﻻﺕ ﺍﳊﻤﺾ ﻣﻊ ﻋﺪﺩ ﻣﻮﻻﺕ ﺍﻟﻘﺎﻋﺪﺓ‪ ،‬ﻭﺗﺴﻤﻰ ﻧﻘﻄﺔ ﺍﻟﺘﻜﺎﻓﺆ‬

‫ﺗﻐـﲑ ﺣـﺎ ﱟﺩ ﰲ ﺍﳌﻨﺤﻨـﻰ‪ .‬ﻓﻤﺜ ﹰ‬

‫ﻼ‪،‬‬ ‫ﻛﻞ ﱡ‬‫ﺍﻟﺘﻌـﺎﺩﻝ ﺍﻟـﺬﻱ ﳛﺼـﻞ ﻋﻨﺪ ﱢ‬ ‫ﺑﻨﻘﻄﺔ ﺍﻟﺘﻌﺎﺩﻝ ﰲ ﺣﺎﻟﺔ ﺗﻔﺎﻋﻞ ﺍﻷﲪﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻘﻮﻳﺔ‪ .‬ﻟﺬﺍ ﻣﻦ ﺍﳌﻬﻢ ﺍﺧﺘﻴﺎﺭ ﻛﺎﺷﻒ‬
‫ﻟﻠﻤﻌﺎﻳﺮﺓ ﻳﻐﲑ ﻟﻮﻧﻪ ﻋﻨﺪ ﻧﻘﻄﺔ ﺗﻜﺎﻓﺆ ﺍﳌﻌﺎﻳﺮﺓ ﺍﻟﺼﺤﻴﺤﺔ‪ .‬ﺗﺬﻛﺮ ﺃﻥ ﺩﻭﺭ ﺍﻟﻜﺎﺷﻒ ﺃﻥ ﻳﺒﲔ ﻟﻚ‬

‫ﺍﻟﺘﻐﲑ ﺍﳊـﺎ ﹼﺩ ﺍﻷﻭﻝ ﻋﻨﺪ‬

‫ﻣﻌﺎﺩﻟـﺔ ﺍﻟﺘﻔﺎﻋـﻞ ﺍﻟﺬﻱ ﳛـﺪﺙ ﰲ ﺃﺛﻨـﺎﺀ ﹼ‬
‫ﺑﺪﻗﺔ ‪ -‬ﻋﻦ ﻃﺮﻳﻖ ﺗﻐﲑ ﻟﻮﻧﻪ ‪ -‬ﺃﻧﻪ ﻗﺪ ﲤﺖ ﺇﺿﺎﻓﺔ ﻛﻤﻴﺔ ﻛﺎﻓﻴﺔ ﻣﻦ ﺍﳌﺤﻠﻮﻝ ﺍﻟﻘﻴﺎﳼ ﻟﺘﻌﺎﺩﻝ‬
‫ﺍﳌﺤﻠﻮﻝ ﺍﳌﺠﻬﻮﻝ‪ .‬ﻳﺼﻒ ﺍﻟﺸﻜﻞ ‪ 5-25‬ﻃﺮﻳﻘﺔ ﻣﻌﺎﻳﺮﺓ ﳏﻠﻮﻝ ﳎﻬﻮﻝ ﺍﻟﱰﻛﻴﺰ ﻣﻦ ﲪﺾ‬

‫ﻣﻌﺎﻳﺮﺓ ‪ H3PO4‬ﻣﻊ ‪ NaOH‬ﻫﻮ‪:‬‬ ‫ﺍﳌﻴﺜﺎﻧﻮﻳﻚ ‪ HCOOH‬ﻣﻊ ﳏﻠﻮﻝ ‪ NaOH‬ﺗﺮﻛﻴﺰﻩ ‪.0.1000 M‬‬

‫)‪H3PO4(aq) + OH-(aq) → H2PO4-(aq) + H2O(l‬‬

‫ﺍﻟﺘﻐﲑ ﺍﻟﺜﺎﲏ ﻓﻬﻮ‪:‬‬

‫ﻭﺃ ﹼﻣﺎ ﺍﻟﺘﻔﺎﻋﻞ ﰲ ﹼ‬
‫ﺗﻌﺪ ﺍﳌﻌﺎﺩﻟﺔ ﺍﳌﻮﺯﻭﻧﺔ ﻟﺘﻔﺎﻋﻼﺕ ﺍﳌﻌﺎﻳﺮﺓ ﺍﳌﻔﺘﺎﺡ ﺍﻟﺮﺋﻴﺲ ﳊﺴﺎﺏ ﺍﳌﻮﻻﺭﻳﺔ ﺍﳌﺠﻬﻮﻟﺔ‪ .‬ﻓﻤﺜ ﹰ‬
‫ﻼ ﺗﺘﻢ ﻣﻌﺎﻳﺮﺓ ﲪﺾ ﺍﻟﻜﱪﻳﺘﻴﻚ ﲠﻴﺪﺭﻭﻛﺴﻴﺪ‬
‫ﺍﻟﺼﻮﺩﻳﻮﻡ ﻭﻓﻖ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻵﺗﻴﺔ‪:‬‬

‫)‪H2PO4-(aq) + OH-(aq) → HPO42-(aq) + H2O(l‬‬

‫)‪H 2SO 4 (aq) + 2NaOH (aq) → Na 2SO 4 (aq) + 2H 2O (l‬‬

‫‪ .1‬ﺍﺣﺴﺐ ﻋﺪﺩ ﻣﻮﻻﺕ ‪ NaOH‬ﰲ ﺍﳌﺤﻠﻮﻝ ﺍﳌﻌﻴﺎﺭﻱ ﻣﻦ ﺑﻴﺎﻧﺎﺕ ﺍﳌﻌﺎﻳﺮﺓ‪:‬‬

‫ﺍﻟﺘﻐﲑ ﺍﻟﺜﺎﻟﺚ ﻫﻮ‪:‬‬ ‫ﰲ ﺣﲔ ﹼ‬

‫ﺃﻥ ﺍﻟﺘﻔﺎﻋﻞ ﰲ ﺃﺛﻨﺎﺀ ﹼ‬ ‫‪ : MB‬ﻣﻮﻻﺭﻳﺔ ﺍﻟﻘﺎﻋﺪﺓ؛ ‪ : VB‬ﺣﺠﻢ ﺍﻟﻘﺎﻋﺪﺓ‪.‬‬
‫‪ M B V B = (mol/L)(L) = mol NaOH‬ﻓﻲ ﺍﻟﻤﺤﻠﻮﻝ ﺍﻟﻘﻴﺎﺳﻲ‬
‫)‪HPO42-(aq) + OH-(aq) → PO43-(aq) + H2O(l‬‬ ‫‪ .2‬ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﺗﻌﺮﻑ ﻣﻦ ﺍﳌﻌﺎﺩﻟﺔ ﺃﻥ ﻧﺴﺒﺔ ﻣﻮﻻﺕ ‪ NaOH‬ﺇﱃ ‪ H2SO4‬ﻫﻲ ‪ ،1:2‬ﺃﻱ ﺃﻧﻪ ﻳﺘﻄﻠﺐ ‪2 mol NaOH‬‬
‫ﻟﺘﻌﺎﺩﻝ ‪1 mol H2SO4‬‬

‫__ × ‪mol H 2SO 4 = mol NaOH‬‬

‫‪1 mol H 2SO 4‬‬

‫ﻳﻤﻜﻦ ﺍﺳﺘﻌﲈﻝ ﳐﺘﱪﺍﻟﻜﻴﻤﻴﺎﺀ ﺍﳌﻮﺟﻮﺩ ﰲ‬

‫‪2 mol NaOH‬‬
‫‪ .3‬ﲤﺜﻞ ‪ MA‬ﻣﻮﻻﺭﻳﺔ ﺍﳊﻤﺾ‪ ،‬ﺑﻴﻨﲈ ﲤﺜﻞ ‪ VA‬ﺣﺠﻢ ﺍﳊﻤﺾ ‪.L‬‬

‫ﳖﺎﻳﺔ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﻋﻨﺪ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﻣﻦ ﺍﻟﺪﺭﺱ‪.‬‬ ‫_ = ‪MA‬‬

‫‪mol H 2SO 4‬‬
‫‪VA‬‬
‫ﻃﺒﻖ ﻫﺬﻩ ﺍﻻﺳﱰﺍﺗﻴﺠﻴﺔ ﻋﻨﺪ ﺩﺭﺍﺳﺘﻚ ﻟﻠﻤﺜﺎﻝ ‪ 5-6‬ﰲ ﺍﻟﺼﻔﺤﺔ ﺍﻵﺗﻴﺔ‪.‬‬

‫‪191‬‬

‫‪191‬‬
 ‫‪5 6‬‬

‫ﻧﺤﺘﺎﺝ ﺇﱃ ﳏﻠﻮﻝ ﻗﻴﺎﳼ ﺣﺠﻤﻪ ‪ 18.28 mL‬ﻣﻦ ‪ ،NaOH‬ﻭﺗﺮﻛﻴﺰﻩ ‪ 0.1000 M‬ﻟﻠﺘﻌﺎﺩﻝ‬

‫ﻣﻊ ‪ 25.00 mL‬ﻣﻦ ﳏﻠﻮﻝ ﲪﺾ ﺍﳌﻴﺜﺎﻧﻮﻳﻚ ‪ .HCOOH‬ﺍﺣﺴﺐ ﻣﻮﻻﺭﻳﺔ ﳏﻠﻮﻝ ﲪﺾ ﺍﳌﻴﺜﺎﻧﻮﻳﻚ‪.‬‬
‫‪1‬‬
‫ﻟﺪﻳﻚ ﻣﻮﻻﺭﻳﺔ ﳏﻠﻮﻝ ‪ NaOH‬ﻭﺣﺠﻤﻪ‪ ،‬ﻭﻟﺪﻳﻚ ﻛﺬﻟﻚ ﺣﺠﻢ ﳏﻠﻮﻝ ﲪﺾ ﺍﳌﻴﺜﺎﻧﻮﻳﻚ ‪.HCOOH‬‬

‫ﻳﺘﻄ ﹼﻠﺐ ﺍﻟﺘﻌـﺎﺩﻝ ﻣـﻊ ‪ 25.00 mL‬ﻣـﻦ ﳏﻠﻮﻝ ﲪﺾ‬

‫ﺣﺠﻢ ﺍﻟﻘﺎﻋﺪﺓ ﺍﳌﺴﺘﻌﻤﻠﻪ ﻳﺴﺎﻭﻱ ﺃﺭﺑﻌﺔ ﺃﲬﺎﺱ ﺣﺠﻢ ﺍﳊﻤﺾ ﺗﻘﺮﻳ ﹰﺒﺎ‪ .‬ﺇﺫﻥ ﺗﻜﻮﻥ ﻣﻮﻻﺭﻳﺔ ﺍﳊﻤﺾ ﺃﻗﻞ ﻣﻦ ‪.0.1 M‬‬

‫ﻓـﻮﻕ ﺍﻟﻜﻠﻮﺭﻳﻚ )‪ (HClO4‬ﺍﻟﺬﻱ ﺗﺮﻛﻴﺰﻩ ‪ 0.1200 M‬ﺣﻮﺍﱄ‬

‫‪MA = ? mol/L‬‬ ‫‪M B = 0.1000M‬‬ ‫‪V A = 25.00 mL HCOOH‬‬
‫‪V B = 18.28 mL NaOH‬‬
‫‪2‬‬

‫ﺍﻛﺘﺐ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻟﻜﻴﻤﻴﺎﺋﻴﺔ ﺍﳌﻮﺯﻭﻧﺔ ﻟﺘﻔﺎﻋﻞ ﺍﻟﺘﻌﺎﺩﻝ‪HCOOH (aq) + NaOH (aq) → HCOONa (aq) + H 2O (l) .‬‬ ‫‪ 28.55 mL‬ﻣﻦ ﳏﻠﻮﻝ ‪ ،LiOH‬ﻓﲈ ﻣﻮﻻﺭ ﹼﻳﺔ ﳏﻠﻮﻝ ‪HClO4‬؟‬
‫‪ 1 mol NaOH‬ﺗﻌﺎﺩﻝ ‪1 mol HCOOH‬‬
‫_ × ‪V B = 18.28 mL‬‬
‫‪1L‬‬
‫‪= 0.01828 L‬‬ ‫‪L‬‬ ‫‪mL‬‬
‫‪1000 mL‬‬
‫ﳊﺴﺎﺏ ﻋﺪﺩ ﻣﻮﻻﺕ ‪.NaOH‬‬
‫‪Mol NaOH = M B V B‬‬
‫)‪HClO4(aq) + LiOH(aq) → LiClO4(aq) + H2O(l‬‬

‫__ × ‪0.02855 L LiOH‬‬

‫‪0.1200 mol LiOH‬‬
‫)‪Mol NaOH = (0.1000 mol/L)(0.01828 L‬‬ ‫‪VB 0.01828 L‬‬ ‫‪MB 0.1000 M‬‬

‫‪= 1.828 × 10 -3 mol NaOH‬‬ ‫ﳊﺴﺎﺏ ﻣﻮﻻﺕ ‪.HCCOH‬‬ ‫‪L LiOH‬‬

‫__ × ‪1.828 × 10 -3 mol NaOH‬‬

‫‪1 mol HCOOH‬‬ ‫‪HCOOH NaOH‬‬
‫‪= 3.426 × 10 mol LiOH‬‬
‫‪-3‬‬
‫‪1 mol NaOH‬‬

‫__ = ‪MA‬‬
‫ﳊﺴﺎﺏ ﻣﻮﻻﺭﻳﺔ ‪HCOOH‬‬ ‫‪3.426 × 10-3 mol HClO‬‬
‫‪4‬‬
‫‪= 1.828 × 10 -3 mol HCOOH‬‬
‫‪= 1.370 × 10-1M‬‬
‫‪1.828 × 10 -3 mol HCOOH = M A V A‬‬
‫‪0.02500 L HClO4‬‬
‫___ = ‪M A‬‬
‫‪1.828 × 10 mol HCOOH‬‬
‫‪-3‬‬

‫‪VA‬‬
‫‪MA‬‬

‫_ × ‪V A = 25.00 mL‬‬
‫‪1L‬‬
‫‪= 0.02500 L HCOOH‬‬ ‫‪L‬‬ ‫‪mL‬‬
‫‪1000 mL‬‬
‫___ = ‪M A‬‬
‫‪1.828 × 10 mol HCOOH‬‬
‫‪-3‬‬
‫‪VA 0.02500 L‬‬
‫‪= 7.312 × 10 -2 mol/L‬‬
‫‪0.02500 L HCOOH‬‬
‫‪3‬‬
‫ﺗﺘﻔﻖ ﺍﻹﺟﺎﺑﺔ ﻣﻊ ﺗﻮﻗﻊ ﺃﻥ ﺗﻜﻮﻥ ﻣﻮﻻﺭﻳﺔ ‪ HCOOH‬ﺃﻗﻞ ﻣﻦ ‪ ،0.1 M‬ﻛﲈ ﺃﻥ ﺍﻟﻮﺣﺪﺓ ﻣﻨﺎﺳﺒﺔ‪.‬‬

‫‪ .43‬ﻣﺎ ﻣﻮﻻﺭﻳﺔ ﳏﻠﻮﻝ ﲪﺾ ﺍﻟﻨﻴﱰﻳﻚ ﺇﺫﺍ ﻟﺰﻡ ‪ 43.33 mL KOH‬ﺗﺮﻛﻴﺰﻩ ‪ 0.1000 M‬ﳌﻌﺎﺩﻟﺔ ‪ 20.00 mL‬ﻣﻦ ﳏﻠﻮﻝ ﲪﺾ ﺍﻟﻨﻴﱰﻳﻚ؟‬ ‫‪MHNO = 0.2167M .43‬‬
‫‪3‬‬

‫‪ .44‬ﻣـﺎ ﺗﺮﻛﻴـﺰ ﳏﻠـﻮﻝ ﺍﻷﻣﻮﻧﻴـﺎ ﺍﳌﺴـﺘﻌﻤﻞ ﰲ ﻣـﻮﺍﺩ ﺍﻟﺘﻨﻈﻴـﻒ ﺍﳌﻨـﺰﱄ ﺇﺫﺍ ﻟـﺰﻡ ‪ 49.90 mL HCl‬ﺗﺮﻛﻴـﺰﻩ ‪ 0.5900 M‬ﳌﻌﺎﺩﻟـﺔ‬
‫‪ 25.00 mL‬ﻣﻦ ﻫﺬﺍ ﺍﳌﺤﻠﻮﻝ؟‬ ‫‪MNH = 1.178M .44‬‬
‫‪3‬‬

‫ﻛﻢ ‪ mL‬ﻣﻦ ‪ NaOH‬ﺍﻟﺬﻱ ﺗﺮﻛﻴﺰﻩ ‪ 0.500 M‬ﻳﻤﻜﻦ ﺃﻥ ﻳﺘﻌﺎﺩﻝ ﻣﻊ ‪ 25.00 mL‬ﻣﻦ ‪ H3PO4‬ﺗﺮﻛﻴﺰﻩ ‪0.100 M‬؟‬ ‫‪.45‬‬
‫‪5.0 mL NaOH .45‬‬
‫‪192‬‬

‫دﻓﺘﺮ اﻟﻜﻴﻤﻴﺎء‬

‫‪ pH‬ﺍﻃﻠﺐ ﺇﱃ ﺍﻟﻄﻼﺏ ﺃﻥ‬

‫ﻳﺴﺘﻌﻤﻠﻮﺍ ﻣﻘﻴﺎﺱ ‪ ،pH‬ﺃﻭ ﻛﻮﺍﺷﻒ‬
‫ﺍﻷﲪﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ؛ ﻻﺳﺘﻘﺼﺎﺀ ﺍﻟـ‬
‫‪ pH‬ﻟﻠﱰﺑـﺔ‪ ،‬ﻭﺍﳌﻄﺮ‪ ،‬ﻭﻣﻴﺎﻩ ﺍﻟﱪﻙ‬
‫ﺃﻭ ﺍﻟﺒﺤـﲑﺍﺕ‪ ،‬ﺃﻭ ﻣﻴـﺎﻩ ﺍﳉﺪﺍﻭﻝ‬
‫ﹴ‬
‫ﳏﻴﻄﺔ ﲠﻢ‪،‬‬ ‫ﺃﻭ ﺍﻟﻘﻨﻮﺍﺕ ﰲ ﺃﻣﺎﻛﻦ‬
‫ﻳﻔﴪﻭﺍ‬ ‫ﻭﺍﺳﺄﳍﻢ‪ :‬ﻫﻞ ﻳﻤﻜﻨﻬﻢ ﺃﻥ ﱢ‬
‫ﻗﻴﻢ ‪ pH‬ﺍﻟﺘـﻲ ﳚﺪﻭﳖﺎ؟ ﻭﺍﻃﻠﺐ‬
‫ﻳﺴـﺠﻠﻮﺍ ﻧﺘﺎﺋﺠﻬـﻢ‬
‫ﱢ‬ ‫ﺇﻟﻴﻬـﻢ ﺃﻥ‬
‫ﻭﺗﻔﺴﲑﺍﲥﻢ ﰲ ﺩﻓﺎﺗﺮﻫﻢ‪.‬‬

‫‪192‬‬
 ‫‪Salt Hydrolysis‬‬
‫ﺃﺿﻴﻔﺖ ﺑﻀﻊ ﻗﻄﺮﺍﺕ ﻣﻦ ﳏﻠﻮﻝ ﻛﺎﺷﻒ ﺍﻟﱪﻭﻣﻮﺛﻴﻤﻮﻝ ﺍﻷﺯﺭﻕ ـ ﺍﻧﻈﺮ ﺍﻟﺸﻜﻞ ‪5-26‬‬
‫‪0.10 M NaNO3‬‬ ‫‪0.10 M KF‬‬ ‫‪0.10 M NH4Cl‬‬ ‫ﺇﱃ ﳏﺎﻟﻴﻞ ﻣﺎﺋﻴﺔ ﻣﻦ ﺃﻣﻼﺡ ﻛﻠﻮﺭﻳﺪ ﺍﻷﻣﻮﻧﻴﻮﻡ ‪ NH4Cl‬ﻭﻧﱰﺍﺕ ﺍﻟﺼﻮﺩﻳﻮﻡ ‪،NaNO3‬‬
‫ﻏﲑ ﳏﻠﻮﻝ ﻧﱰﺍﺕ ﺍﻟﺼﻮﺩﻳﻮﻡ‬ ‫ﻭﻓﻠﻮﺭﻳﺪ ﺍﻟﺒﻮﺗﺎﺳﻴﻮﻡ ‪ KF‬ﺗﺮﻛﻴﺰﻫﺎ ‪ .0.10 M‬ﻭﻛﲈ ﺗﻼﺣﻆ ﻓﻘﺪ ﹼ‬
‫ﺳـﺎﻋﺪ ﺍﻟﻄﻼﺏ ﰲ ﻋﻤﻠﻴﺔ ﲢﺪﻳﺪ " ﺍﳊﻤﺾ"‬ ‫‪5-26‬‬
‫ﻟﻮﻥ ﺍﻟﻜﺎﺷﻒ ﺇﱃ ﺍﻟﻠﻮﻥ ﺍﻷﺧﴬ‪ ،‬ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻥ ﺍﳌﺤﻠﻮﻝ ﻣﺘﻌﺎﺩﻝ‪ .‬ﻭﻳﺸﲑ ﺍﻟﻠﻮﻥ ﺍﻷﺯﺭﻕ‬
‫ﰲ ﳏﻠﻮﻝ ‪ KF‬ﺇﱃ ﺃﻥ ﺍﳌﺤﻠﻮﻝ ﻗﺎﻋﺪﻱ‪ ،‬ﺑﻴﻨﲈ ﻳﺪﻝ ﺍﻟﻠﻮﻥ ﺍﻷﺻﻔﺮ ﳌﺤﻠﻮﻝ ﻛﻠﻮﺭﻳﺪ ﺍﻷﻣﻮﻧﻴﻮﻡ‬
‫ﺗﻜﻮﻥ ﻣﻨﻬﲈ ﺍﳌﻠﺢ‪ ،‬ﻭﺫﻟﻚ ﺑﺈﺿﺎﻓﺔ ﺃﻋﺪﺍﺩ‬
‫" ﻭﺍﻟﻘﺎﻋـﺪﺓ"‪ ،‬ﺍﻟﻠﺬﻳـﻦ ﹼ‬ ‫ﻋﲆ ﺃﻥ ﺍﳌﺤﻠﻮﻝ ﲪﴤ‪ .‬ﳌﺎﺫﺍ ﺗﻜﻮﻥ ﺑﻌﺾ ﳏﺎﻟﻴﻞ ﺍﻷﻣﻼﺡ ﻣﺘﻌﺎﺩﻟﺔ‪ ،‬ﻭﺑﻌﻀﻬﺎ ﻗﺎﻋﺪﻱ‬
‫ﲤﻴﻪ‬
‫ﻭﺑﻌﻀﻬﺎ ﺍﻵﺧﺮ ﲪﴤ؟ ﻳﺘﻔﺎﻋﻞ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻷﻣﻼﺡ ﻣﻊ ﺍﳌﺎﺀ ﰲ ﻋﻤﻠﻴﺔ ﺗﻌﺮﻑ ﺑﺎﺳﻢ ﹼ‬
‫ﻛﺎﻓﻴـﺔ ﻣـﻦ ﺃﻳﻮﻧـﺎﺕ ‪ H +‬ﺇﱃ ﺍﻷﻳـﻮﻥ ﺍﻟﺴـﺎﻟﺐ ﻟﻠﻤﻠـﺢ‪ ،‬ﻭﺃﻳﻮﻧﺎﺕ‬
‫‪NaNO3‬‬ ‫‪NH4Cl‬‬

‫‪KF‬‬
‫ﺍﻷﻣﻼﺡ؛ ﺣﻴﺚ ﺗﺴﺘﻘﺒﻞ ﺍﻷﻳﻮﻧﺎﺕ ﺍﻟﺴﺎﻟﺒﺔ ﻣﻦ ﺍﳌﻠﺢ ﺍﳌﺘﺄﻳﻦ ‪-‬ﰲ ﺃﺛﻨﺎﺀ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ‪ -‬ﺃﻳﻮﻧﺎﺕ‬
‫ﺍﳍﻴﺪﺭﻭﺟﲔ ﻣﻦ ﺍﳌﺎﺀ‪ ،‬ﺃﻭ ﲤﻨﺢ ﺍﻷﻳﻮﻧﺎﺕ ﺍﳌﻮﺟﺒﺔ ﻣﻦ ﺍﳌﻠﺢ ﺍﳌﺘﻔﻜﻚ ﺃﻳﻮﻧﺎﺕ ﺍﳍﻴﺪﺭﻭﺟﲔ ﻟﻠﲈﺀ‪.‬‬
‫ﻼ؛ ﺳـﺎﻋﺪ ﺍﻟﻄﻼﺏ ﻋﲆ‬ ‫‪ OH-‬ﺇﱃ ﺍﻷﻳـﻮﻥ ﺍﳌﻮﺟـﺐ ﻟﻠﻤﻠـﺢ‪ .‬ﻓﻤﺜ ﹰ‬ ‫ﻳﻨﺘﺞ ﻣﻠﺢ ﻓﻠﻮﺭﻳﺪ ﺍﻟﺒﻮﺗﺎﺳﻴﻮﻡ ﻋﻦ ﻗﺎﻋﺪﺓ ﻗﻮﻳﺔ‬
‫‪ KOH‬ﻭﲪﺾ ﺿﻌﻴﻒ ‪ ،HF‬ﺛﻢ ﻳﺘﺤﻠﻞ ﻫﺬﺍ ﺍﳌﻠﺢ ﺇﱃ ﺃﻳﻮﻧﺎﺕ ﺑﻮﺗﺎﺳﻴﻮﻡ ﻭﺃﻳﻮﻧﺎﺕ ﻓﻠﻮﺭﻳﺪ‪.‬‬
‫ﺃﻥ ﺍﳊﻤــﺾ ﻭﺍﻟﻘﺎﻋـﺪﺓ ﻟﻠﻤﻠــﺢ ‪ MgSO4‬ﳘـﺎ‪H2SO4 :‬‬ ‫ﻣﻌﺮﻓﺔ ﹼ‬ ‫)‪KF (s) → K + (aq) + F - (aq‬‬
‫_‬

‫ﻭ ‪ Mg (OH)2‬ﻋﲆ ﺍﻟﺘﻮﺍﱄ‪.‬‬ ‫ﻻ ﺗﺘﻔﺎﻋﻞ ﺃﻳﻮﻧﺎﺕ ‪ K +‬ﻣﻊ ﺍﳌﺎﺀ‪ ،‬ﻭﺫﻟﻚ ﺑﺴﺒﺐ ﺗﻌﺎﺩﳍﺎ ﻣﻊ ﺃﻳﻮﻧﺎﺕ ‪ OH‬ﻭﺗﻜﻮﻥ ﳏﻠﻮﻝ‬
‫ﻗﺎﻋﺪﻱ ﻣﻦ ‪ .KOH‬ﻭﻳﻌﺪ ﺃﻳﻮﻥ ‪ F -‬ﻗﺎﻋﺪﺓ ﺿﻌﻴﻔﺔ ﺑﺤﺴﺐ ﺑﺮﻭﻧﺴﺘﺪ – ﻟﻮﺭﻱ‪ .‬ﻟﺬﺍ‬
‫ﺗﻮﺟﺪ ﺑﻌﺾ ﺃﻳﻮﻧﺎﺕ ﺍﻟﻔﻠﻮﺭﻳﺪ ﰲ ﺣﺎﻟﺔ ﺍﺗﺰﺍﻥ ﻣﻊ ﺍﳌﺎﺀ‪ ،‬ﻛﲈ ﰲ ﺍﻟﺘﻔﺎﻋﻞ ﺍﻵﰐ‪:‬‬
‫)‪F - (aq) + H 2O (l) # HF (aq) + OH - (aq‬‬
‫ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻥ ﺍﳌﻮﺍﺩ ﺍﻟﻨﺎﲡﺔ ﺗﺘﻜﻮﻥ ﻣﻦ ﺟﺰﻳﺌﺎﺕ ﻓﻠﻮﺭﻳﺪ ﺍﳍﻴﺪﺭﻭﺟﲔ ﻭﺃﻳﻮﻧﺎﺕ ‪OH -‬‬
‫ﳑﺎ ﳚﻌﻞ ﺍﳌﺤﻠﻮﻝ ﻗﺎﻋﺪ ﹼﹰﻳﺎ‪.‬‬

‫ﺗﺘﻜﻮﻥ‬
‫ﻋﺰﺯ ﻣﻔﻬﻮﻡ ﺃﻥ ﺃﻳﻮﻧﺎﺕ ‪ H 3O +‬ﻭ ‪ OH -‬ﺍﻟﺘﻲ ﹼ‬ ‫‪ OH -‬ﹼ‬ ‫ﻳﻨﺘﺞ ﻣﻠﺢ ‪ NH4Cl‬ﻋﻦ ﻗﺎﻋﺪﺓ ﺿﻌﻴﻔﺔ‬
‫‪ NH3‬ﻭﲪﺾ ﻗﻮﻱ ‪ ،HCl‬ﻭﻋﻨﺪ ﺇﺫﺍﺑﺘﻪ ﰲ ﺍﳌﺎﺀ ﻳﺘﻔﻜﻚ ﺍﳌﻠﺢ ﻟﻴﻨﺘﺞ ﺃﻳﻮﻧﺎﺕ ﺍﻷﻣﻮﻧﻴﻮﻡ‬
‫ﲤﻴـﻪ ﺍﳌﻠﺢ ﻻ ﺗﺄﰐ ﻣﻦ ﺍﳌﻠﺢ ﻧﻔﺴـﻪ‪ ،‬ﺑﻞ ﻣـﻦ ﺟﺰﻳﺌﺎﺕ ﺍﳌﺎﺀ‬
‫ﰲ ﺃﺛﻨـﺎﺀ ﱡ‬ ‫ﻭﺃﻳﻮﻧﺎﺕ ﺍﻟﻜﻠﻮﺭﻳﺪ‪ ،‬ﻛﲈ ﰲ ﺍﻟﺘﻔﺎﻋﻞ ﺍﻵﰐ‪:‬‬
‫)‪NH 4Cl (s) → NH 4 +(aq) + Cl -(aq‬‬
‫ﻋﻨﺪﻣﺎ ﺗﺘﻔﺎﻋﻞ ﺇﻣﺎ ﻣﻊ ﺍﻷﻳﻮﻧﺎﺕ ﺍﻟﺴﺎﻟﺒﺔ ﺃﻭ ﺍﳌﻮﺟﺒﺔ ﻟﻠﻤﻠﺢ‪ ،‬ﻓﺘﻨﺘﺞ‬ ‫ﻻ ﺗﺘﻔﺎﻋﻞ ﺃﻳﻮﻧﺎﺕ ‪ Cl-‬ﻣﻊ ﺍﳌﺎﺀ‪ ،‬ﻭﺫﻟﻚ ﺑﺴﺒﺐ ﺗﻌﺎﺩﳍﺎ ﻣﻊ ﺃﻳﻮﻧﺎﺕ ﺍﳍﻴﺪﺭﻭﻧﻴﻮﻡ ﻭﺗﻜﻮﻥ‬
‫ﳏﻠﻮﻝ ﲪﴤ ‪ .HCl‬ﺃﻣﺎ ﺃﻳﻮﻥ ‪ NH4+‬ﻓﻬﻮ ﲪﺾ ﺿﻌﻴﻒ ﺑﺤﺴﺐ ﺑﺮﻭﻧﺴﺘﺪ ‪ -‬ﻟﻮﺭﻱ‪.‬‬
‫ﺇﺿﺎﻓﻴﺔ ﻣﻦ ﺃﻳﻮﻧﺎﺕ ‪ H 3O +‬ﺃﻭ ‪.OH -‬‬
‫ﹼ‬ ‫ﻛﻤﻴﺎﺕ‬
‫ﹼ‬ ‫ﻟﺬﺍ ﺗﺘﻔﺎﻋﻞ ﺃﻳﻮﻧﺎﺕ ﺍﻷﻣﻮﻧﻴﻮﻡ ﻣﻊ ﺟﺰﻳﺌﺎﺕ ﺍﳌﺎﺀ ﻣﻨﺘﺠﺔ ﺣﺎﻟﺔ ﺍﻻﺗﺰﺍﻥ ﺍﻵﺗﻴﺔ‪:‬‬
‫)‪NH 4 +(aq) + H 2O(l) # NH 3(aq) + H 3O +(aq‬‬
‫ﲪﻀﻴﺎ‪.‬‬
‫ﹼﹰ‬ ‫ﻭﻧﺘﻴﺠﺔ ﻟﺬﻟﻚ ﺗﻨﺘﺞ ﺟﺰﺋﻴﺎﺕ ﺃﻣﻮﻧﻴﺎ ﻭﺃﻳﻮﻧﺎﺕ ﻫﻴﺪﺭﻭﻧﻴﻮﻡ‪ ،‬ﳑﺎ ﳚﻌﻞ ﺍﳌﺤﻠﻮﻝ‬
‫ﻳﻨﺘﺞ ﻣﻠﺢ ﻧﱰﺍﺕ ﺍﻟﺼﻮﺩﻳﻮﻡ ‪ NaNO3‬ﻋﻦ ﲪﺾ ﻗﻮﻱ‬
‫ﲤﻴﻪ ﺑﺴﻴﻂ ﺟﺪﹼﹰ ﺍ ﻟﻠﻤﻠﺢ‪ ،‬ﻭﻗﺪ ﻻ ﳛﺪﺙ‬
‫‪ HNO3‬ﻭﻗﺎﻋﺪﺓ ﻗﻮﻳﺔ ‪ .NaOH‬ﻟﺬﻟﻚ ﻗﺪ ﳛﺪﺙ ﹼ‬
‫ﲤﻴﻪ ﺃﺑﺪﹰ ﺍ؛ ﻷﻥ ‪ Na+‬ﻭ ‪ NO3-‬ﻻ ﻳﺘﻔﺎﻋﻼﻥ ﻣﻊ ﺍﳌﺎﺀ‪ ،‬ﻟﺬﺍ ﻳﻜﻮﻥ ﳏﻠﻮﻝ ﻧﱰﺍﺕ ﺍﻟﺼﻮﺩﻳﻮﻡ‬
‫‪ .a .46‬ﺍﳌﺤﻠﻮﻝ ﲪﴤ‬ ‫ﻻ‪.‬‬‫ﻣﺘﻌﺎﺩ ﹰ‬
‫ﹼ‬

‫)‪NH+4 (aq) + H2O(l) # NH3(aq) + H3O+(aq‬‬

‫‪193‬‬

‫‪ .b‬ﺍﳌﺤﻠﻮﻝ ﻣﺘﻌﺎﺩﻝ‬
‫‪SO2-‬‬ ‫‪-‬‬ ‫‪-‬‬
‫)‪4 (aq) + H2O(l) # HSO4 (aq) + OH (aq‬‬

‫‪ .c‬ﺍﳌﺤﻠﻮﻝ ﻗﺎﻋﺪﻱ‬
‫)‪CH3COO-(aq)+H2O(l)#CH3COOH(aq)+OH-(aq‬‬

‫‪ .d‬ﺍﳌﺤﻠﻮﻝ ﻗﺎﻋﺪﻱ‬
‫‪CO2-‬‬ ‫‪-‬‬ ‫‪-‬‬
‫)‪3 (aq) + H2O(l) # HCO3 (aq) + OH (aq‬‬

‫‪NH4OH(aq) + HBr(aq) → NH4Br(aq) + H2O(l) .47‬‬

‫‪NH+4 (aq) + H2O(aq) # H3O+(aq) + NH3‬‬
‫ﺗﺘﻜﻮﻥ ﺃﻳﻮﻧﺎﺕ ﺍﳍﻴﺪﺭﻭﻧﻴﻮﻡ‪ ،‬ﻟﺬﺍ ﺳﺘﻜﻮﻥ ‪ pH‬ﹼ‬
‫ﺃﻗﻞ ﻣﻦ ‪.7‬‬

‫‪193‬‬
 ‫ﲤﻴﻪ ﺍﻷﻣﻼﺡ ﺍﻟﺘﻲ ﲢﺪﺙ ﻋﻨﺪ ﺇﺫﺍﺑﺔ ﺍﻷﻣﻼﺡ ﺍﻵﺗﻴﺔ ﰲ ﺍﳌﺎﺀ‪ ،‬ﻭﺻﻨﹼﻒ ﹼﹰ‬
‫ﻛﻼ ﻣﻨﻬﺎ ﺇﱃ ﲪﴤ‪ ،‬ﺃﻭ ﻗﺎﻋﺪﻱ‪،‬‬ ‫‪ .46‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻻﺕ ﻟﺘﻔﺎﻋﻼﺕ ﹼ‬
‫ﺃﻭ ﻣﺘﻌﺎﺩﻝ‪:‬‬
‫‪ .d‬ﻛﺮﺑﻮﻧﺎﺕ ﺍﻟﻜﺎﻟﺴﻴﻮﻡ‬ ‫‪ .c‬ﺇﻳﺜﺎﻧﻮﺍﺕ ﺍﻟﺮﻭﺑﻴﺪﻳﻮﻡ‬ ‫‪ .b‬ﻛﱪﻳﺘﺎﺕ ﺍﻟﺒﻮﺗﺎﺳﻴﻮﻡ‬ ‫‪ .a‬ﻧﱰﺍﺕ ﺍﻷﻣﻮﻧﻴﻮﻡ‬
‫ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺘﻔﺎﻋﻞ ﺍﻟﺬﻱ ﳛﺪﺙ ﻋﻨﺪ ﻣﻌﺎﻳﺮﺓ ﻫﻴﺪﺭﻭﻛﺴﻴﺪ ﺍﻷﻣﻮﻧﻴﻮﻡ ‪ NH4OH‬ﻣﻊ ﺑﺮﻭﻣﻴﺪ ﺍﳍﻴﺪﺭﻭﺟﲔ ‪ .HBr‬ﻭﻫﻞ‬
‫ﺑﺄﻥ ﹼ‬
‫ﺫﻛﺮ ﺍﻟﻄـﻼﺏ ﹼ‬ ‫ﹼ‬
‫‪.47‬‬
‫ﺗﻜﻮﻥ ﻗﻴﻤﺔ ‪ pH‬ﻋﻨﺪ ﻧﻘﻄﺔ ﺍﻟﺘﻜﺎﻓﺆ ﺃﻛﱪ ﺃﻭ ﺃﻗﻞ ﻣﻦ ‪7‬؟‬ ‫ﻛﻞ‬
‫ﺯﻭﺝ ﻣـﻦ ﺃﺯﻭﺍﺝ ﺍﳊﻤـﺾ ﻭﺍﻟﻘﺎﻋـﺪﺓ ﺍﳌﱰﺍﻓﻘـﲔ ﻳﺘﻌ ﹼﻠـﻖ ﺑﻌﻀﻬﲈ‬
‫‪Buffered Solutions‬‬
‫ﻣﻦ ﺍﳌﻬﻢ ﺟﺪﹼﹰ ﺍ ﻟﻘﻨﺎﺩﻳﻞ ﺍﻟﺒﺤﺮ ﺍﳌﺒﻴﻨﺔ ﰲ ﺍﻟﺸﻜﻞ ‪ 5-27‬ﺃﻥ ﺗﺒﻘﻰ ﻗﻴﻢ ‪ pH‬ﳌﻴﺎﻩ ﺃﺣﻮﺍﺽ‬ ‫ﺑﺒﻌـﺾ ﻋﻦ ﻃﺮﻳـﻖ ﻭﺟﻮﺩ ﺃﻳـﻮﻥ ﻫﻴﺪﺭﻭﺟـﲔ ﺃﻭ ﻋـﺪﻡ ﻭﺟﻮﺩﻩ‪.‬‬
‫ﺍﻷﺣﻴﺎﺀ ﺍﳌﺎﺋﻴﺔ ﺿﻤﻦ ﻣﺪ￯ ﺻﻐﲑ‪ .‬ﻭﻛﺬﻟﻚ ﺍﻷﻣﺮ ﳉﺴﻢ ﺍﻹﻧﺴﺎﻥ؛ ﻓﻤﻦ ﺍﳌﻬﻢ ﹰ‬
‫ﺃﻳﻀﺎ ﺑﻘﺎﺀ‬
‫ﻗﻴﻤﺔ ‪ pH‬ﺛﺎﺑﺘﺔ؛ ﺣﻴﺚ ﳚﺐ ﺃﻥ ﻳﺒﻘﻰ ‪ pH‬ﻟﻠﺪﻡ ﰲ ﺍﳉﺴﻢ ﺿﻤﻦ ﻣﺪ￯ ‪ 7.1‬ﺇﱃ ‪.7.7‬‬ ‫ﻓﺎﳊﻤـﺾ ﳛﺘﻮﻱ ﻋﲆ ﺃﻳﻮﻥ‪ ،H+‬ﰲ ﺣﲔ ﻻ ﲢﺘﻮﻱ ﻋﻠﻴﻪ ﺍﻟﻘﺎﻋﺪﺓ‪،‬‬
‫ﻭﰲ ﺍﻟﻌﺼﺎﺭﺓ ﺍﳌﻌﺪﻳﺔ ﳚﺐ ﺃﻥ ﻳﺒﻘﻰ‪ pH‬ﺑﲔ ‪ 1.6‬ﻭ ‪ 1.8‬ﻟﻴﺴﺎﻋﺪ ﻋﲆ ﻫﻀﻢ ﺃﻧﻮﺍﻉ ﻣﻌﻴﻨﺔ‬
‫ﻣﻦ ﺍﻟﻄﻌﺎﻡ‪ .‬ﻭﳛﺎﻓﻆ ﺍﳉﺴﻢ ﻋﲆ ‪ pH‬ﺿﻤﻦ ﺣﺪﻭﺩ ﻣﻌﻴﻨﺔ ﻣﻦ ﺧﻼﻝ ﺇﻧﺘﺎﺝ ﳏﺎﻟﻴﻞ ﻣﻨﻈﻤﺔ‪.‬‬ ‫ﺃﻥ ﺍﳌﺤﻠـﻮﻝ ﹼ‬
‫ﺍﳌﻨﻈـﻢ ﺗﻜﻮﻥ ﻟﺪﻳـﻪ ﺃﻋﲆ ﻗـﺪﺭﺓ ﺗﻨﻈﻴﻢ ﰲ‬ ‫ﺛـﻢ ﺍﴍﺡ ﹼ‬
‫ﺍﳌﺤﺎﻟﻴﻞ ﺍﳌﻨﻈﻤﺔ ﳏﺎﻟﻴﻞ ﺗﻘﺎﻭﻡ ﺍﻟﺘﻐﲑﺍﺕ ﰲ ﻗﻴﻢ ‪ pH‬ﻋﻨﺪ ﺇﺿﺎﻓﺔ ﻛﻤﻴﺎﺕ‬
‫ﻼ ﻋﻨﺪ ﺇﺿﺎﻓﺔ ‪ 0.01 mol‬ﻣﻦ ‪ HCl‬ﺇﱃ ‪ 1L‬ﻣﻦ ﺍﳌﺎﺀ‬ ‫ﳏﺪﺩﺓ ﻣﻦ ﺍﻷﲪﺎﺽ ﺃﻭ ﺍﻟﻘﻮﺍﻋﺪ‪ .‬ﻓﻤﺜ ﹰ‬ ‫ﻛﻤﻴﺎﺕ ﻣﺘﺴـﺎﻭﻳﺔ ﻣـﻦ ﺍﳊﻤﺾ‬ ‫ﺍﻻﲡﺎﻫـﲔ‪ ،‬ﻋﻨﺪﻣـﺎ ﳛﺘﻮﻱ ﻋـﲆ ﹼ‬
‫ﺍﻟﻨﻘﻲ ﻳﻨﺨﻔﺾ ‪ pH‬ﻣﻦ ‪ 7.0‬ﺇﱃ ‪ .2.0‬ﻭﻛﺬﻟﻚ ﻓﺈﻥ ﺇﺿﺎﻓﺔ ‪ 0.01 mol‬ﻣﻦ ‪ NaOH‬ﺇﱃ ‪1 L‬‬
‫ﻣﻦ ﺍﳌﺎﺀ ﺍﻟﻨﻘﻲ ﺗﺮﻓﻊ ﻗﻴﻢ ‪ pH‬ﻣﻦ ‪ 7.0‬ﺇﱃ ‪ .12.0‬ﻭﻟﻜﻦ ﻋﻨﺪ ﺇﺿﺎﻓﺔ ﺍﻟﻜﻤﻴﺔ ﻧﻔﺴﻬﺎ ﻣﻦ ‪HCl‬‬
‫‪5-27‬‬
‫ﻭﻗﺎﻋﺪﺗﻪ ﺍﳌﺮﺍﻓﻘﺔ‪ ،‬ﺃﻭ ﺍﻟﻘﺎﻋﺪﺓ ﻭﲪﻀﻬﺎ ﺍﳌﺮﺍﻓﻖ‪.‬‬
‫ﺃﻭ ‪ NaOH‬ﺇﱃ ‪ 1 L‬ﻣﻦ ﳏﻠﻮﻝ ﻣﻨﻈﻢ ﻓﻘﺪ ﻳﺘﻐﲑ ‪ pH‬ﺑﲈ ﻻ ﻳﺰﻳﺪ ﻋﲆ ‪ 0.1‬ﻭﺣﺪﺓ‪.‬‬ ‫‪pH‬‬
‫ﺍﳌﺤﻠﻮﻝ ﺍﳌﻨﻈﻢ ﺧﻠﻴﻂ ﻣﻦ ﲪﺾ ﺿﻌﻴﻒ ﻣﻊ ﻗﺎﻋﺪﺗﻪ‬ ‫‪8.4 8.1‬‬
‫ﺍﳌﺮﺍﻓﻘﺔ‪ ،‬ﺃﻭ ﻗﺎﻋﺪﺓ ﺿﻌﻴﻔﺔ ﻣﻊ ﲪﻀﻬﺎ ﺍﳌﺮﺍﻓﻖ؛ ﺣﻴﺚ ﻳﻌﻤﻞ ﺧﻠﻴﻂ ﺍﳉﺰﻳﺌﺎﺕ ﻭﺍﻷﻳﻮﻧﺎﺕ ﰲ‬
‫ﺍﳌﺤﻠﻮﻝ ﺍﳌﻨﻈﻢ ﻋﲆ ﻣﻘﺎﻭﻣﺔ ﺗﻐﲑﺍﺕ ‪ pH‬ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﻔﺎﻋﻞ ﻣﻊ ﺃﻱ ﺃﻳﻮﻧﺎﺕ ﻫﻴﺪﺭﻭﺟﲔ‪ ،‬ﺃﻭ‬
‫ﺃﻳﻮﻧﺎﺕ ﻫﻴﺪﺭﻭﻛﺴﻴﺪ ﺗﻀﺎﻑ ﺇﱃ ﺍﳌﺤﻠﻮﻝ ﺍﳌﻨﻈﻢ‪.‬‬
‫ﻣﻨﻈﲈ ﳛﺘﻮﻱ ﻋﲆ ﺗﺮﺍﻛﻴﺰ ‪ 0.1 M‬ﻣﻦ ﲪﺾ ﺍﳍﻴﺪﺭﻭﻓﻠﻮﺭﻳﻚ ‪HF‬‬ ‫ﻻ ﹰ‬ ‫ﻼ ﺃﻥ ﳏﻠﻮ ﹰ‬
‫ﺍﻓﱰﺽ ﻣﺜ ﹰ‬
‫ﻋﺎﺩﻱ ﰲ‬
‫ﹼ‬ ‫ﺿـﻊ ﻣﺴـﺤﻮﻕ ﺣﺒﺔ ﺃﺳـﱪﻳﻦ‬
‫‪ F‬ﺑﱰﻛﻴﺰ‪ 0.1 M‬ﻭﺍﻟﺘﻲ ﺗﻌﺪ‬ ‫‪-‬‬
‫ﻭﻓﻠﻮﺭﻳﺪ ﺍﻟﺼﻮﺩﻳﻮﻡ ‪NaF‬؛ ﺣﻴﺚ ﻳﻌﻄﻲ‪ NaF‬ﺃﻳﻮﻧﺎﺕ‬
‫ﻣﻘﻄﺮ ﰲ ﻛﺄﺱ ﺳﻌﺔ ‪ ،250 mL‬ﻭﺿﻊ ﻣﺴﺤﻮﻕ‬ ‫‪ 100 mL‬ﻣﺎﺀ ﱠ‬
‫ﺍﻟﻘﺎﻋﺪﺓ ﺍﳌﺮﺍﻓﻘﺔ ﳊﻤﺾ ‪ ،HF‬ﻟﺬﺍ ﻳﺘﺤﻘﻖ ﺍﻻﺗﺰﺍﻥ ﺍﻵﰐ‪:‬‬
‫)‪HF(aq) # H +(aq) + F -(aq‬‬ ‫ﻣﻘﻄــﺮ ﰲ ﻛـﺄﺱ‬ ‫ﻣﻨﻈـــﻢ ﰲ ‪ 100 mL‬ﻣﺎﺀ ﱠ‬ ‫ﺣﺒـﺔ ﺃﺳـﺒــﺮﻳﻦ ﱠ‬ ‫ﱠ‬
‫ﻋﻨﺪ ﺇﺿﺎﻓﺔ ﲪﺾ ﺇﱃ ﻫﺬﺍ ﺍﳌﺤﻠﻮﻝ ﺍﳌﻨﻈﻢ ﻓﺈﻥ ﺍﻻﺗﺰﺍﻥ ﻳﻨﺪﻓﻊ ﺇﱃ ﺍﻟﻴﺴﺎﺭ‬
‫ﹰ‬
‫ﺿﻐﻄﺎ ﻋﲆ ﺍﻻﺗﺰﺍﻥ‪.‬‬ ‫ﺑﺤﺴﺐ ﻣﺒﺪﺃ ﻟﻮﺗﺸﺎﺗﻠﻴﻴﻪ؛ ﻷﻥ ﺃﻳﻮﻧﺎﺕ ‪ H+‬ﺍﳌﻀﺎﻓﺔ ﻣﻦ ﺍﳊﻤﺾ ﺗﻜﻮﻥ‬ ‫ﻣﻐﻨﺎﻃﻴﺴـﻴﺎ ﰲ ﱟ‬
‫ﻛﻞ‬ ‫ﹼﹰ‬ ‫ﺳـﻌﺔ ‪ ،250 mL‬ﺛﻢ ﺿـﻊ ﻗﻀﻴﺐ ﲢﺮﻳﻚ‬
‫ﻭﻟﻠﺘﻘﻠﻴﻞ ﻣﻦ ﺃﺛﺮ ﻫﺬﺍ ﺍﻟﻀﻐﻂ ﺗﺘﻔﺎﻋﻞ ﺃﻳﻮﻧﺎﺕ ‪ H+‬ﻣﻊ ‪ F-‬ﻟﺘﻜﻮﻳﻦ ﺍﳌﺰﻳﺪ ﻣﻦ ﺟﺰﻳﺌﺎﺕ ‪.HF‬‬
‫( )‪HF(aq‬‬
‫)‪) H +(aq) + F -(aq‬‬
‫ﻣﻦ ﺍﻟﻜﺄﺳـﲔ‪ ،‬ﻭﺩﻉ ﺟﻬﺎﺯﻱ ﺍﻟﺘﺤﺮﻳـﻚ ﻳﺒﺪﺁﻥ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺿﻊ‬
‫ﻭﲠﺬﺍ ﻳﺼﻞ ﺍﻟﻨﻈﺎﻡ ﺇﱃ ﺣﺎﻟﺔ ﺍﻻﺗﺰﺍﻥ ﻣﻦ ﺟﺪﻳﺪ ﻣﻊ ﻭﺟﻮﺩ ﻛﻤﻴﺔ ﺃﻛﱪ ﻣﻦ ‪ HF‬ﻏﲑ ﺍﳌﺘﻔﻜﻚ‪.‬‬
‫ﻭﻣﻊ ﺫﻟﻚ ﻓﺈﻥ ‪ pH‬ﺍﳌﺤﻠﻮﻝ ﻗﺪ ﺗﻐﲑ ﻗﻠﻴ ﹰ‬
‫ﻼ ﻓﻘﻂ؛ ﻷﻥ ﺍﲡﺎﻩ ﺍﻻﺗﺰﺍﻥ ﺇﱃ ﺍﻟﻴﺴﺎﺭ ﺍﺳﺘﻬﻠﻚ‬
‫ﳎﺴـﺎﺕ ﻣﻘﻴﺎﺱ ‪ pH‬ﺭﻗﻤﻲ ﰲ ﺍﳌﺤﻠﻮﻟـﲔ ﰲ ﺃﺛﻨﺎﺀ ﺍﻟﺘﺤﺮﻳﻚ‬ ‫ﹼ‬
‫ﻣﻌﻈﻢ ﺃﻳﻮﻧﺎﺕ ‪ H+‬ﺍﻟﺘﻲ ﺃﺿﻴﻔﺖ‪.‬‬ ‫ﱢ‬
‫ﻟـﻜﻞ ﳏﻠﻮﻝ ﻋﻨـﺪ ﺍﻟﺒﺪﺍﻳﺔ‪ ،‬ﻭﺑﻌﺪ ‪5‬‬ ‫ﺑﺒﻂﺀ‪ ،‬ﻭﺳـﺠﹼﻞ ﻗﻴﻤﺔ ‪pH‬‬
‫‪194‬‬
‫ﺍﳌﻨﻈﻢ ﺃﴎﻉ‬ ‫ﺩﻗﺎﺋـﻖ‪ ،‬ﺛﻢ ﺑﻌـﺪ ‪ 10‬ﺩﻗﺎﺋﻖ‪ .‬ﻳـﺬﻭﺏ ﺍﻷﺳـﱪﻳﻦ ﹼ‬
‫ﻻ ﻟﻪ ‪ ،6 = pH‬ﻭﺗﻨﺘﺞ ﺣﺒﺔ ﺍﻷﺳﱪﻳﻦ ﻏﲑ ﹼ‬
‫ﺍﳌﻨﻈﻤﺔ‬ ‫ﻭﻳﻨﺘﺞ ﳏﻠﻮ ﹰ‬
‫ﺃﻱ ﻫﺬﻳـﻦ ﺍﻟﻨﻮﻋﲔ‬ ‫ﻻ ﻟـﻪ ‪ .3 = pH‬ﻭﺍﺳـﺄﻝ ﺍﻟﻄـﻼﺏ‪ :‬ﱡ‬ ‫ﳏﻠـﻮ ﹰ‬
‫ﻟﺸـﺨﺺ ﻟﺪﻳﻪ ﻗﺮﺣﺔ ﻭﺳﻮﺀ ﻫﻀﻢ ﲪﴤﹼ ؟ ﺍﻷﺳﱪﻳﻦ‬ ‫ﹴ‬ ‫ﺃﻓﻀﻞ‬
‫ﲪﻀﻴﺔ‪.‬‬
‫ﹼ‬ ‫ﻻ ﹼ‬
‫ﺃﻗﻞ‬ ‫ﺍﳌﻨﻈﻢ ﺃﻓﻀﻞ؛ ﻷﻧﹼﻪ ﻳﻨﺘﺞ ﳏﻠﻮ ﹰ‬
‫ﹼ‬

‫ﻋﺮض ﺗﻮﺿﻴﺤﻲ‬

‫ﻳﺴـﺘﻄﻴﻊ ﺍﳌﺤﻠـﻮﻝ ﺍﻟـﺬﻱ ﳛﺘـﻮﻱ ﻋـﲆ ﹼ‬ ‫ﻛﻴﻔﻴﺔ ﲢﻀﲑ ﳏﻠﻮﻝ ﹼ‬

‫ﻛﻤﻴﺎﺕ‬
‫ﻳﻤﺘـﺺ ﹼ‬
‫ﹼ‬ ‫ﻣﻨﻈـﻢ ﺃﻥ‬ ‫ﻣﻨﻈﻢ‪.‬‬ ‫ﺗﻌ ﹼﻠﻢ ﹼ‬
‫ﺗﻐﲑ ﻭﺍﺿﺢ ﰲ ﻗﻴﻤﺔ ‪،pH‬‬
‫ﻣﻌﺘﺪﻟـﺔ ﻣﻦ ﺍﳊﻤﺾ‪ ،‬ﺃﻭ ﺍﻟﻘﺎﻋـﺪﺓ‪ ،‬ﺩﻭﻥ ﱡ‬ ‫ﲪﺾ ﺍﳋﻠﻴﻚ ) ‪ 3 ،(1 mL‬ﺩﻭﺍﺭﻕ ﺳﻌﺔ ‪100 mL‬‬
‫ﻭﻟﺘﺤﻀـﲑ ﻣﺜـﻞ ﻫﺬﺍ ﺍﳌﺤﻠﻮﻝ ﺃﺿﻒ ‪ 1 mL‬ﻣـﻦ ﲪﺾ ﺍﳋ ﹼﻠﻴﻚ ﺇﱃ‬ ‫ﻣـﺎﺀ ﹼ‬
‫ﻣﻘﻄﺮ )‪ ،(60 mL‬ﺇﻳﺜﺎﻧﻮﺍﺕ ﺍﻟﺼﻮﺩﻳﻮﻡ )‪ 3 ،(4g‬ﺃﻧﺎﺑﻴﺐ ﺍﺧﺘﺒﺎﺭ‬
‫‪ 49 mL‬ﻣﺎﺀ ﹼ‬
‫ﻣﻘﻄﺮ‪.‬‬ ‫ﻗﻄﺎﺭﺓ‪،‬‬ ‫ﻛﺒﲑﺓ‪ ،‬ﻛﺎﺷﻒ )‪ 10‬ﻗﻄﺮﺍﺕ(‪ 3 ،‬ﻗﻀﺒﺎﻥ ﲢﺮﻳﻚ‪ ،‬ﱠ‬
‫ﺍﳊﻤﺾ ﻣﺎﺩﺓ ﺣﺎﺭﻗﺔ ﻟﻠﺠﻠﺪ‪ .‬ﺿﻊ ﺍﳊﻤﺾ ﰲ ﻛﺄﺳﲔ ﺳﻌﺔ‬ ‫)‪ 16 g) 4.0 M NaOH (50 mL‬ﰲ ‪ 100 mL‬ﻣﺎﺀ(‪.‬‬
‫ﻛﻞ ﻣﻨﻬﲈ ‪ .100mL‬ﻭﺃﺫﺏ ‪ 4g‬ﻣﻦ ﺇﻳﺜﺎﻧﻮﺍﺕ ﺍﻟﺼﻮﺩﻳﻮﻡ ﰲ ﺍﳊﻤﺾ‬ ‫ﱟ‬
‫ﻛـﻪ‪ ،‬ﺛـﻢ‪A‬ﺍﻛﺘﺐ ﻋﻠﻴـﻪ "ﳏﻠﻮﻝ‬
‫ﻭﺣﺮ ‪B‬‬ ‫ﺍﳌﺨ ﹼﻔ‪BDBH‬‬
‫ﺍﻟﻜﺄﺳـﲔ‪ C .‬ﹼ‬
‫ﺇﺣـﺪ￯ ‪D AE‬‬ ‫ـﻒ ‪G‬ﰲ‬
‫‪BF ACA‬‬ ‫‪ FL GIG‬ﱢ‪CECI DFDJ EGEK FH‬‬‫‪M HJHN IKOI JLPJ KMK N‬‬
‫ﻟﻠﻤﺤﺎﻟﻴﻞ ﻛﻠﻬﺎ‪.‬‬ ‫ﲢ ﹼﻘﻖ ﻣﻦ ﻗﻴﻢ ‪pH‬‬
‫‪OM NPN OO‬‬
‫‪LL M‬‬ ‫‪PP‬‬

‫ﹴ‬
‫ﻛﺒﲑﺓ "ﲪﺾ"‪ ،‬ﻭ"ﳏﻠﻮﻝ‬ ‫ﻝ ﻗﻴﻢ‪ pH‬ﻟﺘﺼﺒﺢ ﺑﲔ ‪ 3‬ﻭ ‪ ،10‬ﺛﻢ ﺧ ﹼﻔﻒ ﺗﺮﺍﻛﻴﺰﻫﺎ ﻭﺍﺳـﻜﺒﻬﺎ ﻣﻨﻈـﻢ"‪ .‬ﻭﺍﻛﺘﺐ ﻋﲆ ﺛﻼﺛﺔ ﺃﻧﺎﺑﻴﺐ ﺍﺧﺘﺒﺎ ﹴﺭ‬
‫ﻭﻋﺪﹼ‬
‫ﹼ‬
‫ﻛﻤﻴـﺎﺕ ﻣﺘﺴـﺎﻭﻳﺔ ﻣﻦ ﲪـﺾ ﺍﳋﻠﻴﻚ‬ ‫ﻣﻨﻈـﻢ"‪ ،‬ﻭ"ﻣـﺎﺀ"‪ ،‬ﺛـﻢ ﺿﻊ ﹼ‬ ‫ﰲ ﺍﳌﻐﺴﻠﺔ‪.‬‬
‫‪194‬‬
 ‫ﻋﻨﺪ ﺇﺿﺎﻓﺔ ﻗﺎﻋﺪﺓ ﺇﱃ ﺍﳌﺤﻠﻮﻝ ﺍﳌﻨﻈﻢ ﺍﳌﻜﻮﻥ ﻣﻦ ﲪﺾ ﺍﳍﻴﺪﺭﻭﻓﻠﻮﺭﻳﻚ ﻭﺃﻳﻮﻧﺎﺕ‬
‫ﺍﻟﻔﻠﻮﺭﻳﺪ ﺗﺘﻔﺎﻋﻞ ﺃﻳﻮﻧﺎﺕ ‪ OH-‬ﺍﳌﻀﺎﻓﺔ ﻣﻊ ﺃﻳﻮﻧﺎﺕ ‪ H+‬ﻟﺘﻜﻮﻥ ‪ ،H2O‬ﻭﻫﺬﺍ ﻳﻘﻠﻞ ﻣﻦ ﺗﺮﻛﻴﺰ‬
‫‪.3‬‬ ‫ﺃﻳﻮﻧﺎﺕ ‪ ،H+‬ﻓﻴﺘﺠﻪ ﺍﻻﺗﺰﺍﻥ ﺇﱃ ﺍﻟﻴﻤﲔ ﻟﻠﺘﻌﻮﻳﺾ ﻋﻦ ﺃﻳﻮﻧﺎﺕ ‪.H+‬‬
‫* )‪HF(aq‬‬
‫)‪+ H +(aq) + F -(aq‬‬
‫ﻣﻊ ﺃﻥ ﺍﲡﺎﻩ ﺍﻟﺘﻔﺎﻋﻞ ﺇﱃ ﺍﻟﻴﻤﲔ ﻳﻘﻠﻞ ﻛﻤﻴﺔ ‪ ، HF‬ﻭﻳﻨﺘﺞ ﺍﳌﺰﻳﺪ ﻣﻦ ‪ ،F-‬ﺇﻻ ﺃﻥ ‪ pH‬ﻳﺒﻘﻰ ﺛﺎﺑﺘﹰﺎ ﺗﻘﺮﻳ ﹰﺒﺎ؛‬
‫ﲑﺍ‪ .‬ﺇﻥ ﻗﺪﺭﺓ ﺍﳌﺤﻠﻮﻝ ﺍﳌﻨﻈﻢ ﻋﲆ ﻣﻘﺎﻭﻣﺔ ﺗﻐﲑ ‪ pH‬ﻳﺘﻢ ﲡﺎﻭﺯﻫﺎ ﰲ‬ ‫ﻷﻥ ﺗﺮﻛﻴﺰ ﺃﻳﻮﻥ ‪ H+‬ﱂ ﻳﺘﻐﲑ ﻛﺜ ﹰ‬
‫ﺣﺎﻟﺔ ﺇﺿﺎﻓﺔ ﻛﻤﻴﺔ ﻛﺒﲑﺓ ﻣﻦ ﺍﳊﻤﺾ ﺃﻭ ﺍﻟﻘﺎﻋﺪﺓ‪ .‬ﺗﺴﻤﻰ ﻛﻤﻴﺔ ﺍﳊﻤﺾ ﺃﻭ ﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﺘﻲ ﻳﺴﺘﻄﻴﻊ‬
‫ﺍﳉﺰﻳﺌﻴﺔ‬
‫ﹼ‬ ‫ﺍﻃﻠﺐ ﺇﱃ ﺍﻟﻄﻼﺏ ﺃﻥ ﻳﻜﺘﺒﻮﺍ ﺍﳌﻌﺎﺩﻟﺔ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﺍﻟﺼﻴﻎ‬ ‫ﺍﳌﺤﻠﻮﻝ ﺍﳌﻨﻈﻢ ﺃﻥ ﻳﺴﺘﻮﻋﺒﻬﺎ ﺩﻭﻥ ﺗﻐﲑ ﻣﻬﻢ ﰲ ‪ pH‬ﺳﻌﺔ ﺍﳌﺤﻠﻮﻝ ﺍﳌﻨﻈﻢ‪ .‬ﻭﻛﻠﲈ ﺯﺍﺩﺕ ﺗﺮﺍﻛﻴﺰ‬
‫ﻣﻨﻈﻢ ‪Buffer‬‬ ‫ﺍﳉﺰﻳﺌﺎﺕ ﻭﺍﻷﻳﻮﻧﺎﺕ ﺍﳌﻨﻈﻤﺔ ﰲ ﺍﳌﺤﻠﻮﻝ ﺯﺍﺩﺕ ﺳﻌﺔ ﺍﳌﺤﻠﻮﻝ ﺍﳌﻨﻈﻢ‪.‬‬
‫ﺍﻟﻜﻠﻴﺔ ﻟﺘﻔﺎﻋﻞ ﺍﻟﺘﻌﺎﺩﻝ‬
‫ﺍﻷﻳﻮﻧﻴﺔ ﹼ‬
‫ﹼ‬ ‫ﺍﻷﻳﻮﻧﻴﺔ ﻛﺎﻣﻠﺔ‪ ،‬ﻭﺍﳌﻌﺎﺩﻟﺔ‬
‫ﹼ‬ ‫ﻭﺍﳌﻌﺎﺩﻟﺔ‬ ‫ﺍﻻﺳـﺘﻌﲈﻝ ﺍﻟﻌﻠﻤﻲ‪ :‬ﳏﻠﻮﻝ ﻳﻘﺎﻭﻡ‬ ‫ﻳﻜﻮﻥ ﺍﳌﺤﻠﻮﻝ ﺍﳌﻨﻈﻢ ﺃﻛﺜﺮ ﻓﺎﻋﻠﻴﺔ ﻋﻨﺪﻣﺎ ﻳﺴﺎﻭﻱ ﺗﺮﻛﻴﺰ ﺍﳊﻤﺾ ﺗﺮﻛﻴﺰ‬
‫ﺗﻐـﲑﺍﺕ ‪ pH‬ﻋﻨﺪ ﺇﺿﺎﻓﺔ ﻛﻤﻴﺎﺕ‬
‫ﺍﻟﻘﺎﻋﺪﺓ ﺍﳌﺮﺍﻓﻘﺔ ﻟﻪ‪ ،‬ﺃﻭ ﺗﻜﺎﺩ ﺗﻜﻮﻥ ﻣﺘﺴﺎﻭﻳﺔ‪ .‬ﺗﺄﻣﻞ ﺍﻟﻨﻈﺎﻡ ﺍﳌﻨﻈﻢ ﺍﳌﻜﻮﻥ ﻣﻦ ‪ H2PO4-‬ﻭ ‪HPO42-‬‬
‫ﺑﲔ ﲪﺾ ﺍﻟﺒﲑﻛﻠﻮﺭﻳﻚ‪ ،‬ﻭﻫﻴﺪﺭﻭﻛﺴﻴﺪ ﺍﻟﺼﻮﺩﻳﻮﻡ‪.‬‬ ‫ﳏﺪﻭﺩﺓ ﻣﻦ ﲪﺾ ﺃﻭ ﻗﺎﻋﺪﺓ‪.‬‬
‫ﺍﻟﻨﺎﺗﺞ ﻋﻦ ﺧﻠﻂ ﻛﻤﻴﺘﲔ ﻣﻮﻻﺭﻳﺘﲔ ﻣﺘﺴﺎﻭﻳﺘﲔ ﻣﻦ ‪ NaH2PO4‬ﻭ ‪.Na2HPO4‬‬
‫ﻗـﺮﺭ ﺍﻟﻜﻴﻤﻴﺎﺋـﻲ ﺍﺳـﺘﻌﲈﻝ ﳏﻠﻮﻝ‬
‫‪H 2PO 4 - # H + + HPO 4 2-‬‬
‫;)‪HClO4(aq) + NaOH(aq) → H2O(l) + NaClO4(aq‬‬ ‫ﻣﻨﻈـﻢ )‪ (Buffer‬ﻳﺘﻜـﻮﻥ ﻣـﻦ‬
‫ﻛﻤﻴﺘـﲔ ﻣﻮﻻﺭﻳﺘـﲔ ﻣﺘﺴـﺎﻭﻳﺘﲔ‬ ‫ﻣﺎ ﻗﻴﻤﺔ ‪ pH‬ﳍﺬﺍ ﺍﳌﺤﻠﻮﻝ؟‬
‫)‪H +(aq) +ClO 4-(aq) +Na +(aq) +OH -→H 2O (l) +Na +(aq‬‬ ‫ﻣﻦ ﲪﺾ ﺍﳌﻴﺜﺎﻧﻮﻳﻚ )ﺍﻟﻔﻮﺭﻣﻴﻚ(‬ ‫__ = ‪K a = 6.2 × 10 -8‬‬
‫‪-‬‬
‫]‪[H +][HPO 4 2-‬‬
‫] ‪[H 2PO 4‬‬
‫ﻭﻣﻴﺜﺎﻧﻮﺍﺕ )ﻓﻮﺭﻣﺎﺕ( ﺍﻟﺼﻮﺩﻳﻮﻡ‪.‬‬
‫ﻷﻥ ﺍﳌﺤﻠﻮﻝ ﻣﻜﻮﻥ ﻣﻦ ﻛﻤﻴﺘﲔ ﻣﻮﻻﺭﻳﺘﲔ ﻣﺘﺴﺎﻭﻳﺘﲔ ﻣﻦ ‪ NaH2PO4‬ﻭ ‪،Na2HPO4‬‬
‫‪+ClO4-(aq); H+(aq) + OH-(aq) → H2O(l).‬‬ ‫ﺍﻻﺳـﺘﻌﲈﻝ ﺍﻟﺸـﺎﺋﻊ‪ :‬ﳾﺀ ﻳﻌﻤـﻞ‬
‫ﻓﺈﻥ ]‪ [HPO 4 2-‬ﻳﺴﺎﻭﻱ ] ‪.[H 2PO-4‬‬
‫ﺣﺎﺟﺰﹰ ﺍ ﻭﺍﻗ ﹰﻴﺎ‪.‬‬
‫ﻳﻌﻤـﻞ ﺍﳉـﺪﺍﺭ ﺍﻟﺒﺤـﺮﻱ ﺍﻟﻌـﺎﱄ‬ ‫ﻟﺬﺍ ﻓﺈﻥ ﺍﻟﱰﻛﻴﺰﻳﻦ ﳜﺘﺰﻻﻥ ﰲ ﺗﻌﺒﲑ ﺛﺎﺑﺖ ﺗﺄﻳﻦ ﺍﳊﻤﺾ‪.‬‬
‫]‪[H +][HPO 4 2-‬‬
‫ﻣﺼـﺪﹼﹰ ﺍ )‪ (Buffer‬ﳊﲈﻳﺔ ﺍﳌﻨﺎﺯﻝ‬ ‫__ = ‪6.2 × 10‬‬
‫‪-8‬‬
‫]‪= [H +‬‬
‫] ‪[H 2PO 4‬‬
‫‪-‬‬
‫ﺍﳌﺒﻨﻴﺔ ﻋﲆ ﺍﻟﺸﺎﻃﺊ ﻣﻦ ﺍﻟﻌﻮﺍﺻﻒ‬ ‫ﹼ‬ ‫‪pH = -log [H +] = -log (6.2 × 10 -8) = 7.21‬‬
‫ﺍﻟﺒﺤﺮﻳﺔ‪.‬‬
‫ﺯﻭﺟﺎ ﻣﻦ ﲪﺾ‪ /‬ﻗﺎﻋﺪﺓ‬ ‫ﺩﻉ ﺍﻟﻄـﻼﺏ ﳜﺘﺎﺭﻭﺍ ﻣﻦ ﺍﳉـﺪﻭﻝ ‪ 5-7‬ﹰ‬ ‫ﻭﻫﻜﺬﺍ‪ ،‬ﻋﻨﺪﻣﺎ ﺗﻮﺟﺪ ﻛﻤﻴﺎﺕ ﻣﻮﻻﺭﻳﺔ ﻣﺘﺴﺎﻭﻳﺔ ﰲ ﻧﻈﺎﻡ ‪ H2PO4- / HPO42-‬ﺍﳌﻨﻈﻢ ﻓﺈﻥ ﺍﻟﻨﻈﺎﻡ‬
‫ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﳛﺎﻓﻆ ﻋﲆ ‪ pH‬ﻗﺮﻳ ﹰﺒﺎ ﻣﻦ ‪ .7.21‬ﻻﺣﻆ ﺃﻥ ‪ .pH = -log Ka‬ﳛﺘﻮﻱ ﺍﳉﺪﻭﻝ ‪5-7‬‬
‫ﻣﺮﺍﻓﻘـﲔ‪ ،‬ﻳﻤﻜﻦ ﺍﺳـﺘﻌﲈﻟﻪ ﻹﻧﺘﺎﺝ ﳏﻠﻮﻝ ﹼ‬
‫ﻣﻨﻈـﻢ ﻟﻪ ‪ ،pH = 9‬ﻭﻟﻪ‬ ‫ﻋﲆ ﻗﺎﺋﻤﺔ ﻣﻦ ﺃﻧﻈﻤﺔ ﻣﻨﻈﻤﺔ ﻋﺪﻳﺪﺓ ﻣﻊ ‪ pH‬ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻛﻞ ﻣﻨﻬﺎ ﺃﻛﺜﺮ ﻓﺎﻋﻠﻴﺔ‪.‬‬

‫ﺳـﻌﺔ ﺗﻜﻔـﻲ ﳌﻌﺎﺩﻟـﺔ ﺍﻷﲪـﺎﺽ ﻭﺍﻟﻘﻮﺍﻋـﺪ ﺍﳌﻀﺎﻓـﺔ ﺇﻟﻴـﻪ‪NH3 .‬‬ ‫‪5 7‬‬

‫‪pH‬‬
‫)ﻗﺎﻋﺪﺓ( ﻭ ‪) NH+4‬ﲪﺾ ﻣﺮﺍﻓﻖ(‬ ‫‪3.20‬‬ ‫‪HF/F -‬‬ ‫)‪HF(aq) # H +(aq) + F -(aq‬‬
‫‪4.76‬‬ ‫‪CH 3COOH/CH 3COO -‬‬ ‫)‪CH 3COOH(aq) # H +(aq) + CH 3COO -(aq‬‬
‫‪6.35‬‬ ‫‪H 2CO 3/HCO 3 -‬‬ ‫)‪H 2CO 3(aq) # H +(aq) + HCO 3 -(aq‬‬
‫‪7.21‬‬ ‫‪H 2PO 4 -/HPO 4 2-‬‬ ‫)‪H 2PO 4 -(aq) # H +(aq) + HPO 4 2-(aq‬‬

‫ﺍﻟﻜﻴﻤﻴﺎﺋﻴﺔ ﻟﻠﺘﻔﺎﻋﻞ ﺑﲔ ﱟ‬
‫‪9.4‬‬ ‫‪NH 4 +/NH 3‬‬ ‫)‪NH 3(aq) + H 2O(l) # NH 4 +(aq) + OH -(aq‬‬
‫ﻛﻞ‬ ‫ﹼ‬ ‫ﺍﺳـﺘﺨﺪﻡ ﺍﻟﺴـﺒﻮﺭﺓ ﻟﻜﺘﺎﺑﺔ ﺍﳌﻌﺎﺩﻻﺕ‬ ‫‪10.70‬‬ ‫‪C 2H 5NH 3 +/C 2H 5NH 2‬‬ ‫)‪C 2H 5NH 2(aq) + H 2O(l) # C 2H 5NH 3 +(aq) + OH -(aq‬‬

‫ﻣﻦ ﺃﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﺟﲔ ﺍﳌﻀﺎﻑ‪ ،‬ﻭﺃﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﻛﺴـﻴﺪ ﺍﳌﻀﺎﻑ ﺇﱃ‬ ‫‪195‬‬

‫ﻣﻨﻈﻢ ﳛﺘﻮﻱ ﻋﲆ ﲪﺾ ﺍﻟﻜﺮﺑﻮﻧﻴـﻚ‪ ،‬ﻭﺃﻳﻮﻥ ﺍﻟﻜﺮﺑﻮﻧﺎﺕ‬ ‫ﳏﻠـﻮﻝ ﹼ‬

‫ﺍﳍﻴﺪﺭﻭﺟﻴﻨﻲ‪.‬‬
‫ﹼ‬
‫)‪H+(aq) + HCO3-(aq) # H2CO3(aq‬‬
‫)‪OH-(aq) + H2CO3(aq) # H2O(l) + HCO3-(aq‬‬
‫ﺑﺄﳘﻴﺔ ﺍﳌﺤﺎﻟﻴﻞ ﹼ‬
‫ﺍﳌﻨﻈﻤﺔ‪.‬‬ ‫ﺍﻟﻄﻼﺏ ﹼ‬ ‫ﹼ‬
‫ﻭﺫﻛﺮ ﻄﻼﺏ‬

‫ﺍﳌﻨﻈﻢ‪ ،‬ﻭﺍﳌﺎﺀ ﹼ‬
‫ﺍﳌﻘﻄﺮ ﰲ ﺍﻷﻧﺎﺑﻴﺐ ﺍﻟﺜﻼﺛﺔ ﺣﺴﺐ‬ ‫ﺍﳌﺨ ﹼﻔﻒ‪ ،‬ﻭﺍﳌﺤﻠﻮﻝ ﹼ‬
‫ﺍﳌﻘﻄﺮ‪.‬‬ ‫ﹰ‬
‫ﺿﺎﺑﻄﺎ ﰲ ﺍﻟﺘﺠﺮﺑﺔ؟ ﺍﳌﺎﺀ ﹼ‬ ‫ﺃﻱ ﺍﻷﻧﺎﺑﻴﺐ ﺍﻟﺜﻼﺛﺔ ﺍﺳ ﹸﺘﺨﺪﻡ‬
‫ﹼ‬ ‫‪.1‬‬ ‫ﻣـﺎ ﻫﻮ ﻣﻜﺘﻮﺏ ﻋﻠﻴﻬـﺎ‪ ،‬ﻭﺿﻊ ﺑﻀﻊ ﻗﻄﺮﺍﺕ ﻣﻦ ﺍﻟﻜﺎﺷـﻒ ﺍﻟﻌﺎﻡ ﰲ‬
‫ﺗﻢ ﺇﺛﺒﺎﺕ ﺗﻌﺮﻳﻒ ﺍﳌﺤﻠﻮﻝ ﹼ‬ ‫ﻛﻞ ﺃﻧﺒـﻮﺏ ﺍﺧﺘﺒﺎﺭ‪ ،‬ﺛﻢ ﺃﺿﻒ ﻣﻘـﺪﺍﺭ ﹼ‬
‫ﻗﻄﺎﺭﺓ ﳑﻠﻮﺀﺓ ‪ NaOH‬ﺗﺮﻛﻴﺰﻩ‬ ‫ﱢ‬
‫ﻳﺘﻐﲑ ﻟﻮﻥ ﺍﻟﻜﺎﺷﻒ‬
‫ﺍﳌﻨﻈﻢ؟ ﱂ ﹼ‬ ‫ﻛﻴﻒ ﹼ‬ ‫‪.2‬‬
‫‪ 4.0 M‬ﺇﱃ ﱢ‬
‫ﻛﻞ ﳏﻠﻮﻝ‪.‬‬
‫ﻛﻤﻴﺎﺕ ﻣﻦ ﺍﻟﻘﺎﻋﺪﺓ‪.‬‬
‫ﰲ ﺃﺛﻨﺎﺀ ﺇﺿﺎﻓﺔ ﻋﺪﱠ ﺓ ﹼ‬
‫ﺣـﺮﻙ ﺛـﻢ ﺭﺍﻗـﺐ ﺍﻟﻠـﻮﻥ‪ ،‬ﻭﺍﻣﻸ‬
‫‪ NaOH‬ﻣـﺎﺩﺓ ﻛﺎﻭﻳـﺔ‪ .‬ﹼ‬
‫ﻭﺳﺠﻞ ﻣﺸﺎﻫﺪﺍﺗﻚ‪.‬‬‫ﱢ‬ ‫ﹼ‬
‫ﺍﻟﻘﻄﺎﺭﺓ‪ ،‬ﻭﺃﻋﺪ ﺍﳋﻄﻮﺍﺕ ﻣﺮﺍﺕ ﻋﺪﺓ‪،‬‬
‫ﺃﻥ ﺍﻷﺳـﱪﻳﻦ ﹼ‬
‫ﺍﳌﻨﻈﻢ ﺃﻓﻀﻞ‬ ‫ﺍﺳـﺄﻝ ﺍﻟﻄﻼﺏ‪ :‬ﻫﻞ ﻳﻌﺘﻘﺪﻭﻥ ﹼ‬
‫ﻷﻥ ﺍﻷﺳﱪﻳﻦ ﹼ‬
‫ﺍﳌﻨﻈﻢ ﻳﻘﻮﻡ‬ ‫ﻟﻠﻤﻌﺪﺓ ﻣﻦ ﺍﻷﺳـﱪﻳﻦ ﻏﲑ ﹼ‬
‫ﺍﳌﻨﻈﻢ؟ ﻧﻌﻢ؛ ﹼ‬ ‫ﻳﺘﻐـﲑ ﺍﻟﻠﻮﻥ ﰲ ﺃﻧﺒﻮﺏ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺬﻱ ﳛﺘﻮﻱ ﻋﲆ ﺍﳌﺤﻠﻮﻝ ﹼ‬
‫ﺍﳌﻨﻈﻢ‬ ‫ﻻ ﹼ‬
‫ﺑﻤﻌﺎﺩﻟﺔ ﺍﳊﻤﺾ ﰲ ﺍﻷﺳﱪﻳﻦ‪.‬‬ ‫ﺑﺎﻟﴪﻋﺔ ﻧﻔﺴﻬﺎ ﻟﻸﻧﺒﻮﺑﲔ ﺍﻵﺧﺮﻳﻦ‪.‬‬

‫‪195‬‬
 ‫ﻣﺨﺘﺒﺮ ﺣﻞ اﻟﻤﺸﻜﻼت‬

‫ﻛﻴﻒ ﳛﺎﻓﻆ ﺍﻟﺪﻡ ﻋﲆ ﻗﻴﻤﺔ ‪ pH‬ﺛﺎﺑﺘﺔ؟ ﳛﺘﻮﻱ ﺩﻡ ﺍﻹﻧﺴﺎﻥ ﻋﲆ‬ ‫ﻣﺨﺘﺒﺮ ﺣﻞ اﻟﻤﺸﻜﻼت‬
‫ﺳـﻴﺘﻐﲑ ﻣﻮﺿـﻊ ﺍﺗـﺰﺍﻥ ‪ H CO / HCO3-‬ﺑﺤﺴـﺐ ﻣﺒـﺪﺃ‬
‫‪2‬‬ ‫‪3‬‬
‫ﺛﻼﺛﺔ ﺃﻧﻮﺍﻉ ﻣﻦ ﺍﳋﻼﻳﺎ‪ .‬ﺍﳋﻼﻳﺎ ﺍﳊﻤﺮﺍﺀ ﺍﻟﺘﻲ ﺗﻨﻘﻞ ﺍﻷﻛﺴﺠﲔ‬
‫ﻟﻮﺗﺸـﺎﺗﻠﻴﻴﻪ ﺍﻋﺘـﲈﺩﹰﺍ ﻋﲆ ﻣﻌـﺪﻝ ﺍﻷﻳﺾ ﰲ ﺍﳉﺴـﻢ ﻭﻋﻮﺍﻣﻞ‬
‫ﺇﱃ ﺃﺟﺰﺍﺀ ﺍﳉﺴﻢ ﻛﺎﻓﺔ‪ ،‬ﻭﺍﳋﻼﻳﺎ ﺍﻟﺒﻴﻀﺎﺀ ﺍﻟﺘﻲ ﲢﺎﺭﺏ ﺍﻟﻌﺪﻭ￯‪،‬‬
‫ﺗﻐﲑ ﴎﻋﺔ‬‫ﺃﺧﺮ￯‪ .‬ﻭﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺫﻟﻚ ﺗﺴـﺘﻄﻴﻊ ﺍﻟﺮﺋﺘﺎﻥ ﺃﻥ ﹼ‬ ‫ﻭﺍﻟﺼﻔﺎﺋﺢ ﺍﻟﺪﻣﻮﻳﺔ ﺍﻟﺘﻲ ﺗﺴﺎﻋﺪ ﻋﲆ ﺍﻟﺘﺠﻠﻂ ﻋﻨﺪ ﺣﺪﻭﺙ‬
‫ﻃﺮﺩ ‪ CO2‬ﻣﻦ ﺍﳉﺴﻢ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﻨﻔﺲ‪ ،‬ﻭﺗﺴﺘﻄﻴﻊ ﺍﻟﻜﻠﻴﺘﺎﻥ‬
‫ﻧﺰﻑ‪ .‬ﻟﺬﺍ ﺗﻀﻌﻒ ﺍﻟﻮﻇﺎﺋﻒ ﺍﳊﺴﺎﺳﺔ ﳍﺬﻩ ﺍﳋﻼﻳﺎ ﺇﺫﺍ ﱂ ﳛﺎﻓﻆ‬
‫ﺃﻥ ﺗﻐﲑ ﴎﻋﺔ ﺇﺯﺍﻟﺔ ﺃﻳﻮﻧﺎﺕ ‪.HCO3-‬‬
‫ﺍﻟﺪﻡ ﻋﲆ ‪ pH‬ﺿﻤﻦ ﻣﺪ￯ ﺿﻴﻖ ﺑﲔ ‪ 7.1‬ﻭ ‪ .7.7‬ﻭﻓﻮﻕ ﻫﺬﺍ‬ ‫ﻳﺴـﺘﻌﻤﻞ ﺍﻟﻄﻼﺏ ﻣﺒﺪﺃ ﻟﻮﺷـﺎﺗﻠﻴﻴﻪ ﰲ ﺗﻔﺴـﲑ ﻣﺎ ﳛﺪﺙ‬
‫ﻛﻢ ﻳﺰﻳﺪ ]‪ [H+‬ﺇﺫﺍ ﺗﻐﲑ ‪ pH‬ﺍﻟﺪﻡ ﻣﻦ ‪ 7.4‬ﺇﱃ ‪7.1‬؟‬ ‫‪.1‬‬
‫ﺍﳌﺴﺘﻮ￯ ﺗﻔﻘﺪ ﺍﻟﱪﻭﺗﻴﻨﺎﺕ ﰲ ﺍﳉﺴﻢ ﺗﺮﺍﻛﻴﺒﻬﺎ ﻭﻣﻘﺪﺭﲥﺎ ﻋﲆ‬
‫ﺃﺩﺍﺀ ﻋﻤﻠﻬﺎ‪ .‬ﻭﳊﺴﻦ ﺍﳊﻆ ﻓﺈﻥ ﻫﻨﺎﻙ ﻋﺪﺓ ﳏﺎﻟﻴﻞ ﻣﻨﻈﻤﺔ‬
‫ﻣﻜﻮﻧﺎﺕ ﻧﻈﺎﻡ ﳏﻠﻮﻝ ﹼ‬
‫ﻣﻨﻈﻢ ﰲ ﺩﻡ ﺍﻹﻧﺴﺎﻥ‪.‬‬ ‫ﺗﺘﻐﲑ ﹼ‬
‫ﻋﻨﺪﻣﺎ ﹼ‬
‫ﻳﻔﴪ ﳌﺎﺫﺍ ﺗﻌﺪ ﻧﺴﺒﺔ ‪ 20:1‬ﻣﻦ ‪ HCO3-‬ﺇﱃ‬
‫ﺳﺒ ﹰﺒﺎ ﹼ‬ ‫‪.2‬‬
‫ﲢﺎﻓﻆ ﻋﲆ ﺍﻟﺘﻮﺍﺯﻥ ﺍﻟﴬﻭﺭﻱ ﻟﻸﲪﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ‪ .‬ﻭﺃﻫﻢ‬
‫‪ CO2‬ﰲ ﺍﻟﺪﻡ ﻣﻨﺎﺳﺒﺔ ﻟﻠﺤﻔﺎﻅ ﻋﲆ ‪ pH‬ﻣﻨﺎﺳﺐ؟‬
‫ﻣﺎ ﺍﻟﻮﺿﻊ ﺍﻟﺬﻱ ﻳﺮﺗﻔﻊ ﻓﻴﻪ ‪ pH‬ﺍﻟﺪﻡ ﺃﻭ ﻳﻨﺨﻔﺾ؟‬ ‫‪.3‬‬
‫ﻫﺬﻩ ﺍﳌﺤﺎﻟﻴﻞ ﺍﳌﻨﻈﻤﺔ ﳏﻠﻮﻝ ﲪﺾ ﺍﻟﻜﺮﺑﻮﻧﻴﻚ ﻭﺍﻟﻜﺮﺑﻮﻧﺎﺕ‬ ‫ﻭﺗﻌـﺮﻑ ﺍﻟﺴـﺒﺐ‬
‫ﱡ‬ ‫ﺍﺳـﺘﺨﻼﺹ ﺍﻟﻨﺘﺎﺋـﺞ‪،‬‬
‫ﺍﳍﻴﺪﺭﻭﺟﻴﻨﻴﺔ ‪.H 2CO 3/HCO 3 -‬‬
‫ﻭﰲ ﺃﻱ ﺍﲡﺎﻩ ﻳﻤﻴﻞ ﺍﺗﺰﺍﻥ ‪ H 2 C O 3 /HC O 3 -‬ﰲ ﻛﻞ‬
‫‪CO 2(g) + H 2O(l) # H 2CO 3(aq) #‬‬ ‫ﻭﺍﻟﻨﺘﻴﺠﺔ‪ ،‬ﻭﺗﻄﺒﻴﻖ ﺍﳌﻔﺎﻫﻴﻢ‪ ،‬ﻭﺍﻟﺘﻮ ﹼﻗﻊ‪.‬‬
‫ﻣﻦ ﺍﳊﺎﻻﺕ ﺍﻵﺗﻴﺔ‪:‬‬
‫)‪H +(aq) + HCO 3 -(aq‬‬
‫‪ .a‬ﺷﺨﺺ ﻟﺪﻳﻪ ﺣﺎﻟﺔ ﻓﲑﻭﺳﻴﺔ ﺷﺪﻳﺪﺓ ﰲ ﺍﳌﻌﺪﺓ ﻳﺘﻘﻴﺄ‬
‫ﻋﺪﺓ ﻣﺮﺍﺕ ﰲ ‪ 24‬ﺳﺎﻋﺔ‪.‬‬ ‫ﻋﻨﺪﻣﺎ ﺗﺪﺧﻞ ﺍﻷﲪﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ ﳎﺮ￯ ﺍﻟﺪﻡ ﻧﺘﻴﺠﺔ ﺍﻟﻨﺸﺎﻁ‬
‫ﺍﻟﻌﺎﺩﻱ‪ ،‬ﺗﻌﺪﱢ ﻝ ﺃﻧﻈﻤﺔ ﺍﳌﺤﺎﻟﻴﻞ ﺍﳌﻨﻈﻤﺔ ﰲ ﺍﻟﺪﻡ ﻧﻔﺴﻬﺎ‪ ،‬ﺣﺘﻰ‬
‫‪ .b‬ﺷﺨﺺ ﻳﺄﺧﺬ ﻛﻤﻴﺔ ﻛﺒﲑﺓ ﻣﻦ ‪ NaHCO 3‬ﻟﻮﻗﺎﻳﺔ‬
‫ﺣﺮﻗﺔ ﻓﻢ ﺍﳌﻌﺪﺓ‪.‬‬ ‫ﲢﺎﻓﻆ ﺑﻔﺎﻋﻠﻴﺔ ﻋﲆ ﻗﻴﻤﺔ ‪ pH‬ﻣﻨﺎﺳﺒﺔ‪.‬‬ ‫ﺍﳌﻜـﻮﻥ ﻣـﻦ ﲪـﺾ ﺍﻟﻜﺮﺑﻮﻧﻴﻚ‬
‫ﹼ‬ ‫• ﺍﺭﺑـﻂ ﺑـﲔ ﺍﳌﺤﻠـﻮﻝ ﹼ‬
‫ﺍﳌﻨﻈـﻢ‬
‫ﻭﺍﻟﻜﺮﺑﻮﻧـﺎﺕ ﺍﳍﻴﺪﺭﻭﺟﻴﻨﻴـﺔ‪ ،‬ﻭﻧﻤـﻮﺫﺝ ﺑﺮﻭﻧﺴـﺘﺪ‪ -‬ﻟـﻮﺭﻱ‪،‬‬
‫‪5-4‬‬ ‫ﻭﺑﲔ ﻋﻤﻞ ﺛﺎﲏ ﺃﻛﺴـﻴﺪ ﺍﻟﻜﺮﺑـﻮﻥ ﻛﺄﳖﻴﺪﺭﻳﺪ ﺍﳊﻤﺾ‪ ،‬ﻭﺃﻳﻮﻥ‬ ‫ﹼ‬
‫ﳌﺎﺫﺍ ﺗﻜﻮﻥ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻷﻳﻮﻧﻴﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ ﻟﺘﻔﺎﻋﻞ ﺗﻌﺎﺩﻝ ﺃﻱ ﲪﺾ‬ ‫‪ .48‬اﻟﻔﻜﺮة اﻟﺮﺋﻴﺴﺔ‬
‫ﻗﻮﻱ ﻣﻊ ﺃﻱ ﻗﺎﻋﺪﺓ ﻗﻮﻳﺔ ﹰ‬
‫اﻟﺨﻼﺻﺔ‬
‫ﺍﳍﻴﺪﺭﻭﺟﻴﻨﻴﺔ ﻛﻘﺎﻋﺪﺓ ﻣﺮﺍﻓﻘﺔ‪.‬‬
‫ﹼ‬ ‫ﺍﻟﻜﺮﺑﻮﻧﺎﺕ‬
‫ﺩﺍﺋﲈ ﻫﻲ ﺍﳌﻌﺎﺩﻟﺔ ﻧﻔﺴﻬﺎ؟‬ ‫ﻳﺘﻔﺎﻋﻞ ﲪﺾ ﻣﻊ ﻗﺎﻋﺪﺓ ﻟﺘﻜﻮﻳﻦ ﻣﻠﺢ ﻭﻣﺎﺀ‬
‫ﺍﻟﻔﺮﻕ ﺑﲔ ﻧﻘﻄﺔ ﺗﻜﺎﻓﺆ ﻭﻧﻘﻄﺔ ﳖﺎﻳﺔ ﺍﳌﻌﺎﻳﺮﺓ‪.‬‬ ‫‪.49‬‬ ‫ﰲ ﺗﻔﺎﻋﻞ ﺍﻟﺘﻌﺎﺩﻝ‪.‬‬ ‫ﺑـﲔ ﻛﻴﻒ ﻳﻘ ﹼﻠـﻞ ﺍﳌﺤﻠـﻮﻝ ﹼ‬
‫ﺍﳌﻨﻈﻢ ﻣـﻦ ﺗﺄﺛﲑ ﺇﺿﺎﻓـﺔ ﲪﺾ ﺃﻭ‬ ‫• ﹼ‬
‫ﺑﲔ ﻧﺘﺎﺋﺞ ﲡﺮﺑﺘﲔ‪ :‬ﺍﻷﻭﱃ ﺇﺿﺎﻓﺔ ﻛﻤﻴﺔ ﺻﻐﲑﺓ ﻣﻦ ﻗﺎﻋﺪﺓ ﺇﱃ ﳏﻠﻮﻝ ﻏﲑ ﻣﻨﻈﻢ ﻟﻪ‬ ‫ﲤﺜﻞ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻷﻳﻮﻧﻴﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ ﺍﻵﺗﻴﺔ ﺗﻌﺎﺩﻝ‬
‫ﻗﺎﻋﺪﺓ ﺣﺴﺐ ﻣﺘﻄ ﹼﻠﺐ ﻣﺒﺪﺃ ﻟﻮﺷﺎﺗﻠﻴﻴﻪ‪.‬‬
‫‪.50‬‬
‫‪ .pH= 7‬ﻭﺍﻟﺜﺎﻧﻴﺔ ﻋﻨﺪ ﺇﺿﺎﻓﺔ ﺍﻟﻜﻤﻴﺔ ﻧﻔﺴﻬﺎ ﻣﻦ ﺍﻟﻘﺎﻋﺪﺓ ﺇﱃ ﳏﻠﻮﻝ ﻣﻨﻈﻢ ﻟﻪ ‪.pH = 7‬‬ ‫ﲪﺾ ﻗﻮﻱ ﻣﻊ ﻗﺎﻋﺪﺓ ﻗﻮﻳﺔ‪:‬‬
‫ﻣﻮﻻﺭﻳﺔ ﳏﻠﻮﻝ ﲪﺾ ﺍﳍﻴﺪﺭﻭﺑﺮﻭﻣﻴﻚ ‪ HBr‬ﺇﺫﺍ ﺍﺣﺘﺎﺝ ﺇﱃ ‪ 30.35 mL‬ﻣﻦ‬ ‫‪.51‬‬ ‫)‪H + (aq) + OH - (aq) → H 2O (l‬‬
‫‪ NaOH‬ﺗﺮﻛﻴﺰﻩ ‪ 0.1000 M‬ﳌﻌﺎﻳﺮﺓ ‪ 25.00 mL‬ﻣﻦ ﺍﳊﻤﺾ ﺣﺘﻰ ﻧﻘﻄﺔ ﺍﻟﺘﻜﺎﻓﺆ‪.‬‬ ‫ﺍﳌﻌﺎﻳـﺮﺓ ﻋﻤﻠﻴـﺔ ﻳﺴـﺘﻌﻤﻞ ﻓﻴﻬـﺎ ﺗﻔﺎﻋـﻞ‬
‫ﻣﺎ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺍﺳﺘﻌﲈﳍﺎ ﻟﻌﻤﻞ ﳏﻠﻮﻝ ﻣﻨﻈﻢ ﻗﻴﻤﺔ ‪ pH‬ﻟﻪ ‪9.4‬؟ ﻭﻣﺎ ﻧﺴﺒﺘﻬﺎ؟‬ ‫ﺍﻟﺘﻌﺎﺩﻝ ﺑﲔ ﲪﺾ ﻭﻗﺎﻋﺪﺓ ﻟﺘﺤﺪﻳﺪ ﺗﺮﻛﻴﺰ‬
‫ﺃﻛﱪ ﻣﺮﺗﲔ‪.‬‬
‫‪.52‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﳉﺪﻭﻝ ‪.5-7‬‬ ‫ﳏﻠﻮﻝ‪.‬‬ ‫‪.1‬‬
‫ﺻﻒ ﻛﻴﻒ ﺗﺼﻤﻢ ﻣﻌﺎﻳﺮﺓ ﻭﲡﺮﳞﺎ ﺑﺎﺳﺘﻌﲈﻝ ‪ HNO3‬ﺗﺮﻛﻴﺰﻩ ‪0.250 M‬‬ ‫‪.53‬‬ ‫ﲢﺘﻮﻱ ﺍﳌﺤﺎﻟﻴﻞ ﺍﳌﻨﻈﻤﺔ ﻋﲆ ﳐﺎﻟﻴﻂ ﻣﻦ‬
‫ﻟﺘﺤﺪﻳﺪ ﻣﻮﻻﺭﻳﺔ ﳏﻠﻮﻝ ﻫﻴﺪﺭﻭﻛﺴﻴﺪ ﺍﻟﺴﻴﺰﻳﻮﻡ؟‬ ‫ﺟﺰﻳﺌﺎﺕ ﻭﺃﻳﻮﻧﺎﺕ ﺗﻘﺎﻭﻡ ﺍﻟﺘﻐﲑﺍﺕ ﰲ ‪.pH‬‬ ‫ﻳﻠﻘﻲ ﺍﳉﺴـﻢ ﺍﻟﺴـﻠﻴﻢ ﺍﳊﻤﺾ ﰲ ﺍﻟﺪﻡ ﻋﻨﺪ ﺍﺯﺩﻳﺎﺩ ﻧﺸـﺎﻃﻪ‪،‬‬ ‫‪.2‬‬
‫‪196‬‬ ‫ﺍﳍﻴﺪﺭﻭﺟﻴﻨﻴﺔ ﺑﻤﻌﺎﺩﻟﺔ ﺍﳊﻤﺾ‪،‬‬
‫ﹼ‬ ‫ﻭﺗﻘـﻮﻡ ﺃﻳﻮﻧﺎﺕ ﺍﻟﻜﺮﺑﻮﻧﺎﺕ‬
‫ﻭﺗﺪﻓﻊ ﺍﻟﺘﻔﺎﻋﻞ ﻧﺤﻮ ﺇﻧﺘﺎﺝ ﺛﺎﲏ ﺃﻛﺴﻴﺪ ﺍﻟﻜﺮﺑﻮﻥ‪.‬‬
‫‪5-4‬‬ ‫‪ .a‬ﺍﻟﻘـﻲﺀ ﲪﴤﹼ ﻭﻫـﻮ ﻳﺮﻓﻊ ﺍﻟـ ‪ . pH‬ﺍﻟﺘﻔﺎﻋـﻞ ﹼ‬
‫ﺍﳌﻨﻈﻢ ﻳ ﹼﺘﺠﻪ‬ ‫‪.3‬‬
‫‪ .48‬ﻛﻞ ﺗﻔﺎﻋـﻞ ﺗﻌﺎﺩﻝ ﻫﻮ ﺗﻔﺎﻋﻞ ‪ 1mol‬ﻣﻦ ﺃﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﺟﲔ ﻣﻊ ‪1mol‬‬ ‫ﺇﱃ ﺍﻟﻴﻤﲔ‪ .‬ﺗﺴﺘﻄﻴﻊ ﺍﻟﻜﲆ ﺃﻥ ﺗﺮﺩ ﺑﺈﺯﺍﻟﺔ ﺃﻳﻮﻥ ﺍﻟﻜﺮﺑﻮﻧﺎﺕ‬
‫ﻣﻦ ﺍﳍﻴﺪﺭﻭﻛﺴﻴﺪ؛ ﻟﺘﻜﻮﻳﻦ ‪ 1mol‬ﻣﻦ ﺍﳌﺎﺀ‪.‬‬ ‫ﺍﳍﻴﺪﺭﻭﺟﻴﻨﻴـﺔ‪ ،‬ﻭﳚـﺐ ﻋـﲆ ﺍﻟﺸـﺨﺺ ﺃﻥ ﻳﺒﻘـﻰ ﻫﺎﺩﺋﹰـﺎ‬
‫ﹼ‬
‫‪ .49‬ﻧﻘﻄـﺔ ﺍﻟﺘﻜﺎﻓﺆ ﻫﻲ ‪ pH‬ﺍﻟﺘﻲ ﺗﺘﺴـﺎﻭ￯ ﻋﻨﺪﻫﺎ ﻣﻮﻻﺕ ﺃﻳﻮﻧﺎﺕ ‪ H+‬ﻣﻦ‬
‫ﻟﻼﺣﺘﻔﺎﻅ ﺑﺜﺎﲏ ﺃﻛﺴﻴﺪ ﺍﻟﻜﺮﺑﻮﻥ‪.‬‬
‫ﺍﳊﻤـﺾ‪ ،‬ﻣﻊ ﻣﻮﻻﺕ ﺃﻳﻮﻧﺎﺕ ‪ OH-‬ﻣـﻦ ﺍﻟﻘﺎﻋﺪﺓ‪ .‬ﻧﻘﻄﺔ ﺍﻟﻨﻬﺎﻳﺔ ﻫﻲ‬
‫‪ .b‬ﺗـﺰﺩﺍﺩ ﻗﻴﻤـﺔ ‪ pH‬ﺑﺰﻳـﺎﺩﺓ ﻣﺴـﺘﻮﻳﺎﺕ ﺃﻳـﻮﻥ ﺍﻟﻜﺮﺑﻮﻧـﺎﺕ‬
‫ﻳﺘﻐﲑ ﻋﻨﺪﻫﺎ ﻟﻮﻥ ﺍﻟﻜﺎﺷﻒ ﺍﳌﺴﺘﻌﻤﻞ ﰲ ﺍﳌﻌﺎﻳﺮﺓ‪.‬‬
‫ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﹼ‬
‫ﻣﻜﻮ ﹰﻧﺎ‬ ‫ﺍﳍﻴﺪﺭﻭﺟﻴﻨﻲ؛ ﳑﹼﺎ ﻳﺪﻓﻊ ﺍﻟﺘﻔﺎﻋﻞ ﹼ‬
‫ﺍﳌﻨﻈﻢ ﺇﱃ ﺍﻟﻴﺴﺎﺭ ﹼ‬ ‫ﹼ‬
‫ﺍﳌﻨﻈﻢ ﺃﻛﺜﺮ ﻣﻦ ﻗﻴﻤﺔ ‪ pH‬ﻟﻠﻤﺤﻠﻮﻝ ﹼ‬
‫ﺍﳌﻨﻈﻢ‪.‬‬ ‫‪ .50‬ﺗﺰﺩﺍﺩ ﻗﻴﻤﺔ ‪ pH‬ﻟﻠﻤﺤﻠﻮﻝ ﻏﲑ ﹼ‬
‫ﺍﳌﺰﻳـﺪ ﻣـﻦ ‪ .CO2‬ﺗـﺮﺩ ﺍﻟـﻜﲆ ﺑﺈﺯﺍﻟـﺔ ﺃﻳـﻮﻥ ﺍﻟﻜﺮﺑﻮﻧﺎﺕ‬
‫‪MA = 0.1214 M .51‬‬
‫‪ .52‬ﺍﺳﺘﺨﺪﻡ ﺍﻷﻣﻮﻧﻴﺎ‪ ،‬ﻭﺃﺣﺪ ﺃﻣﻼﺣﻬﺎ ﻣﺜﻞ ﻧﱰﺍﺕ ﺍﻷﻣﻮﻧﻴﻮﻡ‪ ،‬ﺃﻭ ﻛﻠﻮﺭﻳﺪ‬ ‫ﺍﳍﻴﺪﺭﻭﺟﻴﻨـﻲ‪ ،‬ﻭﻳﺴـﺘﻄﻴﻊ ﺍﻟﺸـﺨﺺ ﺃﻥ ﻳﺘﻨﻔﺲ ﺑﴪﻋﺔ‬
‫ﹼ‬
‫ﻛﻤﻴﺎﺕ ﻣﻮﻻﺭ ﹼﻳﺔ ﻣﺘﺴﺎﻭﻳﺔ ﻣﻦ ﺍﻟﻘﺎﻋﺪﺓ ﻭﻣﻠﺤﻬﺎ‪.‬‬ ‫ﺃﻛﺜﺮ ﻟﻄﺮﺩ ‪.CO2‬‬
‫ﺍﻷﻣﻮﻧﻴﻮﻡ‪ .‬ﺍﺳﺘﺨﺪﻡ ﹼ‬
‫ﺣﺠـﲈ ﻣﻌﻠﻮ ﹰﻣﺎ ﻣﻦ ﳏﻠـﻮﻝ ‪ CsOH‬ﰲ ﺩﻭﺭﻕ‪ ،‬ﻭﺃﺿﻒ ﻛﺎﺷـ ﹰﻔﺎ‪،‬‬ ‫ﹰ‬ ‫‪ .53‬ﺿـﻊ‬
‫ﻭﺍﻣـﻸ ﺳـﺤﺎﺣﺔ ﺑﻤﺤﻠﻮﻝ ‪ HNO3‬ﺗﺮﻛﻴﺰﻩ ‪ ،0.250M‬ﻭﺳـﺠﻞ ﻗﺮﺍﺀﺓ‬
‫ﺍﻟﺴﺤﺎﺣﺔ ﺍﻷﻭﻟﻴﺔ‪ .‬ﺛﻢ ﺃﺿﻒ ﳏﻠﻮﻝ ‪ HNO3‬ﺑﺒﻂﺀ ﺇﱃ ﳏﻠﻮﻝ ‪CsOH‬‬
‫ﺍﻟﻨﻬﺎﺋﻴﺔ ﻟﻠﺴـﺤﺎﺣﺔ‪ .‬ﺛﻢ ﺍﺣﺴـﺐ‬
‫ﹼ‬ ‫ﺣﺘﻰ ﻧﻘﻄﺔ ﺍﻟﻨﻬﺎﻳﺔ‪ ،‬ﻭﺳـﺠﻞ ﺍﻟﻘﺮﺍﺀﺓ‬
‫ﻣﺴـﺘﻌﻤﻼ ﺣﺠﻢ ﻭﻣﻮﻻﺭ ﹼﻳﺔ ‪ ،HNO3‬ﻭﺣﺠﻢ‬ ‫ﹰ‬ ‫ﺣﺠﻢ ‪ HNO3‬ﺍﳌﻀﺎﻑ‬
‫‪CsOH‬؛ ﳊﺴﺎﺏ ﻣﻮﻻﺭ ﹼﻳﺔ ﳏﻠﻮﻝ ‪.CsOH‬‬

‫‪196‬‬
 ‫ﻫـﻞ ﺭﺃﻳﺖ ﲤﺜﻴ ﹰ‬
‫ﻼ ﻟﺜﻮﺭﺓ ﺑﺮﻛﺎﻥ ﺑﺎﺳـﺘﻌﲈﻝ ﺍﳋﻞ ﻭﺻـﻮﺩﺍ ﺍﳋﺒﺰ؟ ﻟﻘﺪ‬
‫ﻧﺘﺠـﺖ ﻓﻘﺎﻋـﺎﺕ ﺛﺎﲏ ﺃﻛﺴـﻴﺪ ﺍﻟﻜﺮﺑـﻮﻥ ‪ CO2‬ﻋﻦ ﺗﻔﺎﻋـﻞ ﺍﻟﺘﺤﻠﻞ‬
‫ﺍﻟـﺬﻱ ﺣﺪﺙ ﺑﴪﻋﺔ ﺑﻌـﺪ ﺗﻔﺎﻋﻞ ﺍﳋـﻞ ‪ ،HC2H3O2‬ﻭﻫﻮ ﲪﺾ‪،‬‬
‫ﻭﺻﻮﺩﺍ ﺍﳋﺒﺰ ‪ ،NaHCO3‬ﻭﻫﻲ ﻗﺎﻋﺪﺓ‪ ،‬ﻛﲈ ﻫﻮ ﻣﺒﲔ ﺃﺩﻧﺎﻩ‪.‬‬

‫‪2‬‬

‫ﻳـﴩﺡ ﺍﻟﻄﻼﺏ ﺍﻟﻐﺎﻳﺔ ﻣﻦ ﻋﺎﻣﻞ ﺍﻟﺘﺨﻤﲑ‪ ،‬ﻭﻳﺼﻔﻮﻥ ﻋﻤﻞ ﺻﻮﺩﺍ‬ ‫)‪HC 2H 3O 2(aq)+NaHCO 3(aq)→NaC 2H 3O 2(aq)+H 2CO 3(aq‬‬

‫ﺑﻤﻜﻮﻧﺎﺕ ﺃﺧـﺮ￯ ﺻﻠﺒـﺔ‪ ،‬ﻭﺗﻀﺎﻑ ﰲ‬

‫ﹼ‬ ‫ﳚـﺐ ﺃﻥ ﲣﻠـﻂ ﺻـﻮﺩﺍ ﺍﳋﺒـﺰ‬
‫ﻋﻤﻠﻴﺔ ﺍﳋﺒﺰ‪ ،‬ﻭﻳﻘﺎﺭﻧﻮﻥ ﺑﻴﻨﻬﲈ‪.‬‬
‫ﹼ‬ ‫ﺍﳋﺒﺰ ﰲ‬ ‫ﺍﻟﻨﻬﺎﻳـﺔ ﺇﱃ ﳐﻠﻮﻁ ﺍﻟﻌﺠﲔ ﺣﺘﻰ ﻳﻜﻮﻥ ﺍﻧﻄﻼﻕ ﺛﺎﲏ ﺃﻛﺴـﻴﺪ ﺍﻟﻜﺮﺑﻮﻥ‬
‫)‪H 2CO 3(aq) → CO 2(g) + H 2O(l‬‬

‫ﹰ‬
‫ﻣﻨﺘﻈـﲈ ﰲ ﻛﻞ ﺃﻧﺤـﺎﺀ ﺍﻟﻌﺠـﲔ‪ ،‬ﻭﳛـﺪﺙ ﺗﻔﺎﻋـﻞ ﺍﳊﻤـﺾ ﻭﺍﻟﻘﺎﻋﺪﺓ‬
‫ﻫـﺬﺍ ﺑﴪﻋـﺔ‪ .‬ﺇﺫﺍ ﻛﺎﻧـﺖ ﺻﻮﺩﺍ ﺍﳋﺒﺰ ﻫـﻲ ﻋﺎﻣﻞ ﺍﻟﺘﺨﻤـﲑ ﺍﻟﻮﺣﻴﺪ ﰲ‬
‫ﻭﻓﻮﺭﺍ ﻗﺒﻞ ﺃﻥ ﲢﺘﻔﻲ ﺍﻟﻔﻘﺎﻋﺎﺕ‬
‫ﺍﻟﻮﺻﻔـﺔ‪ ،‬ﻭﺟﺐ ﺧﺒﺰ ﺍﻟﻌﺠﲔ ﺑﴪﻋﺔ ﹰ‬
‫ﺍﻻﺧﺘﻔـﺎﺀ‪ .‬ﻭﺗﺆﺩﻱ ﻋﻤﻠﻴﺔ ﺍﳋﺒﺰ ﺇﱃ ﲤـﺪﺩ ﺍﻟﻔﻘﺎﻋﺎﺕ‪ ،‬ﻓﺘﻨﺘﻔﺦ ﺍﻟﻜﻌﻜﺔ‪.‬‬
‫ﺇﻥ ﺇﻃـﻼﻕ ﺛـﺎﲏ ﺃﻛﺴـﻴﺪ ﺍﻟﻜﺮﺑـﻮﻥ ﻧﺘﻴﺠـﺔ ﺍﻟﺘﻔﺎﻋـﻞ ﺍﻟﻜﻴﻤﻴﺎﺋﻲ ﺑﲔ‬
‫ﺍﳊﻤﺾ ﻭﺍﻟﻘﺎﻋﺪﺓ ـ ﺍﻧﻈﺮ ﺍﻟﺸـﻜﻞ ‪ 1‬ـ ﻫﻮ ﻣﻦ ﺃﺳـﺒﺎﺏ ﺍﻧﺘﻔﺎﺥ ﺍﳋﺒﺰ‬
‫ﻭﺍﳌﻌﺠﻨﺎﺕ‪ .‬ﻭﺗﺴﻤﻰ ﺍﳌﺎﺩﺓ ﺍﻟﺘﻲ ﺗﺆﺩﻱ ﺇﱃ ﺍﻧﺘﻔﺎﺥ ﺍﻟﻌﺠﲔ ﻋﻨﺪ ﺧﺒﺰﻩ‬
‫ﻋﺎﻣـﻞ ﺍﻟﺘﺨﻤﲑ‪ .‬ﻭﺍﳌﺎﺩﺗـﺎﻥ ﺍﻟﻜﻴﻤﻴﺎﺋﻴﺘﺎﻥ ﺍﻟﺮﺋﻴﺴـﺘﺎﻥ ﰲ ﺍﻟﺘﺨﻤﲑ ﳘﺎ‬

‫ﺍﳋﺒﺎﺯ ﻫﻲ ﻋﺎﻣﻞ ﲣﻤﲑ ﺷﺎﺋﻊ ﺁﺧﺮ‪ ،‬ﺗﻌﻤﻞ ﺑﺼﻮﺭﺓ ﳐﺘﻠﻔﺔ ﻋﻦ‬

‫ﲬﲑﺓ ﹼ‬
‫ﻭﻋﻨﺪﻣـﺎ ﻳﺘﺼﻠـﺐ ﺍﻟﻌﺠـﲔ ﲢﺘﺠـﺰ ﺍﻟﻔﻘﺎﻋـﺎﺕ‪ ،‬ﻛـﲈ ﰲ ﺍﻟﺸـﻜﻞ ‪.2‬‬ ‫ﺻﻮﺩﺍ ﺍﳋﺒﺰ ﻭﻣﺴﺤﻮﻕ ﺍﳋﺒﺰ‪.‬‬
‫‪ Baking Powder‬ﺇﺫﺍ ﱂ ﺗﺘﻀﻤﻦ ﺍﻟﻮﺻﻔﺔ ﺳﺎﺋ ﹰ‬
‫ﻼ‬ ‫‪ Baking Soda‬ﻛﺮﺑﻮﻧﺎﺕ ﺍﻟﺼﻮﺩﻳﻮﻡ ﺍﳍﻴﺪﺭﻭﺟﻴﻨﻴﺔ‪،‬‬
‫ﺍﳋﻠﻴﺔ‬
‫ﻓﻄﺮﺍ ﻭﺣﻴﺪ ﹼ‬ ‫ﻋﻤﻠﻴﺔ ﺍﳋﺒﺰ‪ ،‬ﻭﺗﻌﺪﹼ ﺍﳋﻤﲑﺓ ﹰ‬
‫ﻣﺴـﺤﻮﻕ ﺍﳋﺒﺰ ﰲ ﹼ‬ ‫ﹰ‬
‫ﻋﻮﺿﺎ ﻋﻦ ﺫﻟﻚ‪ .‬ﻭﻣﻌﻈﻢ‬ ‫ﲪﻀﻴﺎ ﻓﺈﻥ ﻣﺴﺤﻮﻕ ﺍﳋﺒﺰ ﻳﺴﺘﻌﻤﻞ‬
‫ﹼﹰ‬ ‫ﺃﻳﻀﺎ ﺑﻴﻜﺮﻭﺑﻮﻧﺎﺕ ﺍﻟﺼﻮﺩﻳﻮﻡ‪ ،‬ﻭﻫﻮ ﺍﻻﺳﻢ ﺍﻟﻜﻴﻤﻴﺎﺋﻲ‬ ‫ﻭﺗﺴﻤﻰ ﹰ‬
‫ﻣﺴﺤﻮﻕ ﺍﳋﺒﺰ ﺧﻠﻴﻂ ﻣﻦ ﺻﻮﺩﺍ ﺍﳋﺒﺰ ﻭﲪﻀﲔ ﺟﺎﻓﲔ‪.‬‬ ‫ﻟﺼﻮﺩﺍ ﺍﳋﺒﺰ؛ ﺣﻴﺚ ﺗﺘﻔﺎﻋﻞ ﺻﻮﺩﺍ ﺍﳋﺒﺰ ﻋﻨﺪ ﺍﺳﺘﻌﲈﳍﺎ ﰲ ﺍﻟﻄﺒﺦ ﻣﻊ‬
‫ﻳﺴﺘﻬﻠﻚ ﺍﻟﺴﻜﺮ‪ ،‬ﻭﻳﻨﺘﺞ ﺛﺎﲏ ﺃﻛﺴﻴﺪ ﺍﻟﻜﺮﺑﻮﻥ ﻭﺍﻟﻜﺤﻮﻝ ﰲ ﺻﻮﺭﺓ‬ ‫ﻭﺃﺣـﺪ ﻫﺬﻳـﻦ ﺍﳊﻤﻀـﲔ ﻳﺘﻔﺎﻋـﻞ ﻣـﻊ ﺍﻟﺼـﻮﺩﺍ ﻋﻨﺪﻣـﺎ ﻳـﺬﻭﺏ ﰲ‬ ‫ﺳﻮﺍﺋﻞ ﻣﻌﺘﺪﻟﺔ ﺍﳊﻤﻀﻴﺔ‪ ،‬ﻓﺘﺘﻜﻮﻥ ﻓﻘﺎﻋﺎﺕ ﺛﺎﲏ ﺃﻛﺴﻴﺪ ﺍﻟﻜﺮﺑﻮﻥ‪.‬‬
‫ﺍﻟﻌﺠـﲔ‪ ،‬ﻭﻳﺘﻔﺎﻋﻞ ﺍﻟﺜﺎﲏ ﻣﻊ ﺍﻟﺼﻮﺩﺍ ﻋﻨﺪ ﺍﻟﺘﺴـﺨﲔ‪ .‬ﻭﻣﺜﻞ ﺻﻮﺩﺍ‬ ‫ﻭﺗﺸﻤﻞ ﺍﻟﺴﻮﺍﺋﻞ ﺍﳌﻌﺘﺪﻟﺔ ﺍﳊﻤﻀﻴﺔ ﺍﳋﻞ ﻭﺍﻟﻌﺴﻞ ﻭﺩﺑﺲ ﺍﻟﺴﻜﺮ‬
‫ﻧﻔﺎﻳﺎﺕ‪ .‬ﻭﰲ ﺣﲔ ﻳﺴﺘﻐﺮﻕ ﻣﺴﺤﻮﻕ ﺍﳋﺒﺰ ‪ 15 min‬ﻹﻧﺘﺎﺝ ﻓﻘﺎﻗﻴﻊ‬ ‫ﺍﳋﺒﺰ ﳜﻠﻂ ﻣﺴـﺤﻮﻕ ﺍﳋﺒﺰ ﺑﺎﳌﻜﻮﻧﺎﺕ ﺍﻷﺧﺮ￯ ﺍﳉﺎﻓﺔ‪ ،‬ﻭﻳﻀﺎﻑ ﰲ‬ ‫ﻭﻋﺼﲑ ﺍﳊﻤﻀﻴﺎﺕ ﻭﳐﻀﻮﺽ ﺍﻟﻠﺒﻦ ﻭﻏﲑﻫﺎ‪.‬‬

‫ﻳﺘﻢ ﲣﻤﲑﻩ ﺑﺎﺳـﺘﻌﲈﻝ‬ ‫ﺍﻟﻐـﺎﺯ ﰲ ﺍﻟﻌﺠـﲔ‪ ،‬ﻧﺠـﺪ ﱠ‬

‫ﺃﻥ ﺍﻟﻌﺠﲔ ﺍﻟﺬﻱ ﹼ‬
‫ﺍﻟﻨﻬﺎﻳـﺔ ﺇﱃ ﺍﻟﻌﺠﲔ‪ .‬ﻭﻟﻜﻦ ﺍﻟﻌﺠﺎﺋﻦ ﺍﻟﺘﻲ ﻳﺴـﺘﻌﻤﻞ ﻓﻴﻬﺎ ﻣﺴـﺤﻮﻕ‬
‫ﻓﻮﺭﺍ‪.‬‬
‫ﺍﳋﺒﺰ ﻟﻴﺲ ﻣﻦ ﺍﻟﴬﻭﺭﻱ ﺃﻥ ﲣﺒﺰ ﹰ‬

‫ﻟﻴﺘﺨﻤﺮ‪.‬‬
‫ﱠ‬ ‫ﺍﳋﻤـﲑﺓ ﻗـﺪ ﳛﺘـﺎﺝ ﻣـﻦ ﺳـﺎﻋﺘﲔ ﺇﱃ ﺛـﻼﺙ ﺳـﺎﻋﺎﺕ‬ ‫ﲢﺘـﻮﻱ ﺍﻟﻌﺠﺎﺋـﻦ ﺍﻟﺘﻲ ﻳﺴـﺘﻌﻤﻞ ﻓﻴﻬﺎ ﺳـﻮﺍﺋﻞ ﲪﻀﻴـﺔ ﻣﻌﺘﺪﻟﺔ ﻋﲆ‬
‫ﻣﻌﺎ؛ ﺣﻴﺚ ﻳﺴﺘﻄﻴﻊ ﺍﳊﻤﺾ ﺍﻟﺰﺍﺋﺪ ﺃﻥ‬‫ﻣﺴﺤﻮﻕ ﺍﳋﺒﺰ ﻭﺻﻮﺩﺍ ﺍﳋﺒﺰ ﹰ‬
‫ﻣﺼﺪﺭﺍ ﻣﻮﺛﻮ ﹰﻗﺎ‬
‫ﹰ‬ ‫ﻳﻌﻄﻞ ﻋﻤﻞ ﻣﺴـﺤﻮﻕ ﺍﳋﺒﺰ‪ .‬ﻭﻳﻌﺪ ﻣﺴـﺤﻮﻕ ﺍﳋﺒﺰ‬
‫ﻟﺜﺎﲏ ﺃﻛﺴـﻴﺪ ﺍﻟﻜﺮﺑﻮﻥ‪ ،‬ﻭﺗﺴـﺎﻋﺪ ﺻﻮﺩﺍ ﺍﳋﺒﺰ ﻋﲆ ﻣﻌﺎﺩﻟﺔ ﺍﳊﻤﺾ‪.‬‬

‫• ﺃﴍ ﺇﱃ ﻭﺻﻔـﺔ ﻛﻌﻜـﺔ‪ ،‬ﻭﺍﻃﻠـﺐ ﺇﱃ ﺍﻟﻄـﻼﺏ ﺗﻮ ﱡﻗـﻊ ﹼ‬

‫ﻛﻴﻔﻴـﺔ‬ ‫ﺇﺫﺍ ﺗﻄ ﹼﻠﺒـﺖ ﻭﺻﻔـﺔ ﺍﺳـﺘﻌﲈﻝ ﺍﻟﻄﺤـﲔ ﻭﺍﳌﻠـﺢ ﻭﺍﻟﺴـﻜﺮ‬ ‫‪1‬‬
‫ﻭﺍﻟﻨﺨﺎﻟـﺔ ﻭﺍﳊﻠﻴـﺐ ﻭﺍﻟﺒﻴـﺾ ﻭﺍﻟﺴـﻤﻦ ﺃﻭ ﺍﻟﺰﻳﺖ ﺍﻟﻨﺒـﺎﰐ‪ ،‬ﻓﻬﻞ‬

‫ﻛﻤﻴﺔ ﺃﻛﺜﺮ ﺃﻭ‬

‫ﺍﺧﺘـﻼﻑ ﻫﻴﺌﺔ ﺍﻟﻜﻌﻜﺔ ﻭﻛﺜﺎﻓﺘﻬﺎ‪ ،‬ﺇﺫﺍ ﺍﺳـﺘﻌﻤﻠﺖ ﹼ‬
‫ﻓـﴪ ﺇﺟﺎﺑﺘـﻚ‪.‬‬ ‫ﺗﺴـﺘﻌﻤﻞ ﺻـﻮﺩﺍ ﺍﳋﺒـﺰ ﺃﻭ ﻣﺴـﺤﻮﻕ ﺍﳋﺒـﺰ؟ ﹼ‬
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‫ﺍﻟﻜﻤﻴﺔ ﺍﳌﺤﺪﹼ ﺩﺓ ﻣﻦ ﺻﻮﺩﺍ ﺍﳋﺒﺰ ﻟﺘﺤﻀﲑ ﺍﻟﻌﺠﲔ‪.‬‬

‫ﹼ‬ ‫ﹼ‬
‫ﺃﻗﻞ ﻣﻦ‬ ‫‪197‬‬

‫ﺍﻟﻜﻴﻤﻴﺎﺋﻴـﺔ ﻭﺍﳌﻌـﺎﺩﻻﺕ‬
‫ﹼ‬ ‫• ﺩﻉ ﺍﻟﻄـﻼﺏ ﻳﺴـﺘﻌﻤﻠﻮﺍ ﺍﳊﺴـﺎﺑﺎﺕ‬
‫ﻛﻤﻴﺔ ﻏـﺎﺯ ‪ ، CO2‬ﺍﻟﺘﻲ‬
‫ﺍﳌﻮﺯﻭﻧـﺔ ﺍﳌﻌﻄﺎﺓ ﰲ ﺍﳌﻘﺎﻟﺔ ﰲ ﺣﺴـﺎﺏ ﹼ‬
‫ﻣﻌﻴﻨ ﹰﺔ ﻣﻦ ﺻﻮﺩﺍ ﺍﳋﺒﺰ ﻭﺍﳋﻞ‬
‫ﺎﺕ ﹼ‬‫ﻛﻤﻴ ﹴ‬
‫ﺳـﺘﻨﺘﺞ ﺇﺫﺍ ﺍﺳـﺘﺨﺪﻣﺖ ﹼ‬
‫ﰲ ﻭﺻﻔﺔ ﺍﻟﻜﻌﻚ‪.‬‬

‫ﳚﺐ ﺍﺳﺘﻌﲈﻝ ﺻﻮﺩﺍ ﺍﳋﺒﺰ ﰲ ﺍﻟﻮﺻﻔﺔ‪.‬‬

‫ﺍﳊﻠﻴﺐ ﲪﴤﹼ ﻗﻠﻴ ﹰ‬
‫ﻼ‪ ،‬ﻭﻟﺪﻳﻪ ﻗﻴﻤﺔ ‪ pH‬ﺗﺴﺎﻭﻱ ‪.6.5‬‬

‫‪197‬‬
 ‫ﺍﳌﻌﺎﻳﺮﺓ ﺇﺟﺮﺍﺀ ﻳﻤﻜﻦ ﺑﻪ ﲢﺪﻳﺪ ﻣﻮﻻﺭﻳﺔ ﺍﻟﻘﺎﻋﺪﺓ‪.‬‬
‫‪1‬‬ ‫ﻛﻴﻒ ﻳﻤﻜﻨﻚ ﲢﺪﻳﺪ ﻣﻮﻻﺭﻳﺔ ﳏﻠﻮﻝ ﻗﺎﻋﺪﻱ؟‬
‫ﻛﺘﻠﺔ ﺯﺟﺎﺟﺔ ﺍﻟﻮﺯﻥ‪ +‬ﺍﳊﻤﺾ‬
‫ﻛﺘﻠﺔ ﺯﺟﺎﺟﺔ ﺍﻟﻮﺯﻥ‬
‫ﻫﻴﺪﺭﻭﻛﺴﻴﺪ ﺍﻟﺼﻮﺩﻳﻮﻡ ‪NaOH‬‬ ‫ﺳﺤﺎﺣﺔ ﺳﻌﺘﻬﺎ ‪50 mL‬‬
‫ﻛﺘﻠﺔ ﺍﳊﻤﺾ ﺍﻟﺼﻠﺐ‬
‫ﻣﻮﻻﺕ ﺍﳊﻤﺾ‬ ‫ﻣﻴﺰﺍﻥ ﺣﺴﺎﺱ‬
‫ﺣﺎﻣﻞ ﺣﻠﻘﺔ‬
‫ﳏﻠﻮﻝ ﻓﻴﻨﻮﻟﻔﺜﺎﻟﲔ‬
‫ﻗﺎﺭﻭﺭﺓ ﻏﺴﻞ‬
‫‪ 30‬ﺩﻗﻴﻘﺔ‪.‬‬
‫ﻣﻮﻻﺕ ﺍﻟﻘﺎﻋﺪﺓ ﺍﳌﻄﻠﻮﺑﺔ‬
‫ﺍﻟﻘﺮﺍﺀﺓ ﺍﻟﻨﻬﺎﺋﻴﺔ ﻟﻠﺴﺤﺎﺣﺔ‬ ‫ﻓﺜﺎﻻﺕ ﺍﻟﺒﻮﺗﺎﺳﻴﻮﻡ ﺍﳍﻴﺪﺭﻭﺟﻴﻨﻴﺔ ‪KHC8H4O4‬‬
‫ﺍﻟﻘﺮﺍﺀﺓ ﺍﻷﻭﻟﻴﺔ ﻟﻠﺴﺤﺎﺣﺔ‬ ‫ﺩﻭﺭﻕ ﳐﺮﻭﻃﻲ ﺳﻌﺘﻪ ‪250 mL‬‬ ‫ﺣﺎﻣﻞ ﺳﺤﺎﺣﺔ‬ ‫ﺍﳌﻼﺣﻈـﺔ ﻭﺍﻻﺳـﺘﻨﺘﺎﺝ‪ ،‬ﻭﲨـﻊ ﺍﻟﺒﻴﺎﻧـﺎﺕ‬
‫ﺣﺠﻢ ﺍﻟﻘﺎﻋﺪﺓ ﺍﳌﺴﺘﻌﻤﻞ )‪(mL‬‬ ‫ﻛﺄﺱ ﺯﺟﺎﺟﻴﺔ ﺳﻌﺘﻬﺎ ‪ 250 mL‬ﺩﻭﺭﻕ ﳐﺮﻭﻃﻲ ﺳﻌﺘﻪ ‪500 mL‬‬
‫ﻣﻮﻻﺭﻳﺔ ﺍﻟﻘﺎﻋﺪﺓ‬ ‫ﻣﻠﻌﻘﺔ‬ ‫ﻣﺎﺀ ﻣﻘﻄﺮ‬ ‫ﻭﺗﻔﺴﲑﻫﺎ‪ ،‬ﻭﺍﺳﺘﻌﲈﻝ ﺍﻷﺭﻗﺎﻡ‪.‬‬
‫‪ .7‬ﻋﻨﺪﻣـﺎ ﻳﺒﻘﻰ ﺍﻟﻠﻮﻥ ﺍﻟﻮﺭﺩﻱ ﻓـﱰﺓ ﺃﻃﻮﻝ ﺑﻌـﺪ ﺍﻟﺘﺤﺮﻳﻚ ﺍﻟﺪﻭﺭﺍﲏ‬

‫ﺗﺄﻛـﺪ ﻣﻦ ﺗﻌﺒﺌﺔ ﺍﻟﻄﻼﺏ ﻟﺒﻄﺎﻗﺔ ﺍﻟﺴـﻼﻣﺔ‬

‫‪AA‬‬ ‫‪BB‬‬ ‫‪CC‬‬ ‫‪DD‬‬ ‫‪EE‬‬ ‫‪FF‬‬ ‫‪G‬‬‫‪G HH A II B JJ ACA KKBDB LLCEC M‬‬ ‫ﺍﻟﻔﻴﻨﻮﻟﻔﺜﺎﻟﲔ‪MDF‬‬
‫ﺃﻥ‪O FHBF‬‬
‫‪DNN EGAEO‬‬ ‫ﻛﲈ‪PP‬‬
‫ﺣﺮﺍﺭﺓ‪GCIG،‬‬
‫ﺍﳌﺎﺀ ‪HJDH‬‬
‫‪ NaOH‬ﰲ‪AIKE I‬‬
‫‪B‬‬
‫‪JLFJ C‬‬ ‫ﺇﺫﺍﺑﺔ‪G‬‬
‫‪KM‬‬‫‪K D‬‬ ‫‪N‬‬ ‫ﻋﻦ‬
‫‪LH‬‬‫ﻳﻨﺘﺞ ‪L‬‬
‫‪M‬‬
‫‪EM‬‬
‫‪O‬‬ ‫ﲢﺬﻳﺮ‪I :‬‬
‫‪NPFJN OGK‬‬
‫‪O‬‬ ‫‪PHPL‬‬ ‫‪IM‬‬ ‫‪JN‬‬ ‫‪K‬‬
‫‪O‬‬ ‫‪L‬‬
‫‪P‬‬ ‫‪M‬‬ ‫‪N‬‬ ‫‪O‬‬ ‫‪P‬‬
‫ﻟﻠﺪﻭﺭﻕ ﺃﺿﻒ ﳏﻠﻮﻝ ﺍﻟﻘﺎﻋﺪﺓ ﻗﻄﺮﺓ ﻗﻄﺮﺓ‪.‬‬
‫‪ .8‬ﺗﻜـﻮﻥ ﻧﻘﻄـﺔ ﺍﻟﻨﻬﺎﻳﺔ ﺣﻴﺚ ﻳﺘﻐﲑ ﻟﻮﻥ ﺍﳊﻤـﺾ ﺇﱃ ﺍﻟﻠﻮﻥ ﺍﻟﻮﺭﺩﻱ‬ ‫ﺍﻟﻠﻬﺐ‪.‬‬ ‫ﻋﻦ‬ ‫ﺃﺑﻌﺪﻩ‬ ‫ﻟﺬﺍ‬ ‫ﻟﻼﺷﺘﻌﺎﻝ‪،‬‬ ‫ﻗﺎﺑﻞ‬
‫ﺑﻌﺪ ﺇﺿﺎﻓﺔ ﻗﻄﺮﺓ ﻗﺎﻋﺪﺓ ﻭﺍﺣﺪﺓ؛ ﻭﻳﺒﻘﻰ ﺍﻟﻠﻮﻥ ﺍﻟﻮﺭﺩﻱ ﺑﻌﺪﻫﺎ ﺛﺎﺑﺘﹰﺎ‪.‬‬ ‫ﰲ ﺍﳌﺨﺘـﱪ ﻗﺒﻞ ﺑﺪﺀ ﺍﻟﻌﻤـﻞ‪ ،‬ﻭﳚﺐ ﻋﻠﻴﻬﻢ ﺃﻥ ﻳﻠﺒﺴـﻮﺍ ﺍﻟﻨﻈﺎﺭﺍﺕ‬
‫‪ .9‬ﺃﻋﺪ ﻣﻞﺀ ﺍﻟﺴﺤﺎﺣﺔ‪ ،‬ﻭﺍﻏﺴﻞ ﺍﻟﺪﻭﺭﻕ ﺑﺎﳌﺎﺀ‪ .‬ﺛﻢ ﺃﻋﺪ ﺍﳌﻌﺎﻳﺮﺓ ﺣﺘﻰ‬ ‫‪ .1‬ﺍﻣﻸ ﺑﻄﺎﻗﺔ ﺍﻟﺴﻼﻣﺔ ﰲ ﺩﻟﻴﻞ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﻤﻠﻴﺔ‪.‬‬
‫ﲢﺼﻞ ﻋﲆ ﻗﻴﻢ ﻣﻮﻻﺭﻳﺔ ﻣﺘﻘﺎﺭﺑﺔ ﻟﺜﻼﺙ ﳏﺎﻭﻻﺕ‪.‬‬ ‫‪ .2‬ﺿـﻊ ‪ 4 g NaOH‬ﺗﻘﺮﻳ ﹰﺒـﺎ ﰲ ﺍﻟـﺪﻭﺭﻕ ﺍﳌﺨﺮﻭﻃـﻲ ﺍﻟـﺬﻱ ﺳـﻌﺘﻪ‬ ‫ﺍﻟﻮﺍﻗﻴـﺔ‪ ،‬ﻭﺍﻟﻘﻔﺎﺯﺍﺕ‪ ،‬ﻣﻌﺎﻃﻒ ﺍﳌﺨﺘﱪ‪ ،‬ﻭﺃﻥ ﻳﻐﺴـﻠﻮﺍ ﺃﻳﺪﳞﻢ ﺑﻌﺪ‬
‫‪ .500 mL‬ﺛـﻢ ﺃﺫﲠـﺎ ﰲ ﻛﻤﻴـﺔ ﻛﺎﻓﻴـﺔ ﻣﻦ ﺍﳌـﺎﺀ‪ ،‬ﺛـﻢ ﺃﻛﻤﻞ ﺣﺠﻢ ‪.10‬‬
‫ﲣﻠـﺺ ﻣـﻦ ﺍﳌﺤﺎﻟﻴـﻞ‬
‫ﺍﳌﺘﻌﺎﺩﻟﺔ ﰲ ﺍﳌﴫﻑ ﻣﻊ ﻛﻤﻴﺔ ﻭﺍﻓﺮﺓ ﻣﻦ ﺍﳌﺎﺀ‪.‬‬ ‫ﺍﳌﺤﻠﻮﻝ ﻟﻴﺼﺒﺢ ‪ 400 mL‬ﺗﻘﺮﻳ ﹰﺒﺎ‪ .‬ﺛﻢ ﺃﻏﻠﻖ ﺍﻟﺪﻭﺭﻕ ﺑﺎﻟﺴﺪﺍﺩﺓ‪.‬‬ ‫ﻛﻞ ﺣﺼـﺔ ﳐﺘـﱪ‪ .‬ﹼ‬
‫ﻭﺫﻛﺮﻫـﻢ ﹼ‬
‫ﺑﺄﻥ ﺍﳌـﺎﺀ ﻳﺼﺒﺢ ﺳـﺎﺧﻨﹰﺎ ﻋﻨـﺪ ﺇﺫﺍﺑﺔ‬ ‫ﹼ‬
‫‪ .3‬ﺍﺳﺘﻌﻤﻞ ﺯﺟﺎﺟﺔ ﺍﻟﻮﺯﻥ ﻷﺧﺬ ﻛﺘﻠﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ 0.40 g‬ﺗﻘﺮﻳ ﹰﺒﺎ ﻣﻦ‬
‫ﰲ ﻛﻞ ﻣﻌﺎﻳﺮﺓ‪ ،‬ﺍﺣﺴـﺐ ﻋﺪﺩ ﻣـﻮﻻﺕ ﺍﳊﻤﺾ‬ ‫‪.1‬‬ ‫ﻛﺘﻠﺘﻪ‬ ‫ﻓﺜﺎﻻﺕ ﺍﻟﺒﻮﺗﺎﺳﻴﻮﻡ ﺍﳍﻴﺪﺭﻭﺟﻴﻨﻴﺔ ‪ ،KHC8H4O4‬ﺍﻟﺬﻱ‬ ‫‪ NaOH‬ﻓﻴﻪ‪.‬‬
‫ﺍﳌﺨﺮﻭﻃﻲ‬ ‫ﺍﳌﻮﻟﻴﺔ = ‪ ،(204.32 g/mol‬ﻭﺿﻌﻬﺎ ﰲ ﺍﻟﺪﻭﺭﻕ‬
‫ﺍﳌﺴﺘﻌﻤﻞ ﺑﻘﺴﻤﺔ ﻛﺘﻠﺔ ﺍﻟﻌﻴﻨﺔ ﻋﲆ ﺍﻟﻜﺘﻠﺔ ﺍﳌﻮﻟﻴﺔ ﻟﻠﺤﻤﺾ‪.‬‬
‫ﻛـﻢ ﻣـﻮ ﹰﻻ ﻣـﻦ ﺍﻟﻘﺎﻋـﺪﺓ ﻳﺘﻄﻠـﺐ ﺍﻟﺘﻔﺎﻋﻞ ﻣـﻊ ﻣﻮﻻﺕ‬ ‫‪.2‬‬
‫ﺍﻟﺬﻱ ﺳﻌﺘﻪ ‪ .250 mL‬ﺛﻢ ﺳﺠﻞ ﻫﺬﻩ ﺍﻟﻜﺘﻠﺔ‪.‬‬ ‫ﻳﻤﻜﻦ ﻃﺮﺡ ﺍﳌﺤﺎﻟﻴﻞ ﺍﳌﺘﻌﺎﺩﻟﺔ ﰲ ﺍﳌﻐﺴﻠﺔ‬
‫ﺍﳊﻤﺾ ﺍﳌﺴﺘﺨﺪﻣﺔ؟‬ ‫ﻭﺃﺿﻒ‬ ‫ﺍﻟﺪﻭﺭﻕ‪،‬‬ ‫‪ .4‬ﺍﺳﺘﻌﻤﻞ ﻗﺎﺭﻭﺭﺓ ﺍﻟﻐﺴﻞ ﻟﻐﺴﻞ ﺍﳉﺰﺀ ﺍﻟﺪﺍﺧﲇ ﻣﻦ‬
‫‪ 50 mL‬ﺗﻘﺮﻳ ﹰﺒﺎ ﻣﻦ ﺍﳌﺎﺀ‪ ،‬ﻭﻗﻄﺮﺗﲔ ﻣﻦ ﳏﻠﻮﻝ ﻛﺎﺷﻒ ﺍﻟﻔﻴﻨﻮﻟﻔﺜﺎﻟﲔ‪.‬‬
‫ﻣﻊ ﻛﻤﻴﺔ ﻭﺍﻓﺮﺓ ﻣﻦ ﺍﳌﺎﺀ‪.‬‬
‫ﺣﻮﻝ ﺣﺠﻢ ﺍﻟﻘﺎﻋﺪﺓ ﺇﱃ ﻟﱰﺍﺕ‪.‬‬
‫ﻛﻴﻔﻴﺔ ﲢﻀﲑ ﺍﳌﺤﺎﻟﻴﻞ ﻛ ﹼﻠﻬﺎ‪.‬‬
‫ﹼ‬
‫ﺭﺍﺟﻊ ﹼ‬
‫‪.3‬‬
‫‪ .5‬ﺍﻣﻸ ﺍﻟﺴﺤﺎﺣﺔ ﺑﻤﺤﻠﻮﻝ ‪ ،NaOH‬ﻋﲆ ﺃﻥ ﻳﻜﻮﻥ ﻣﺴﺘﻮ￯‬
‫ﻣﻮﻻﺭﻳﺔ ﺍﻟﻘﺎﻋﺪﺓ ﺑﻘﺴﻤﺔ ﻋﺪﺩ ﻣﻮﻻﺕ ﺍﻟﻘﺎﻋﺪﺓ ﻋﲆ ﺣﺠﻢ‬ ‫‪.4‬‬
‫ﺍﻟﺴﺎﺋﻞ ﻋﻨﺪ ﻋﻼﻣﺔ ﺍﻟﺼﻔﺮ ﺃﻭ ﲢﺘﻬﺎ‪ .‬ﻟﻠﺘﺨﻠﺺ ﻣﻦ ﺃﻱ ﻫﻮﺍﺀ‬
‫ﺍﻟﻘﺎﻋﺪﺓ ﺑﺎﻟﻠﱰ‪.‬‬
‫ﻣﺮﺭ ﻛﻤﻴﺔ ﺻﻐﲑﺓ ﻣﻦ ﺍﻟﻘﺎﻋﺪﺓ‬ ‫ﺍﻟﺴﺤﺎﺣﺔ ﹼ‬
‫ﹼ‬ ‫ﻗﺪ ﻳﻜﻮﻥ ﻋﺎﻟ ﹰﻘﺎ ﰲ‬
‫ﻓﴪ ﺃﻱ ﺍﺧﺘﻼﻓﺎﺕ‪.‬‬
‫ﻟﻠﻤﻮﻻﺭﻳﺔ؟ ﹼ‬
‫ﻫﻞ ﺍﺗﻔﻘﺖ ﺣﺴﺎﺑﺎﺗﻚ ﻟﻠﻤﻮﻻﺭﻳﺔ‬
‫ﻤﻮﻻﺭﻳﺔ‬ ‫‪.5‬‬
‫ﺇﱃ ﻭﻋﺎﺀ ﺍﳌﻬﻤﻼﺕ‪ .‬ﻻﺣﻆ ﺣﺠﻢ ﺍﳌﺤﻠﻮﻝ ﰲ ﺍﻟﺴﺤﺎﺣﺔ ﺣﺘﻰ‬
‫ﺃﻗﺮﺏ ‪ ، 0.02 mL‬ﻭﺳﺠﻞ ﻫﺬﻩ ﺍﻟﻘﺮﺍﺀﺓ ﺍﻷﻭﻟﻴﺔ‪.‬‬ ‫• ﻳﻤﻜﻦ ﺍﺳﺘﻌﲈﻝ ﻫﻴﺪﺭﻭﻛﺴﻴﺪ ﺍﻟﺒﻮﺗﺎﺳﻴﻮﻡ ﺑﺪ ﹰ‬
‫ﻻ ﻣﻦ ﻫﻴﺪﺭﻭﻛﺴﻴﺪ‬
‫ﺍﺣﺴﺐ ﺗﺮﻛﻴﺰ ﳏﻠﻮﻝ ﲪﺾ ﺍﻹﻳﺜﺎﻧﻮﻳﻚ )ﺍﳋﻞ(‬ ‫‪ .6‬ﺿﻊ ﻗﻄﻌﺔ ﻭﺭﻕ ﺑﻴﻀﺎﺀ ﻋﲆ ﻗﺎﻋﺪﺓ ﺣﺎﻣﻞ ﺍﳊﻠﻘﺔ‪ .‬ﻭﺣﺮﻙ ﺍﻟﺪﻭﺭﻕ ﺣﺮﻛﺔ‬
‫ﺩﻭﺭﺍﻧﻴﺔ ﰲ ﺃﺛﻨﺎﺀ ﺻﺐ ﳏﻠﻮﻝ ‪ NaOH‬ﺑﺒﻂﺀ ﻣﻦ ﺍﻟﺴﺤﺎﺣﺔ ﺇﱃ ﺍﻟﺪﻭﺭﻕ‪ .‬ﺩﻭﻥ ﺍﺳﺘﻌﲈﻝ ﺍﻟﻜﺎﺷﻒ‪.‬‬ ‫ﺍﻟﺼﻮﺩﻳﻮﻡ‪.‬‬
‫‪198‬‬
‫• ﻳﺴﺘﻄﻴﻊ ﺍﻟﻄﻼﺏ ﺍﺳﺘﻌﲈﻝ ﻗﺎﻋﺪﺓ ﺍﳌﻌﺎﻳﺮﺓ ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ‬
‫ﺃﺳﺌﻠﺔ ﻣﻦ ﻭﺍﻗﻊ ﺣﻴﺎﲥﻢ‪ ،‬ﻭﺑﲈ ﱠ‬
‫ﺃﻥ ﻋ ﱢﻴﻨﺎﺕ ﺍﳌﺎﺀ ﲢﺘﻮﻱ ﻋﲆ ﺗﺮﺍﻛﻴﺰ‬
‫ﻛﻤﻴﺔ ﻗﺎﻋﺪﺓ‬
‫ﻧﺴـﺒﻴﺎ ﻣﻦ ﺍﳊﻤﺾ‪ ،‬ﻟـﺬﺍ ﳚﺐ ﲣﻔﻴـﻒ ﹼ‬ ‫ﹼﹰ‬ ‫ﻣﻨﺨﻔﻀـﺔ‬
‫ﺍﳌﻌﺎﻳﺮﺓ‪.‬‬

‫‪ 0.00191 mol‬ﻣﻦ ‪.KHC8H4O4‬‬ ‫‪.1‬‬ ‫ﻣﺴﺒ ﹰﻘﺎ‪.‬‬ ‫ﻳﻤﻜﻦ ﲢﻀﲑ ﳏﻠﻮﻝ ‪ NaOH‬ﺑﱰﻛﻴﺰ ‪0.250 M‬‬ ‫•‬
‫ﺍﳌﻮﻟﻴﺔ ‪ ،1:1‬ﺇﺫﻥ ﻋﺪﺩ ﻣﻮﻻﺕ ‪ NaO H‬ﻭ ‪ KHC8H4O4‬ﻣﺘﺴﺎﻭﻳﺔ‪.‬‬ ‫ﺍﳍﻴﺪﺭﻭﺟﻴﻨﻴﺔ ﰲ ﹼ‬
‫ﻛﻞ ﳏﺎﻭﻟﺔ‬ ‫ﹼ‬ ‫ﻛﻤﻴﺔ ﻓﺜﺎﻻﺕ ﺍﻟﺒﻮﺗﺎﺳـﻴﻮﻡ‬
‫• ﺗﱰﺍﻭﺡ ﹼ‬
‫ﺍﻟﻨﺴﺒﺔ ﹼ‬ ‫‪.2‬‬
‫ﺑﲔ ‪ 0.3 g‬ﻭ ‪0.5 g‬‬
‫‪0.00764 L .3‬‬
‫ﻋﻤﻠﻴﺔ ﺍﳌﻌﺎﻳﺮﺓ ﻛﺎﻣﻠ ﹰﺔ‪.‬‬
‫ﹼ‬ ‫• ﱢ‬
‫ﻭﺿﺢ‬
‫‪0.250 M .4‬‬
‫ﹴ‬ ‫• ﱢ‬
‫ﺫﻛـﺮ ﺍﻟﻄـﻼﺏ ﺑﻌـﺪﻡ ﻧﺴـﻴﺎﻥ ﺇﺿﺎﻓـﺔ ﺍﻟﻜﺎﺷـﻒ ﺇﱃ ﳏﺎﻟﻴﻠﻬـﻢ‬
‫ﺩﻗﻴﻘﺔ ﻟﻠﺴﺤﺎﺣﺔ ﺃﻭ ﲢﺪﻳﺪ ﺍﻟﻜﺘﻞ‪،‬‬ ‫ﻗﺪ ﺗﺸـﻤﻞ ﺍﻻﺧﺘﻼﻓﺎﺕ ﻗﺮﺍﺀﺍﺕ ﻏﲑ‬ ‫‪.5‬‬
‫ﺃﻭ ﺍﻻﺳﺘﻤﺮﺍﺭ ﰲ ﺇﺿﺎﻓﺔ ﺍﻟﻘﺎﻋﺪﺓ ﺑﻌﺪ ﻧﻘﻄﺔ ﺍﻟﻨﻬﺎﻳﺔ‪ ،‬ﺃﻭ ﺍﻧﺴﻜﺎﺏ ﺍﳌﺤﺎﻟﻴﻞ‪،‬‬ ‫ﺍﳊﻤﻀﻴﺔ‪.‬‬
‫ﱠ‬
‫ﻭﻭﺟﻮﺩ ﻓﻘﺎﻗﻴﻊ ﺩﺍﺧﻞ ﺍﻟﺴﺤﺎﺣﺔ‪.‬‬ ‫• ﺍﻃﻠـﺐ ﺇﱃ ﺍﻟﻄـﻼﺏ ﺃﻥ ﻳﻐﻠﻘـﻮﺍ ﺩﻭﺍﺭﻗﻬـﻢ ﺑﺎﻟﺴـﺪﺍﺩﺍﺕ ﺑـﲔ‬
‫ﻷﻥ ‪ NaOH‬ﻳﺘﻔﺎﻋﻞ ﻣﻊ ﺛﺎﲏ ﺃﻛﺴﻴﺪ ﺍﻟﻜﺮﺑﻮﻥ‬‫ﺣﺼﺺ ﺍﳌﺨﺘﱪ؛ ﹼ‬
‫ﹼ‬
‫ﺍﳋـﻞ ﺑﻤﺤﻠﻮﻝ ‪NaOH‬‬ ‫ﹼ‬
‫ﺍﳋـﻞ ﰲ ﺩﻭﺭﻕ‪ ،‬ﻭﻋﺎﻳﺮ‬ ‫ﺍﺳـﻜﺐ ‪ 25.00 mL‬ﻣـﻦ‬ ‫ﻣﻜﻮ ﹰﻧﺎ ﻛﺮﺑﻮﻧﺎﺕ ﺍﻟﺼﻮﺩﻳﻮﻡ‪.‬‬
‫ﰲ ﺍﳍﻮﺍﺀ ﹼ‬
‫ﺍﳋـﻞ‪ .‬ﺗﺼﻞ ﺇﱃ ﻧﻘﻄﺔ‬ ‫ﹰ‬
‫ﻣﺴـﺘﻌﻤﻼ ﻣﻘﻴﺎﺱ ‪ pH‬ﳌﺮﺍﻗﺒﺔ ‪ pH‬ﹼ‬ ‫)ﺗﺮﻛﻴـﺰﻩ ﻣﻌﻠﻮﻡ(‪،‬‬
‫ﹴ‬
‫ﻭﺍﺣﺪﺓ ﻣﻦ ‪.NaOH‬‬ ‫ﻛﺒﲑ ﰲ ‪ pH‬ﺑﺈﺿﺎﻓﺔ ﹴ‬
‫ﻧﻘﻄﺔ‬ ‫ﺗﻐﲑ ﹲ‬
‫ﺍﻟﻨﻬﺎﻳﺔ ﻋﻨﺪﻣﺎ ﻳﻨﺘﺞ ﹼ ﹲ‬

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 ‫ﻳﻤﻜﻦ ﺗﻌﺮﻳﻒ ﺍﻷﲪﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ ﺑﺎﺳﺘﻌﲈﻝ ﻣﻔﺮﺩﺍﺕ‪ ،‬ﻣﻨﻬﺎ ﺃﻳﻮﻧﺎﺕ ﺍﳍﻴﺪﺭﻭﺟﲔ ﻭﺃﻳﻮﻧﺎﺕ‬
‫ﺍﳍﻴﺪﺭﻭﻛﺴﻴﺪ‪ ،‬ﺃﻭ ﺃﺯﻭﺍﺝ ﺍﻹﻟﻜﱰﻭﻧﺎﺕ‪.‬‬

‫‪5 1‬‬
‫اﻟﻔﻜﺮة اﻟﺮﺋﻴﺴﺔ ﺗﺴـﺎﻋﺪ ﺍﻟﻨﲈﺫﺝ ﺍﳌﺨﺘﻠﻔﺔ‬
‫• ﲢﺪﹼ ﺩ ﺗﺮﺍﻛﻴﺰ ﺃﻳﻮﻧﺎﺕ ﺍﳍﻴﺪﺭﻭﺟﲔ ﻭﺃﻳﻮﻧﺎﺕ ﺍﳍﻴﺪﺭﻭﻛﺴﻴﺪ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﺤﻠﻮﻝ‬ ‫ﻋﲆ ﻭﺻﻒ ﺳﻠﻮﻙ ﺍﻷﲪﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ‪.‬‬
‫ﲪﻀﻴﺎ‪ ،‬ﺃﻡ ﻗﺎﻋﺪ ﹼﹰﻳﺎ‪ ،‬ﺃﻡ ﻣﺘﻌﺎﺩ ﹰ‬
‫ﻻ‪.‬‬ ‫ﹼﹰ‬
‫• ﳚﺐ ﺃﻥ ﳛﺘﻮﻱ ﲪﺾ ﺃﺭﻫﻴﻨﻴﻮﺱ ﻋﲆ ﺫﺭﺓ ﻫﻴﺪﺭﻭﺟﲔ ﻗﺎﺑﻠﺔ ﻟﻠﺘﺄﻳﻦ‪ .‬ﻭﳚﺐ ﺃﻥ‬ ‫• ﺍﳌﺤﻠﻮﻝ ﺍﳊﻤﴤ‬
‫ﲢﺘﻮﻱ ﻗﺎﻋﺪﺓ ﺃﺭﻫﻴﻨﻴﻮﺱ ﻋﲆ ﳎﻤﻮﻋﺔ ﻫﻴﺪﺭﻭﻛﺴﻴﺪ ﻗﺎﺑﻠﺔ ﻟﻠﺘﺄﻳﻦ‪.‬‬ ‫• ﺍﳌﺤﻠﻮﻝ ﺍﻟﻘﺎﻋﺪﻱ‬
‫ﻟﺘﻌﺰﻳﺰ ﻓﻬﻢ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻔﺼﻞ‪ ،‬ﺍﻃﻠﺐ ﺇﱃ ﺍﻟﻄﻼﺏ‪ ،‬ﻛﺘﺎﺑﺔ ﻋﺒﺎﺭﺍﺕ‬ ‫• ﲪﺾ ﺑﺮﻭﻧﺴﺘﺪ – ﻟﻮﺭﻱ ﻣﺎﺩﺓ ﻣﺎﻧﺤﺔ ﻷﻳﻮﻥ ﻫﻴﺪﺭﻭﺟﲔ‪ ،‬ﺑﻴﻨﲈ ﻗﺎﻋﺪﺓ ﺑﺮﻭﻧﺴﺘﺪ‬ ‫• ﻧﻤﻮﺫﺝ ﺃﺭﻫﻴﻨﻴﻮﺱ‬
‫– ﻟﻮﺭﻱ ﻣﺎﺩﺓ ﻣﺴﺘﻘﺒﻠﺔ ﻷﻳﻮﻥ ﻫﻴﺪﺭﻭﺟﲔ‪.‬‬ ‫• ﻧﻤﻮﺫﺝ ﺑﺮﻭﻧﺴﺘﺪ – ﻟﻮﺭﻱ‬
‫ﻳﺘﻢ ﻓﻴﻬﺎ ﺗﻮﻇﻴﻒ ﻫﺬﻩ ﺍﳌﻔﺮﺩﺍﺕ‪.‬‬ ‫ﺯﻭﺟﺎ ﻣﻦ ﺍﻹﻟﻜﱰﻭﻧﺎﺕ‪ ،‬ﺑﻴﻨﲈ ﻗﺎﻋﺪﺓ ﻟﻮﻳﺲ ﻣﺎﺩﺓ‬
‫• ﲪﺾ ﻟﻮﻳﺲ ﻣﺎﺩﺓ ﺗﺴﺘﻘﺒﻞ ﹰ‬ ‫• ﺍﳊﻤﺾ ﺍﳌﺮﺍﻓﻖ‬
‫ﺯﻭﺟﺎ ﻣﻦ ﺍﻹﻟﻜﱰﻭﻧﺎﺕ‪.‬‬ ‫ﺗﻌﻄﻲ ﹰ‬ ‫• ﺍﻟﻘﺎﻋﺪﺓ ﺍﳌﺮﺍﻓﻘﺔ‬
‫• ﺍﻷﺯﻭﺍﺝ ﺍﳌﱰﺍﻓﻘﺔ‬
‫• ﻣﻮﺍﺩ ﻣﱰﺩﺩﺓ )ﺃﻣﻔﻮﺗﲑﻳﺔ(‬
‫• ﻧﻤﻮﺫﺝ ﻟﻮﻳﺲ‬

‫ﺍﳊﻤﻀﻴـﺔ‪،‬‬
‫ﹼ‬ ‫• ﺍﻃﻠـﺐ ﺇﱃ ﺍﻟﻄـﻼﺏ ﺃﻥ ﻳﻘﺎﺭﻧـﻮﺍ ﺑـﲔ ﺍﳌﺤﺎﻟﻴـﻞ‬
‫‪5 2‬‬
‫ﻭﺍﳌﺘﻌﺎﺩﻟﺔ ﻭﺍﻟﻘﺎﻋﺪ ﹼﻳﺔ‪.‬‬ ‫ﺗﺘﺄﻳـﻦ ﺍﻷﲪـﺎﺽ‬ ‫اﻟﻔﻜﺮة اﻟﺮﺋﻴﺴﺔ‬

‫ﻛﻠﻴﺎ ﰲ ﺍﳌﺤﺎﻟﻴﻞ ﺍﳌﺎﺋﻴﺔ ﺍﳌﺨﻔﻔﺔ‪ ،‬ﺑﻴﻨﲈ ﺗﺘﺄﻳﻦ‬ ‫ﺍﻟﻘﻮﻳﺔ‬ ‫ﻭﺍﻟﻘﻮﺍﻋﺪ‬ ‫ﺍﻷﲪﺎﺽ‬ ‫ﺗﺘﺄﻳﻦ‬ ‫•‬ ‫ـﺎ‪،‬‬ ‫ﻛﻠﻴ‬
‫ﹼﹰ‬ ‫ﹰـﺎ‬
‫ﻨ‬ ‫ﺗﺄﻳ‬ ‫ﺍﳌﺤﺎﻟﻴـﻞ‬ ‫ﰲ‬ ‫ﺍﻟﻘﻮﻳـﺔ‬ ‫ﻭﺍﻟﻘﻮﺍﻋـﺪ‬
‫ﻳﻤﻴـﺰﻭﺍ ﺑـﲔ ﺃﲪـﺎﺽ ﻭﻗﻮﺍﻋـﺪ ﱟ‬
‫ﹼﹰ‬
‫ﻛﻞ ﻣـﻦ‬ ‫• ﺍﻃﻠـﺐ ﺇﻟﻴﻬـﻢ ﺃﻥ ﹼ‬ ‫ﺑﻴﻨـﲈ ﺗﺘﺄﻳﻦ ﺍﻷﲪـﺎﺽ ﻭﺍﻟﻘﻮﺍﻋـﺪ ﺍﻟﻀﻌﻴﻔﺔ ﰲ ﺍﻷﲪﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻀﻌﻴﻔﺔ ﹼﹰ‬
‫ﺟﺰﺋﻴﺎ ﰲ ﺍﳌﺤﺎﻟﻴﻞ ﺍﳌﺎﺋﻴﺔ ﺍﳌﺨﻔﻔﺔ‪.‬‬
‫ﻗﻴﺎﺳﺎ ﻟﻘﻮﺓ ﺍﳊﻤﺾ ﺃﻭ‬ ‫• ﺗﻌﺪ ﻗﻴﻤﺔ ﺛﺎﺑﺖ ﺗﺄﻳﻦ ﺍﳊﻤﺾ ﺃﻭ ﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﻀﻌﻴﻔﺔ ﹰ‬ ‫ﺟﺰﺋﻴﺎ‪.‬‬
‫ﺍﳌﺤﺎﻟﻴﻞ ﺗﺄﻳﻨﹰﺎ ﹼﹰ‬
‫ﺃﺭﻫﻴﻨﻴﻮﺱ‪ ،‬ﻭﺑﺮﻭﻧﺴﺘﺪ– ﻟﻮﺭﻱ‪ ،‬ﻭﺃﻥ ﳛﺪﱢ ﺩﻭﺍ ﺃﺯﻭﺍﺝ ﺍﻷﲪﺎﺽ‬ ‫ﺍﻟﻘﺎﻋﺪﺓ‪.‬‬
‫ﺍﳊﻤﺾ ﺍﻟﻘﻮﻱ‬
‫ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﳌﺮﺍﻓﻘﺔ‪.‬‬
‫•‬
‫ﺍﳊﻤﺾ ﺍﻟﻀﻌﻴﻒ‬ ‫•‬
‫ﺛﺎﺑﺖ ﺗﺄﻳﻦ ﺍﳊﻤﺾ‬ ‫•‬
‫ﻳﻔﺮﻗﻮﺍ ﺑﲔ ﺍﻷﲪﺎﺽ ﺍﻟﻘﻮ ﹼﻳﺔ ﻭﺍﻟﻀﻌﻴﻔﺔ‪.‬‬
‫• ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺃﻥ ﱢ‬ ‫ﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﻘﻮﻳﺔ‬ ‫•‬
‫ﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﻀﻌﻴﻔﺔ‬ ‫•‬
‫• ﺍﻃﻠﺐ ﺇﱃ ﺍﻟﻄﻼﺏ ﺃﻥ ﻳﻘﺎﺭﻧﻮﺍ ﺑﲔ ﻗﻴﻢ ‪ pH‬ﻭ‪ pOH‬ﰲ ﺍﳌﺤﺎﻟﻴﻞ‬ ‫ﺛﺎﺑﺖ ﺗﺄﻳﻦ ﺍﻟﻘﺎﻋﺪﺓ‬ ‫•‬

‫ﺍﳊﻤﻀﻴﺔ‪ ،‬ﻭﺍﳌﺘﻌﺎﺩﻟﺔ‪ ،‬ﻭﺍﻟﻘﺎﻋﺪ ﹼﻳﺔ‪.‬‬

‫ﱠ‬

‫‪199‬‬

‫‪199‬‬
 ‫‪5 3‬‬
‫ﻳﻌـﱪ ﻛﻞ ﻣـﻦ ‪ pH‬ﻭ‬ ‫ﱢ‬ ‫اﻟﻔﻜﺮة اﻟﺮﺋﻴﺴﺔ‬

‫‪ pOH‬ﻋـﻦ ﺗﺮﻛﻴـﺰ ﺃﻳﻮﻧـﺎﺕ ﺍﳍﻴﺪﺭﻭﺟـﲔ • ﺛﺎﺑﺖ ﺗﺄﻳﻦ ﺍﳌﺎﺀ ‪ Kw‬ﻳﺴﺎﻭﻱ ﺣﺎﺻﻞ ﴐﺏ ﺗﺮﻛﻴﺰ ﺃﻳﻮﻥ ‪ H+‬ﻭﺗﺮﻛﻴﺰ ﺃﻳﻮﻥ ‪.OH-‬‬
‫]‪K =[OH-] [H+‬‬ ‫ﻭﺃﻳﻮﻧﺎﺕ ﺍﳍﻴﺪﺭﻭﻛﺴﻴﺪ ﰲ ﺍﳌﺤﺎﻟﻴﻞ ﺍﳌﺎﺋﻴﺔ‪.‬‬
‫‪w‬‬

‫• ‪ pH‬ﺍﳌﺤﻠﻮﻝ ﻫﻮ ﺳﺎﻟﺐ ﻟﻮﻏﺎﺭﻳﺘﻢ ﺗﺮﻛﻴﺰ ﺃﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﺟﲔ‪ pOH .‬ﻫﻮ ﺳﺎﻟﺐ‬ ‫‪www.obeikaneducation.com‬‬
‫ﻟﻮﻏﺎﺭﻳﺘﻢ ﺗﺮﻛﻴﺰ ﺃﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﻛﺴﻴﺪ‪.‬‬ ‫• ﺛﺎﺑﺖ ﺗﺄﻳﻦ ﺍﳌﺎﺀ ‪Kw‬‬
‫• ﺍﻟﺮﻗﻢ ﺍﳍﻴﺪﺭﻭﺟﻴﻨﻲ ‪pH‬‬
‫ﻭﳎﻤﻮﻉ ‪ pH‬ﻭ ‪ pOH‬ﻳﺴﺎﻭﻱ ‪.14‬‬
‫• ﺍﻟﺮﻗﻢ ﺍﳍﻴﺪﺭﻭﻛﺴﻴﺪﻱ ‪pOH‬‬
‫]‪pH = - log [H+‬‬ ‫•‬
‫]‪pOH = - log [OH-‬‬
‫‪pH + pOH= 14.00‬‬
‫•‬
‫• ﻗﻴﻤـﺔ ‪ pH‬ﻟﻠﻤﺤﻠـﻮﻝ ﺍﳌﺘﻌـﺎﺩﻝ ﺗﺴـﺎﻭﻱ ‪ ،7.0‬ﻭﻗﻴﻤـﺔ ‪ pOH‬ﰲ ﺍﳌﺤﻠـﻮﻝ‬
‫ﻧﻔﺴـﻪ ﺗﺴـﺎﻭﻱ ‪7.0‬؛ ﻷﻥ ﺗﺮﻛﻴﺰ ﺃﻳﻮﻧـﺎﺕ ﺍﳍﻴﺪﺭﻭﺟﲔ ﻳﺴـﺎﻭﻱ ﺗﺮﻛﻴﺰ ﺃﻳﻮﻧﺎﺕ‬
‫ﺍﳍﻴﺪﺭﻭﻛﺴﻴﺪ‪.‬‬ ‫•‬
‫‪5 4‬‬
‫اﻟﻔﻜﺮة اﻟﺮﺋﻴﺴﺔ ﻳﺘﻔﺎﻋـﻞ ﺍﳊﻤـﺾ ﻣـﻊ‬
‫ﺍﻟﻘﺎﻋﺪﺓ ﰲ ﺗﻔﺎﻋﻞ ﺍﻟﺘﻌﺎﺩﻝ ﻭﻳﻨﺘﺞ ﻣﻠﺢ ﻭﻣﺎﺀ‪ • .‬ﻳﺘﻔﺎﻋﻞ ﲪﺾ ﻣﻊ ﻗﺎﻋﺪﺓ ﻟﺘﻜﻮﻳﻦ ﻣﻠﺢ ﻭﻣﺎﺀ ﰲ ﺗﻔﺎﻋﻞ ﺍﻟﺘﻌﺎﺩﻝ‪.‬‬
‫• ﲤﺜﻞ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻷﻳﻮﻧﻴﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ ﺍﻵﺗﻴﺔ ﺗﻌﺎﺩﻝ ﲪﺾ ﻗﻮﻱ ﻣﻊ ﻗﺎﻋﺪﺓ ﻗﻮﻳﺔ‪:‬‬
‫)‪H +(aq) + OH -(aq) → H 2O(l‬‬ ‫ﺗﻔﺎﻋﻞ ﺍﻟﺘﻌﺎﺩﻝ‬ ‫•‬
‫ﺍﳌﻠﺢ‬ ‫•‬
‫• ﺍﳌﻌﺎﻳﺮﺓ ﻋﻤﻠﻴﺔ ﻳﺴﺘﻌﻤﻞ ﻓﻴﻬﺎ ﺗﻔﺎﻋﻞ ﺍﻟﺘﻌﺎﺩﻝ ﺑﲔ ﲪﺾ ﻭﻗﺎﻋﺪﺓ ﻟﺘﺤﺪﻳﺪ ﺗﺮﻛﻴﺰ‬
‫ﺍﳌﻌﺎﻳﺮﺓ‬ ‫•‬
‫ﳏﻠﻮﻝ‪.‬‬
‫ﺍﳌﺤﻠﻮﻝ ﺍﻟﻘﻴﺎﳼ‬ ‫•‬
‫• ﲢﺘـﻮﻱ ﺍﳌﺤﺎﻟﻴـﻞ ﺍﳌﻨﻈﻤﺔ ﻋﲆ ﳐﺎﻟﻴﻂ ﻣﻦ ﺟﺰﻳﺌﺎﺕ ﻭﺃﻳﻮﻧـﺎﺕ ﺗﻘﺎﻭﻡ ﺍﻟﺘﻐﲑﺍﺕ‬ ‫ﻧﻘﻄﺔ ﺍﻟﺘﻜﺎﻓﺆ‬ ‫•‬
‫ﰲ ‪.pH‬‬ ‫ﻛﺎﺷﻒ ﺃﲪﺎﺽ ﻭﻗﻮﺍﻋﺪ‬ ‫•‬
‫ﻧﻘﻄﺔ ﺍﻟﻨﻬﺎﻳﺔ‬ ‫•‬
‫ﲤﻴﻪ ﺍﻷﻣﻼﺡ‬ ‫ﹼ‬ ‫•‬
‫ﺍﳌﺤﻠﻮﻝ ﺍﳌﻨﻈﻢ‬ ‫•‬
‫ﺳﻌﺔ ﺍﳌﺤﻠﻮﻝ ﺍﳌﻨﻈﻢ‬ ‫•‬

‫‪200‬‬

‫‪200‬‬
 ‫‪ .63‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﻛﻴﻤﻴﺎﺋﻴﺔ ﻣﻮﺯﻭﻧﺔ ﻟﻜﻞ ﳑﺎ ﻳﺄﰐ‪:‬‬
‫‪5-1‬‬
‫ﲢﻠﻞ ﻫﻴﺪﺭﻭﻛﺴـﻴﺪ ﺍﳌﺎﻏﻨﺴﻴﻮﻡ ﺍﻟﺼﻠﺐ ﻋﻨﺪ ﻭﺿﻌﻪ‬ ‫‪.a‬‬

‫ﻋـﲆ ﺃﻳﻮﻧـﺎﺕ ﺍﳍﻴﺪﺭﻭﺟﲔ‪ ،‬ﻭﻟﻜـﻦ ﺑﱰﻛﻴﺰ ﹼ‬

‫‪ .54‬ﻗﺎﺭﻥ ﺑـﲔ ﺍﳌﺤﺎﻟﻴﻞ ﺍﳊﻤﻀﻴﺔ ﻭﺍﳌﺘﻌﺎﺩﻟـﺔ ﻭﺍﻟﻘﺎﻋﺪﻳﺔ ﻣﻦ ﺣﻴﺚ‬
‫ﺃﻗﻞ ﻣـﻦ ﺃﻳﻮﻧﺎﺕ‬ ‫ﰲ ﺍﳌﺎﺀ‪.‬‬
‫ﺗﻔﺎﻋﻞ ﻓﻠﺰ ﺍﳌﺎﻏﻨﺴﻴﻮﻡ ﻣﻊ ﲪﺾ ﺍﳍﻴﺪﺭﻭﺑﺮﻭﻣﻴﻚ‪.‬‬ ‫‪.b‬‬
‫ﺗﺮﻛﻴﺰ ﺍﻷﻳﻮﻧﺎﺕ‪.‬‬

‫ﺍﳍﻴﺪﺭﻭﻛﺴﻴﺪ‪.‬‬ ‫ﺗﺄﻳـﻦ ﲪـﺾ ﺍﻟﱪﻭﺑﺎﻧﻮﻳـﻚ ‪ CH3CH2COOH‬ﰲ‬

‫ﺍﳌﺎﺀ‪.‬‬
‫‪.c‬‬
‫‪ .59‬ﻳﺴـﺘﻄﻴﻊ ﺍﳊﻤﺾ ﺃﺣﺎﺩﻱ ﺍﻟﱪﻭﺗﻮﻥ ﺇﻋﻄـﺎﺀ ‪ H +‬ﻭﺍﺣﺪ ﻣﺜﻞ‬ ‫ﺍﻟﺘﺄﻳﻦ ﺍﻟﺜﺎﲏ ﳊﻤﺾ ﺍﻟﻜﱪﻳﺘﻴﻚ ﰲ ﺍﳌﺎﺀ‪.‬‬
‫‪5-2‬‬
‫‪HCl‬؛ ﻭﻳﺴـﺘﻄﻴﻊ ﺍﳊﻤﺾ ﺛﻨﺎﺋﻲ ﺍﻟﱪﻭﺗﻮﻥ ﺇﻋﻄﺎﺀ ﺃﻳﻮﻧﲔ ﻣﻦ‬
‫‪ H +‬ﻣﺜﻞ ‪H2SO4‬؛ ﰲ ﺣﲔ ﻳﻌﻄﻲ ﺍﳊﻤﺾ ﺛﻼﺛﻲ ﺍﻟﱪﻭﺗﻮﻥ‬ ‫‪ .64‬ﺍﴍﺡ ﺍﻟﻔﺮﻕ ﺑﲔ ﲪﺾ ﻗﻮﻱ ﻭﲪﺾ ﺿﻌﻴﻒ‪.‬‬
‫‪ .55‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﻛﻴﻤﻴﺎﺋﻴﺔ ﻣﻮﺯﻭﻧﺔ ﲤﺜﻞ ﺍﻟﺘﺄﻳﻦ ﺍﻟﺬﺍﰐ ﻟﻠﲈﺀ‪.‬‬
‫ﻛﻼ ﳑﺎ ﻳﺄﰐ ﺇﱃ ﲪﺾ ﺃﺭﻫﻴﻨﻴﻮﺱ ﺃﻭ ﻗﺎﻋﺪﺓ ﺃﺭﻫﻴﻨﻴﻮﺱ‪:‬‬ ‫‪ .56‬ﺻﻨﹼﻒ ﹼﹰ‬
‫‪Mg (OH)2 .c‬‬ ‫‪H2S .a‬‬
‫‪.d‬‬
‫‪H3 PO4 .d‬‬ ‫‪RbOH .b‬‬
‫‪ .57‬ﻋﻠﻢ ﺍﻷﺭﺽ ﺗﺘﻜﻮﻥ ﻓﻘﺎﻋﺎﺕ ﻏﺎﺯ ﻋﻨﺪﻣﺎ ﻳﻀﻴﻒ ﻋﺎﱂ ﺍﻷﺭﺽ‬
‫ﺑﻀـﻊ ﻗﻄـﺮﺍﺕ ﻣـﻦ ‪ HCl‬ﺇﱃ ﻗﻄﻌﺔ ﺻﺨـﺮ‪ .‬ﻣﺎﺫﺍ ﻗﺪ ﻳﺴـﺘﻨﺘﺞ‬
‫ﺍﻟﻌﺎﱂ ﻋﻦ ﻃﺒﻴﻌﺔ ﺍﻟﻐﺎﺯ ﻭﺍﻟﺼﺨﺮ؟‬
‫‪ .58‬ﺍﴍﺡ ﻣـﺎ ﺗﻌﻨﻴـﻪ ﺍﳌﺴـﺎﺣﺘﺎﻥ ﺍﳌﻈﻠﻠﺘـﺎﻥ ﻋـﻦ ﺍﻟﻴﻤـﲔ ﻣﻦ ﺍﳋﻂ‬

‫ﺛﻼﺛﺔ ﺃﻳﻮﻧﺎﺕ ‪ H+‬ﻣﺜﻞ ‪.H3PO4‬‬ ‫‪ .65‬ﺍﴍﺡ ﳌﺎﺫﺍ ﺗﺴـﺘﻌﻤﻞ ﺃﺳـﻬﻢ ﺍﻻﺗﺰﺍﻥ ﰲ ﻣﻌﺎﺩﻻﺕ ﺗﺄﻳﻦ ﺑﻌﺾ‬ ‫ﺍﻟﻌﻤﻮﺩﻱ ﺍﻟﻐﺎﻣﻖ ﰲ ﺍﻟﺸﻜﻞ ‪.5-28‬‬
‫ﺍﻷﲪﺎﺽ؟‬

‫ﺘﻤﻴﻪ‪.‬‬
‫‪ H3O+ .60‬ﻫﻮ ﺃﻳﻮﻥ ﻫﻴﺪﺭﻭﺟﲔ ﹸﻣ ﹼ‬
‫]‪[H+‬‬
‫ﲪـﴤ‪ [H+] > [OH-]:‬؛ ﻣﺘﻌـﺎﺩﻝ‪[H+] = [OH-] :‬؛‬‫ﹼ‬ ‫‪.61‬‬ ‫‪-‬‬
‫] ‪[OH‬‬
‫ﻗﺎﻋﺪﻱ‪.[H+] < [OH-] :‬‬
‫ﹼ‬
‫ﺍﻟﺸﻜﻞ ‪5-28‬‬

‫ﻳﻌـﺮﻑ ﻧﻤـﻮﺫﺝ ﻟﻮﻳـﺲ ﺍﳊﻤـﺾ ﻛﻤﺴـﺘﻘﺒﻞ ﻟـﺰﻭﺝ ﻣـﻦ‬ ‫‪ .62‬ﹼ‬
‫ﻳﻌﺮﻓﻪ ﻧﻤﻮﺫﺝ ﺑﺮﻭﻧﺴـﺘﺪ‪ -‬ﻟﻮﺭﻱ ﺃﻧﹼﻪ‬
‫ﺍﻹﻟﻜﱰﻭﻧـﺎﺕ‪ ،‬ﰲ ﺣﲔ ﹼ‬
‫ﻣﺎﻧﺢ ﻷﻳﻮﻥ ﻫﻴﺪﺭﻭﺟﲔ‪.‬‬
‫‪ .67‬ﻛﻴﻒ ﺗﻘﺎﺭﻥ ﺑﲔ ﻗﻮﰐ ﲪﻀﲔ ﺿﻌﻴﻔﲔ ﰲ ﺍﳌﺨﺘﱪ؟ ﻭﻛﻴﻒ ﺗﻘﻮﻡ‬
‫ﺑﺬﻟﻚ ﻣﻦ ﺧﻼﻝ ﻣﻌﻠﻮﻣﺎﺕ ﲢﺼﻞ ﻋﻠﻴﻬﺎ ﻣﻦ ﺟﺪﻭﻝ ﺃﻭ ﻛﺘﻴﺐ؟‬
‫)‪Mg(OH)2(s) → Mg2+(aq) + 2OH-(aq‬‬ ‫‪.a .63‬‬
‫)‪Mg(s) + 2HBr(aq) → H2(g) + MgBr2(aq‬‬ ‫‪.b‬‬
‫‪201‬‬
‫→ )‪CH3CH2COOH(aq) + H2O(l‬‬ ‫‪.c‬‬
‫)‪H3O+(aq) + CH3CH2COO-(aq‬‬
‫‪  ‬‬
‫‪HSO- 4  (aq) + H2O(l) → H3O+(aq) + SO42-(aq) .d‬‬
‫‪5-2‬‬
‫ﻛﻠﻴﺎ؛ ﰲ ﺣﲔ ﻳﺘﺄ ﹼﻳﻦ ﺍﳊﻤﺾ ﺍﻟﻀﻌﻴﻒ‬
‫ﺍﻟﻘﻮﻱ ﹼﹰ‬
‫ﹼ‬ ‫‪ .64‬ﻳﺘﺄ ﹼﻳﻦ ﺍﳊﻤﺾ‬
‫ﺟﺰﺋﻴﺎ‪.‬‬
‫ﹼﹰ‬
‫‪ .65‬ﺗﺴـﺘﻌﻤﻞ ﺃﺳـﻬﻢ ﺍﻻﺗﺰﺍﻥ ﰲ ﺍﻷﲪﺎﺽ ﺍﻟﻀﻌﻴﻔﺔ‪ ،‬ﻭﺗﺴـﺘﻌﻤﻞ‬
‫ﺃﺳﻬﻢ ﺍﻟﺘﻔﺎﻋﻞ ﰲ ﺍﻷﲪﺎﺽ ﺍﻟﻘﻮ ﹼﻳﺔ‪.‬‬
‫ﻷﻥ ﲪﺾ ﺍﳍﻴﺒﻮﻛﻠـﻮﺭﻭﺯ ﺿﻌﻴﻒ‪ ،‬ﻭﻳﺘﺄ ﹼﻳﻦ‬ ‫‪ .66‬ﺍﻟـﻜﺄﺱ ﺍﻷﻳﻤﻦ؛ ﹼ‬
‫ﺍﳌﺎﺋﻲ‪ ،‬ﻭﻣﻮﺻﻠﻴﺘﻪ ﻟﻠﻜﻬﺮﺑﺎﺀ ﻣﻨﺨﻔﻀﺔ‪.‬‬
‫ﺟﺰﺋﻴﺎ ﰲ ﺍﳌﺤﻠﻮﻝ ﹼ‬
‫ﹼﹰ‬
‫‪ .67‬ﻗـﺎﺭﻥ ﺑـﲔ ﻗـﺪﺭﺓ ﺗﻮﺻﻴـﻞ ﳏﺎﻟﻴـﻞ ﻣﺘﺴـﺎﻭﻳﺔ ﺍﳌﻮﻻﺭ ﹼﻳـﺔ ﻣـﻦ‬
‫ﺍﳊﻤﻀﲔ‪ ،‬ﻭﻗﺎﺭﻥ ﹰ‬
‫ﺃﻳﻀﺎ ﺑﲔ ﺛﺎﺑﺖ ﺗﺄ ﱡﻳﻨﻬﲈ‪.‬‬
‫‪ .68‬ﺍﳊﻤـﺾ ﻫﻮ ‪ ،H3PO4‬ﻭﻗﺎﻋﺪﺗﻪ ﺍﳌﺮﺍﻓﻘﺔ ﻫـﻲ‪H2PO4-‬؛ ﺍﻟﻘﺎﻋﺪﺓ‬
‫ﻫﻲ )‪ ،H2O(l‬ﻭﺍﳊﻤﺾ ﺍﳌﺮﺍﻓﻖ ﻫﻮ ‪H3O+‬‬
‫‪ .59‬ﺍﴍﺡ ﺍﻟﻔـﺮﻕ ﺑـﲔ ﺍﳊﻤﺾ ﺍﻷﺣـﺎﺩﻱ ﺍﻟﱪﻭﺗـﻮﻥ‪ ،‬ﻭﺍﳊﻤﺾ‬
‫ﺍﻟﺜﻨﺎﺋـﻲ ﺍﻟﱪﻭﺗﻮﻥ‪ ،‬ﻭﺍﳊﻤﺾ ﺍﻟﺜﻼﺛـﻲ ﺍﻟﱪﻭﺗﻮﻥ‪ ،‬ﻭﺃﻋﻂ ﻣﺜﺎ ﹰ‬
‫ﻻ‬
‫ﺍﻟﺸﻜﻞ ‪5-29‬‬ ‫‪C19-01C-828378-08‬‬
‫ﻋﲆ ﻛﻞ ﻣﻨﻬﺎ‪.‬‬
‫‪ .60‬ﳌـﺎﺫﺍ ﻳﻤﻜـﻦ ﺍﺳـﺘﻌﲈﻝ ‪ H+‬ﻭ ‪ H3O+‬ﺑﺎﻟﺘﺒـﺎﺩﻝ ﰲ ﺍﳌﻌـﺎﺩﻻﺕ‬
‫ﺃﻱ ﺍﻟﻜﺄﺳـﲔ ﰲ ﺍﻟﺸـﻜﻞ ‪ 5-29‬ﻗﺪ ﲢﺘﻮﻱ ﻋﲆ ﳏﻠﻮﻝ ﲪﺾ‬
‫‪ .66‬ﹼ‬ ‫ﺍﻟﻜﻴﻤﻴﺎﺋﻴﺔ؟‬
‫ﺍﳍﻴﺒﻮﻛﻠﻮﺭﻭﺯ ﺑﱰﻛﻴﺰ ‪0.1 M‬؟ ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬ ‫‪ .61‬ﺍﺳـﺘﻌﻤﻞ ﺍﻟﺮﻣـﻮﺯ )> ﺃﻭ < ﺃﻭ =( ﻟﻠﺘﻌﺒـﲑ ﻋـﻦ ﺍﻟﻌﻼﻗـﺔ ﺑﲔ‬
‫ﺗﺮﻛﻴـﺰ ﺃﻳﻮﻧـﺎﺕ ‪ H+‬ﻭﺃﻳﻮﻧـﺎﺕ ‪ OH-‬ﰲ ﺍﳌﺤﺎﻟﻴـﻞ ﺍﳊﻤﻀﻴﺔ‬
‫ﻭﺍﳌﺘﻌﺎﺩﻟﺔ ﻭﺍﻟﻘﺎﻋﺪﻳﺔ‪.‬‬
‫‪ .68‬ﺣﺪﺩ ﺍﻷﺯﻭﺍﺝ ﺍﳌﱰﺍﻓﻘﺔ ﰲ ﺗﻔﺎﻋﻞ ‪ H3PO4‬ﻣﻊ ﺍﳌﺎﺀ‪.‬‬
‫‪ .62‬ﺍﴍﺡ ﻛﻴﻒ ﳜﺘﻠﻒ ﺗﻌﺮﻳـﻒ ﲪﺾ ﻟﻮﻳﺲ ﻋﻦ ﺗﻌﺮﻳﻒ ﲪﺾ‬
‫ﺑﺮﻭﻧﺴﺘﺪ – ﻟﻮﺭﻱ؟‬
‫‪5-1‬‬
‫ﹼ‬
‫ﺍﳊﻤـﴤ ﺃﻛﱪ ﻣـﻦ ﺗﺮﻛﻴﺰ‬ ‫‪ .54‬ﺗﺮﻛﻴـﺰ ﺃﻳﻮﻧـﺎﺕ ‪ H +‬ﰲ ﺍﳌﺤﻠـﻮﻝ‬
‫ﺃﻳﻮﻧـﺎﺕ ‪ OH -‬ﻓﻴﻪ‪ ،‬ﰲ ﺣﲔ ﻳﻜﻮﻥ ﺗﺮﻛﻴﺰ ﺃﻳﻮﻧﺎﺕ ‪ OH -‬ﰲ‬
‫ﺍﻟﻘﺎﻋﺪﻱ ﺃﻋﲆ ﻣﻦ ﺗﺮﻛﻴﺰ ﺃﻳﻮﻧﺎﺕ ‪ ،H+‬ﻛﲈ ﻳﺘﺴـﺎﻭ￯‬ ‫ﺍﳌﺤﻠﻮﻝ‬
‫ﹼ‬
‫ﺗﺮﻛﻴﺰ ﺃﻳﻮﻧﺎﺕ ‪ H +‬ﻭ ‪ OH -‬ﰲ ﺍﳌﺤﻠﻮﻝ ﺍﳌﺘﻌﺎﺩﻝ‪.‬‬
‫‪H2O(l) + H2O(l) # H3O+(aq) + OH-(aq) .55‬‬
‫‪ .b‬ﻗﺎﻋﺪﺓ‬ ‫‪ .a .56‬ﲪﺾ‬
‫‪ .d‬ﲪﺾ‬ ‫‪ .c‬ﻗﺎﻋﺪﺓ‬
‫‪ .57‬ﺍﻟﻐﺎﺯ ﻫﻮ ‪ ،CO2‬ﻭﺍﻟﺼﺨﺮ ﻫﻮ ﻛﺮﺑﻮﻧﺎﺕ ﺍﻟﻜﺎﻟﺴﻴﻮﻡ‪.‬‬
‫‪ .58‬ﺗﻌﻨﻲ ﺍﳌﺴـﺎﺣﺔ ﺍﻟﻜﱪ￯ ﺍﻟﺰﺭﻗﺎﺀ ﹼ‬
‫ﺃﻥ ﺍﳌﺤﺎﻟﻴﻞ ﺍﻟﻘﺎﻋﺪ ﹼﻳﺔ ﲢﺘﻮﻱ‬
‫ﻋﲆ ﺗﺮﺍﻛﻴﺰ ﺃﻋﲆ ﻣﻦ ﺃﻳﻮﻧﺎﺕ ﺍﳍﻴﺪﺭﻭﻛﺴـﻴﺪ‪ ،‬ﻭﺗﻌﻨﻲ ﺍﳌﺴﺎﺣﺔ‬
‫ﺃﻥ ﺍﳌﺤﺎﻟﻴـﻞ ﺍﻟﻘﺎﻋﺪ ﹼﻳـﺔ ﲢﺘـﻮﻱ ﹰ‬
‫ﺃﻳﻀـﺎ‬ ‫ﺍﻟﺼﻐـﺮ￯ ﺍﳊﻤـﺮﺍﺀ ﹼ‬

‫‪201‬‬
‫‪ .69‬ﻣﻨﻈﻔـﺎﺕ ﺍﻷﻣﻮﻧﻴﺎ ﺍﻛﺘـﺐ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻟﻜﻴﻤﻴﺎﺋﻴـﺔ ﻭﺗﻌﺒﲑ ‪ Kb‬ﻟﺘﺄﻳﻦ ‪ .78‬ﻣــﺎ ]‪ [OH-‬ﻓـﻲ ﻣـﺤـﻠــﻮﻝ ﻣـﺎﺋـﻲ ﻋـﻨــﺪ ‪ 298 K‬ﺣـﻴـﺚ‬
‫‪+‬‬
‫‪[H+] = 5.40 M × 10-3‬؟‬ ‫ﺍﻷﻣﻮﻧﻴـﺎ ﰲ ﺍﳌﺎﺀ‪ .‬ﻭﻛﻴﻒ ﻳﺴـﺘﻌﻤﻞ ﳏﻠﻮﻝ ﺍﻷﻣﻮﻧﻴـﺎ ﻣﻨﻈ ﹰﻔﺎ ﺁﻣﻨﺎ‬ ‫)‪NH3(aq) + H2O(l) # NH 4(aq) + OH-(aq‬‬ ‫‪.69‬‬
‫‪ .79‬ﻣﺎ ﻗﻴﻤﺔ ‪ pH‬ﻭ ‪ pOH‬ﻟﻠﻤﺤﻠﻮﻝ ﺍﳌﺬﻛﻮﺭ ﰲ ﺍﻟﺴﺆﺍﻝ ‪78‬؟‬ ‫ﻟﻠﻨﻮﺍﻓﺬ ﻣﻊ ﺃﻧﻪ ﻗﺎﻋﺪﻱ؟‬
‫‪ .80‬ﻟﺪﻳﻚ ﳏﻠﻮﻻﻥ‪ 0.10 M HCl :‬ﻭ ‪ ، 10. 0 M HF‬ﺃﳞﲈ ﻳﻜﻮﻥ‬ ‫ﻣﻄﻬـﺮ ﲪـﺾ ﺍﳍﻴﺒﻮﻛﻠـﻮﺭﻭﺯ ﻣﻄﻬـﺮ ﺻﻨﺎﻋـﻲ‪ .‬ﺍﻛﺘـﺐ ﺍﳌﻌﺎﺩﻟـﺔ‬ ‫‪ .70‬ﹼ‬ ‫‪Kb = [NH+‬‬
‫;]‪4 ][OH ]/[NH3‬‬
‫‪-‬‬

‫ﺗﺮﻛﻴﺰ ﺃﻳﻮﻧﺎﺕ ‪ H+‬ﻓﻴﻪ ﺃﻋﲆ؟ ﺍﺣﺴﺐ ‪ pH‬ﻟﻜﻞ ﻣﻦ ﺍﳌﺤﻠﻮﻟﲔ‬ ‫ﺍﻟﻜﻴﻤﻴﺎﺋﻴﺔ ﻭﺗﻌﺒﲑ ‪ Ka‬ﻟﺘﺄﻳﻦ ﲪﺾ ﺍﳍﻴﺒﻮﻛﻠﻮﺭﻭﺯ ﰲ ﺍﳌﺎﺀ‪.‬‬
‫ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ‪ [H+]= 7.9 × 10-3 M‬ﰲ ﳏﻠﻮﻝ ‪.HF‬‬
‫‪ .71‬ﺍﻛﺘـﺐ ﺍﳌﻌﺎﺩﻟـﺔ ﺍﻟﻜﻴﻤﻴﺎﺋﻴﺔ ﻭﺗﻌﺒـﲑ ‪ Kb‬ﻟﺘﺄﻳﻦ ﺍﻷﻧﻴﻠـﲔ ﰲ ﺍﳌﺎﺀ‪.‬‬
‫‪HClO # H+ + ClO -; Ka = [H+][ClO-]/[HClO] .70‬‬
‫ﺻﻨﺎﻋﻴﺎ‬
‫ﹼﹰ‬ ‫ﻳﺴـﺘﻌﻤﻞ ﲪﺾ ﺍﻟﻜﺮﻭﻣﻴـﻚ ﻣﻨﻈ ﹰﻔﺎ‬ ‫‪.81‬‬ ‫‪+‬‬
‫ﺍﻷﻧﻴﻠﲔ ﻗﺎﻋﺪﺓ ﺿﻌﻴﻔﺔ ﺻﻴﻐﺘﻬﺎ ‪.C6H5NH2‬‬
‫ﻟﻠﻔﻠﺰﺍﺕ‪ .‬ﺍﺣﺴـﺐ ﻗﻴﻤﺔ ‪ Ka‬ﻟﻠﺘﺄﻳﻦ ﺍﻟﺜـﺎﲏ ﳊﻤﺾ ﺍﻟﻜﺮﻭﻣﻴﻚ‬ ‫]‪Kb = [C6H5NH 3 ][OH-]/[C6H5NH2‬‬ ‫‪.71‬‬
‫‪ H2CrO4‬ﺇﺫﺍ ﻛﺎﻥ ﻟﺪﻳـﻚ ﳏﻠـﻮﻝ ﺗﺮﻛﻴـﺰﻩ ‪ 0.040 M‬ﻣـﻦ‬ ‫‪ .72‬ﺗﺘﻔﺎﻋـﻞ ﺍﻟﻘﺎﻋـﺪﺓ ﺍﻟﻀﻌﻴﻔـﺔ ‪ ، ZaH2‬ﻣـﻊ ﺍﳌﺎﺀ ﻟﺘﻌﻄـﻲ ﳏﻠﻮ ﹰ‬
‫ﻻ‬
‫ﻛﺮﻭﻣﺎﺕ ﺍﻟﺼﻮﺩﻳﻮﻡ ﺍﳍﻴﺪﺭﻭﺟﻴﻨﻴﺔ ﻗﻴﻤﺔ ‪ pH‬ﳍﺎ ‪3.946‬؟‬ ‫ﺗﺮﻛﻴـﺰ ﺃﻳـﻮﻥ ‪ OH-‬ﻓﻴـﻪ ‪ ،2.68 × 10-4 mol/L‬ﻭﺍﳌﻌﺎﺩﻟـﺔ‬ ‫‪Kb = 7.22 × 10-7‬‬ ‫‪.72‬‬
‫ﺍﻟﻜﻴﻤﻴﺎﺋﻴﺔ ﻟﻠﺘﻔﺎﻋﻞ ﻫﻲ‪:‬‬
‫‪5-4‬‬ ‫ﳛﴬ‬ ‫ﺃﻥ ﺍﳌﺤﻠـﻮﻝ ﺍﳌﺨ ﹼﻔﻒ ﳊﻤﺾ ﹼ‬
‫ﻗﻮﻱ ﹼ‬ ‫‪ .73‬ﻗـﺪ ﻳﻘﻮﻝ ﺍﻟﻄﻼﺏ ﹼ‬
‫ﹴ‬ ‫ﹴ‬
‫)‪ZaH 2(aq) + H 2O(l) # ZaH 3 +(aq) + OH -(aq‬‬

‫ﺇﺫﺍ ﻛﺎﻥ ]‪ [ZaH2‬ﻋﻨـﺪ ﺍﻻﺗﺰﺍﻥ ‪ ، 0.0997 mol/L‬ﻓﻤﺎ ﻗﻴﻤﺔ ‪ .82‬ﻣـﺎ ﺍﳊﻤـﺾ ﻭﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﻠﺬﺍﻥ ﳚﺐ ﺃﻥ ﻳﺘﻔﺎﻋـﻼ ﻟﻴﻨﺘﺠﺎ ﳏﻠﻮ ﹰ‬
‫ﻛﺒﲑﺓ ﻣﻦ‬ ‫ﻛﻤﻴﺔ‬
‫ﺍﻟﻘـﻮﻱ ﰲ ﹼ‬
‫ﹼ‬ ‫ﺻﻐﲑﺓ ﻣـﻦ ﺍﳊﻤﺾ‬ ‫ﻛﻤﻴﺔ‬
‫ﺑﺈﺫﺍﺑـﺔ ﹼ‬
‫ﻻ‬
‫‪ Kb‬ﻟﹺـ ‪ZaH2‬؟‬
‫ﻣﺎﺋﻴﺎ ﻣﻦ ﻳﻮﺩﻳﺪ ﺍﻟﺼﻮﺩﻳﻮﻡ؟‬
‫ﹼﹰ‬
‫ﲢﴬ ﳏﻠـﻮ ﹰ‬
‫ﹼ‬
‫ﻓﻴﺤـﴬ ﺑﺈﺫﺍﺑﺔ‬ ‫ﺍﳌـﺎﺀ‪ ،‬ﺃ ﹼﻣـﺎ ﺍﳌﺤﻠﻮﻝ ﺍﳌﺮﻛﺰ ﳊﻤـﺾ ﺿﻌﻴﻒ؛‬
‫ﻻ ﳐﻔ ﹰﻔﺎ ﻣﻨﻪ؟ ﺛﻢ ‪ .83‬ﻣـﺎ ﻛﻮﺍﺷـﻒ ﺍﻷﲪـﺎﺽ ﻭﺍﻟﻘﻮﺍﻋـﺪ ﺍﳌﺒﻴﻨﺔ ﰲ ﺍﻟﺸـﻜﻞ ‪،5-24‬‬ ‫‪ .73‬ﺍﺧـﱰ ﹰ‬
‫ﲪﻀﺎ ﻗﻮ ﹼﹰﻳﺎ‪ ،‬ﻭﺍﴍﺡ ﻛﻴﻒ ﹼ‬
‫ﻭﺍﻟﺘﻲ ﻣﻦ ﺍﳌﻨﺎﺳـﺐ ﺍﺳـﺘﻌﲈﳍﺎ ﰲ ﺗﻔﺎﻋﻞ ﺍﻟﺘﻌﺎﺩﻝ ﺍﳌﺒﲔ ﻣﻨﺤﻨﻰ‬ ‫ﻣﻨﻪ؟‬ ‫ﺍ‬ ‫ﻣﺮﻛﺰﹰ‬ ‫ﹰ‬
‫ﻻ‬ ‫ﳏﻠﻮ‬ ‫ﹼ‬
‫ﲢﴬ‬ ‫ﻛﻴﻒ‬ ‫ﻭﺍﴍﺡ‬ ‫ﺎ‪،‬‬‫ﻔ‬‫ﹰ‬ ‫ﺿﻌﻴ‬ ‫ﺎ‬ ‫ﺍﺧﱰ ﹰ‬
‫ﲪﻀ‬ ‫ﹴ‬
‫ﺻﻐﲑﺓ ﻣﻦ ﺍﳌﺎﺀ‪.‬‬ ‫ﻛﻤﻴ ﹴﺔ‬ ‫ﹴ‬
‫ﻛﺒﲑﺓ ﻣﻦ ﺍﳊﻤﺾ ﺍﻟﻀﻌﻴﻒ ﰲ ﹼ‬ ‫ﻛﻤﻴ ﹴﺔ‬
‫ﹼ‬
‫ﻣﻌﺎﻳﺮﺗﻪ ﰲ ﺍﻟﺸﻜﻞ ‪5-30‬؟ ﻭﳌﺎﺫﺍ؟‬
‫‪5-3‬‬
‫‪12‬‬
‫‪5-3‬‬
‫‪10‬‬
‫‪ .74‬ﻣﺎ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ‪ pOH‬ﻭﺗﺮﻛﻴﺰ ﺃﻳﻮﻥ ‪ OH-‬ﰲ ﳏﻠﻮﻝ؟‬
‫‪8‬‬ ‫‪ .75‬ﻗﻴﻤﺔ ‪ pH‬ﻟﻠﻤﺤﻠﻮﻝ ‪ A‬ﺗﺴﺎﻭﻱ‪ 2.0‬ﻭﻟﻠﻤﺤﻠﻮﻝ ‪ B‬ﺗﺴﺎﻭﻱ‪.5.0‬‬
‫‪pH‬‬

‫‪6‬‬ ‫ﺃﻱ ﺍﳌﺤﻠﻮﻟـﲔ ﺃﻛﺜـﺮ ﲪﻀﻴـﺔ ﺑﻨـﺎ ﹰﺀ ﻋـﲆ ﺗﺮﻛﻴﺰﻱ ﺃﻳـﻮﻥ ‪ H+‬ﰲ‬
‫ﺍﳌﺤﻠﻮﻟﲔ‪ ،‬ﻭﻛﻢ ﻣﺮﺓ ﺗﺰﻳﺪ ﺍﳊﻤﻀﻴﺔ؟‬ ‫‪pOH = -log [OH -] .74‬‬
‫‪4‬‬
‫‪ .76‬ﺇﺫﺍ ﺗﻨﺎﻗـﺺ ﺗﺮﻛﻴـﺰ ﺃﻳﻮﻧﺎﺕ ‪ H‬ﰲ ﳏﻠﻮﻝ ﻣﺎﺋـﻲ‪ ،‬ﻓﲈﺫﺍ ﳚﺐ ﺃﻥ‬
‫‪+‬‬
‫‪2‬‬

‫‪0‬‬
‫ﳛﺪﺙ ﻟﱰﻛﻴﺰ ﺃﻳﻮﻧﺎﺕ ‪ OH-‬؟ ﻭﳌﺎﺫﺍ؟‬
‫ﲪﻀﻴﺔ‬
‫ﹼ‬ ‫ﲪﻀﻴـﺔ ﺍﳌﺤﻠﻮﻝ ‪ A‬ﻫﻲ ‪ ،10 3‬ﺃﻭ ﺃﻛﺜﺮ ‪ 1000‬ﹴ‬
‫ﻣﺮﺓ ﻣﻦ‬ ‫ﹼ‬ ‫‪.75‬‬
‫‪ .77‬ﺍﺳـﺘﻌﻤﻞ ﻣﺒـﺪﺃ ﻟﻮﺗﺸـﺎﺗﻠﻴﻴﻪ ﻟﺘﻮﺿﻴـﺢ ﻣـﺎ ﳛـﺪﺙ ﻟﻼﺗـﺰﺍﻥ‬
‫ﺍﻟﺸﻜﻞ ‪5-30‬‬
‫)‪ H2O(l) # H+(aq) + OH-(aq‬ﻋﻨﺪ ﺇﺿﺎﻓﺔ ﺑﻀﻊ ﻗﻄﺮﺍﺕ ﻣﻦ‬ ‫ﺍﳌﺤﻠﻮﻝ ‪.B‬‬
‫‪ HCl‬ﺇﱃ ﻣﺎﺀ ﻧﻘﻲ‪.‬‬
‫‪C19-12C-828378-08‬‬
‫‪202‬‬
‫‪ [OH -] .76‬ﻳﺰﺩﺍﺩ؛ ﹼ‬
‫ﻷﻥ ]‪Kw=[H+][OH-‬‬
‫‪ .77‬ﻳﻀﻴﻒ ‪ HCl‬ﺃﻳﻮﻧﺎﺕ ‪ H +‬ﺇﱃ ﺍﳌﺎﺀ ﻓﻴ ﹼﺘﺠﻪ ﺍﻻﺗﺰﺍﻥ ﺇﱃ ﺍﻟﻴﺴﺎﺭ‪.‬‬

‫‪[OH-] = 1.85 × 10-12 M .78‬‬

‫‪pH = 2.27 .79‬‬

‫‪pOH = 11.7‬‬

‫‪ .80‬ﳏﻠﻮﻝ ‪0.10M HCl, pH = 1.00‬‬

‫ﳏﻠﻮﻝ ‪0.10M HF, pH = 2.10‬‬
‫ﻷﻥ ﻗﻴﻤﺔ ‪ pH‬ﹼ‬
‫ﺃﻗﻞ‪.‬‬ ‫ﳛﺘﻮﻱ ‪ HCl‬ﻋﲆ ﺗﺮﻛﻴﺰ ﺃﻋﲆ ﻷﻳﻮﻧﺎﺕ ‪ H+‬؛ ﹼ‬
‫‪Ka = 3.20 × 10-7 .81‬‬
‫‪5-4‬‬

‫‪ .82‬ﳚـﺐ ﺃﻥ ﻳﺘﻔﺎﻋـﻞ ﲪـﺾ ﺍﳍﻴﺪﺭﻭﺃﻳﻮﺩﻳـﻚ‪ ،‬ﻭﻫﻴﺪﺭﻭﻛﺴـﻴﺪ‬

‫ﺍﻟﺼﻮﺩﻳﻮﻡ‪.‬‬
‫ﻳﻐـﲑ ﻟﻮﻧﻪ ﻗﺮﺏ‬
‫‪ .83‬ﺑﻨﻔﺴـﺠﻲ ﺍﻟـﱪﻭﻡ ﻛﺮﻳﺴـﻮﻝ ﻣﻨﺎﺳـﺐ؛ ﻷﻧﹼﻪ ﹼ‬
‫ﻧﻘﻄﺔ ﺍﻟﺘﻜﺎﻓﺆ ‪ pH‬ﺗﺴﺎﻭﻱ ‪.6.0‬‬

‫‪202‬‬

‫;)‪Na2CO3(s)+ H2O(l) → NaHCO3(aq) +NaOH(aq‬‬
‫)‪CO 32(-aq) + H2O(l) →HCO-3 (aq) + OH-(aq‬‬
‫;)‪NH4Br(s) + H2O(l) → HBr(aq) + NH4OH(aq‬‬
‫‪+‬‬
‫‪NH    ‬‬ ‫‪+ H2O(l) → NH3(aq) + H3O‬‬
‫)‪4 (aq‬‬
‫‪MLiOH = 0.2033M .89‬‬
‫‪MH‬‬ ‫‪2‬‬ ‫‪SO 4‬‬
‫‪Kb = [C2H5NH+3 ][OH-]/[C2H5NH2] .91‬‬
‫‪ 475 mL .92‬ﻣﻦ ‪HCl‬‬
‫‪pH = 4.63 .93‬‬
‫‪ a .94‬ﻭ ‪ d‬ﲪﻀﺎﻥ ﻣﺘﻌﺪﺩﺍ ﺍﻟﱪﻭﺗﻮﻧﺎﺕ‪.‬‬
‫)‪H3BO3(aq) # H+(aq) + H2BO3-  (aq‬‬
‫‪H2BO3-  (aq) # H+(aq) + HBO32-‬‬
‫)‪   (aq‬‬
‫‪   (aq) # H+(aq) + BO33-‬‬
‫‪HBO32-‬‬ ‫)‪   (aq‬‬
‫)‪H2SeO3(aq) # H+(aq) + HSeO 3-  (aq‬‬
‫)‪   (aq‬‬
‫‪HSeO3-  (aq) # H+(aq) + SeO32-‬‬
‫‪+‬‬
‫‪H2CO3(aq) + H 2O(l) # H 3O‬‬ ‫)‪(aq‬‬
‫ﲪﺾ )‪ (H2CO3‬ﻗﺎﻋﺪﺗﻪ ﺍﳌﺮﺍﻓﻘﺔ )‪ ،(HCO3-‬ﺍﻟﻘﺎﻋﺪﺓ ﻫﻲ‬
‫)‪ ،(H2O‬ﻭﺍﳊﻤﺾ ﺍﳌﺮﺍﻓﻖ ﻫﻮ )‪(H3O+‬‬
‫‪HCO-3  (aq) + H2O(l) # H3O+(aq) + CO2-‬‬
‫)‪3   (aq‬‬
‫ﺍﳊﻤﺾ ) ‪،(HCO‬ﻭﺍﻟﻘﺎﻋﺪﺓ ﺍﳌﺮﺍﻓﻘﺔ ) ‪ ،CO‬ﺍﻟﻘﺎﻋﺪﺓ‬
‫‪2-‬‬ ‫‪-‬‬
‫‪3‬‬ ‫‪3‬‬
‫)‪ ،H2O(l‬ﻭﺍﳊﻤﺾ ﺍﳌﺮﺍﻓﻖ ‪.H 3O+‬‬
‫‪ .96‬ﻳﺘﻔﻜﻚ ‪ Sr(OH)2‬ﺍﻟﺬﺍﺋﺐ ﰲ ﺍﳌﺎﺀ ﲨﻴﻌﻪ ﻣﻜﻮ ﹰﻧﺎ ﺃﻳﻮﻧﺎﺕ‬
‫‪ Sr2+‬ﻭ ‪.OH-‬‬
‫‪pOH=11 ،[OH -] = 1.0 × 10 -11 .97‬‬
‫‪pOH=8 ،[OH -] = 1.0 × 10 -8‬‬
‫‪pOH=5 ،[OH -] = 1.0 × 10 -5‬‬
‫‪pOH=2 ،[OH -] = 1.0 × 10 -2‬‬
‫‪Ka = 3.1 × 10-6‬‬
‫‪203‬‬
‫‪ .84‬ﻣﺘـﻰ ﻳﻜﻮﻥ ﺍﺳـﺘﻌﲈﻝ ‪ pH‬ﺃﻓﻀﻞ ﻣﻦ ﺍﻟﻜﺎﺷـﻒ ﻟﺘﺤﺪﻳﺪ ﻧﻘﻄﺔ ‪ .94‬ﺃﻱ ﳑـﺎ ﻳﺄﰐ ﲪﺾ ﻣﺘﻌﺪﺩ ﺍﻟﱪﻭﺗﻮﻧـﺎﺕ؟ ﺍﻛﺘﺐ ﻣﻌﺎﺩﻻﺕ ﺗﺄﻳﻦ‬
‫‪.a .88‬‬ ‫ﻣﺘﺘﺎﻟﻴﺔ ﻟﻸﲪﺎﺽ ﺍﳌﺘﻌﺪﺩﺓ ﺍﻟﱪﻭﺗﻮﻧﺎﺕ ﰲ ﺍﳌﺎﺀ‪.‬‬
‫‪H3BO3 .a‬‬
‫ﺍﻟﻨﻬﺎﻳﺔ ﳌﻌﺎﻳﺮﺓ ﲪﺾ ﻭﻗﺎﻋﺪﺓ؟‬
‫‪ .85‬ﻣﺎﺫﺍ ﳛﺪﺙ ﻋﻨﺪ ﺇﺿﺎﻓﺔ ﲪﺾ ﺇﱃ ﺍﳌﺤﻠﻮﻝ ﺍﳌﻨﻈﻢ ‪HF/ F-‬؟‬
‫‪CH3COOH .b‬‬ ‫‪ .86‬ﻋﻨـﺪ ﺇﺿﺎﻓﺔ ﺍﳌﻴﺜﻴـﻞ ﺍﻷﲪﺮ ﺇﱃ ﳏﻠـﻮﻝ ﻣﺎﺋﻲ ﻳﻨﺘﺞ ﻟـﻮﻥ ﻭﺭﺩﻱ‪.‬‬
‫ﻭﻋﻨﺪ ﺇﺿﺎﻓﺔ ﺍﳌﻴﺜﻴﻞ ﺍﻟﱪﺗﻘﺎﱄ ﺇﱃ ﺍﳌﺤﻠﻮﻝ ﻧﻔﺴﻪ ﻳﻨﺘﺞ ﻟﻮﻥ ﺃﺻﻔﺮ‪.‬‬
‫‪HNO3‬‬ ‫‪.c‬‬
‫ﻣﺎ ﻣﺪ￯ ‪ pH‬ﺗﻘﺮﻳ ﹰﺒﺎ ﻟﻠﻤﺤﻠﻮﻝ؟ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺸﻜﻞ ‪.5-24‬‬
‫‪.b‬‬ ‫‪H2SeO3 .d‬‬
‫‪ .87‬ﺃﻋـﻂ ﺍﻻﺳـﻢ ﻭﺍﻟﺼﻴﻐﺔ ﺍﳉﺰﻳﺌﻴـﺔ ﻟﻠﺤﻤﺾ ﻭﺍﻟﻘﺎﻋـﺪﺓ ﺍﻟﻠﺬﻳﻦ‬
‫‪+‬‬ ‫ﺃﻧﺘﺠﺎ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻷﻣﻼﺡ ﺍﻵﺗﻴﺔ‪:‬‬
‫)‪(aq‬‬ ‫‪ .95‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺘﲔ ﻛﻴﻤﻴﺎﺋﻴﺘﲔ ﻣﻮﺯﻭﻧﺘﲔ ﻟﺘﺄﻳﻦ ﲪﺾ ﺍﻟﻜﺮﺑﻮﻧﻴﻚ‬
‫‪CaS .d NH4NO2 .c KHCO3 .b NaCl .a‬‬
‫ﰲ ﺍﳌـﺎﺀ‪ ،‬ﻭﺣـﺪﺩ ﺯﻭﺝ ﺍﳊﻤـﺾ ﻭﺍﻟﻘﺎﻋـﺪﺓ ﺍﳌﺮﺍﻓﻘـﲔ ﰲ ﻛﻞ‬
‫ﻣﻌﺎﺩﻟﺔ‪.‬‬
‫ﻟﺘﻤﻴﻪ ﻛﻞ ﻣﻦ ‪ .96‬ﺗﻜﺮﻳﺮ ﺍﻟﺴـﻜﺮ ﻳﺴﺘﻌﻤﻞ ﻫﻴﺪﺭﻭﻛﺴـﻴﺪ ﺍﻹﺳﱰﺍﻧﺸﻴﻮﻡ ﰲ ﺗﻜﺮﻳﺮ‬ ‫ﻛﻠﻴﺔ ﹼ‬‫‪ .88‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻻﺕ ﻛﻴﻤﻴﺎﺋﻴﺔ ﻭﻣﻌﺎﺩﻻﺕ ﺃﻳﻮﻧﻴﺔ ﹼ‬
‫‪= 0.3561M .90‬‬ ‫ﺳـﻜﺮ ﺍﻟﺸـﻤﻨﺪﺭ‪ .‬ﻭﻳﻤﻜﻦ ﺇﺫﺍﺑﺔ ‪ 4.1 g‬ﻓﻘﻂ ﻣﻦ ﻫﻴﺪﺭﻭﻛﺴـﻴﺪ‬ ‫ﺍﳌﻠﺤﲔ ﺍﻵﺗﻴﲔ ﰲ ﺍﳌﺎﺀ‪:‬‬
‫ﺍﻹﺳﱰﺍﻧﺸﻴﻮﻡ ﰲ ‪ 1 L‬ﻣﻦ ﺍﳌﺎﺀ ﻋﻨﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ‪ .273 K‬ﻓﺈﺫﺍ‬ ‫‪ .b‬ﺑﺮﻭﻣﻴﺪ ﺍﻷﻣﻮﻧﻴﻮﻡ‬ ‫‪ .a‬ﻛﺮﺑﻮﻧﺎﺕ ﺍﻟﺼﻮﺩﻳﻮﻡ‬
‫ﻛﺎﻧﺖ ﺫﻭﺑﺎﻧﻴﺔ ﻫﻴﺪﺭﻭﻛﺴـﻴﺪ ﺍﻹﺳﱰﺍﻧﺸـﻴﻮﻡ ﻣﻨﺨﻔﻀﺔ ﺇﱃ ﻫﺬﻩ‬ ‫‪ .89‬ﺗﻨﻘﻴـﺔ ﺍﳍـﻮﺍﺀ ﻳﺴـﺘﻌﻤﻞ ﻫﻴﺪﺭﻭﻛﺴـﻴﺪ ﺍﻟﻠﻴﺜﻴـﻮﻡ ﻟﺘﻨﻘﻴـﺔ ﺍﳍـﻮﺍﺀ‬
‫ﺍﻟﺪﺭﺟﺔ‪ ،‬ﻓﺎﴍﺡ ﳌﺎﺫﺍ ﻳﻤﻜﻦ ﺍﻋﺘﺒﺎﺭﻩ ﻗﺎﻋﺪﺓ ﻗﻠﻮﻳﺔ ﻗﻮﻳﺔ؟‬ ‫ﺑﺈﺯﺍﻟﺔ ﺛﺎﲏ ﺃﻛﺴـﻴﺪ ﺍﻟﻜﺮﺑﻮﻥ‪ .‬ﻓﺈﺫﺍ ﲤـﺖ ﻣﻌﺎﻳﺮﺓ ﻋﻴﻨﺔ ﻣﻦ ﳏﻠﻮﻝ‬
‫ﻫﻴﺪﺭﻭﻛﺴـﻴﺪ ﺍﻟﻠﻴﺜﻴـﻮﻡ ﺣﺠﻤﻬـﺎ ‪ 25.00 mL‬ﺑﻤﺤﻠﻮﻝ ﲪﺾ ‪ .97‬ﻣـﺎ ﺗﺮﺍﻛﻴﺰ ﺃﻳﻮﻧﺎﺕ ‪ OH-‬ﰲ ﳏﺎﻟﻴﻞ ﳍـﺎ ﻗﻴﻢ ‪ pH‬ﺍﻵﺗﻴﺔ‪3.00 :‬‬
‫ﻭ‪ 6.00‬ﻭ ‪ 9.00‬ﻭ ‪ 12.00‬ﻋﻨـﺪ ﺩﺭﺟـﺔ ﺣﺮﺍﺭﺓ ‪298 K‬؟ ﻭﻣﺎ‬ ‫ﺍﳍﻴﺪﺭﻭﻛﻠﻮﺭﻳـﻚ ﺗﺮﻛﻴـﺰﻩ ‪ 0.3340 M‬ﻓﺘﻄﻠـﺐ ‪15.22 mL‬‬
‫ﻗﻴﻢ ‪ pOH‬ﳍﺎ؟‬ ‫ﻣﻦ ﺍﳊﻤﺾ‪ .‬ﻓﲈ ﻣﻮﻻﺭﻳﺔ ﳏﻠﻮﻝ ‪LiOH‬؟‬
‫‪ .90‬ﺃﺿﻴـﻒ ‪ 74.30 mL‬ﻣـﻦ ﳏﻠـﻮﻝ ‪ NaOH‬ﺍﻟـﺬﻱ ﺗﺮﻛﻴـﺰﻩ ‪ .98‬ﺟﻬـﺎﺯ ‪ pH‬ﰲ ﺍﻟﺸـﻜﻞ ‪ 5-31‬ﻣﻐﻤـﻮﺱ ﰲ ﳏﻠـﻮﻝ ﲪـﺾ‬
‫ﺃﺣﺎﺩﻱ ﺍﻟﱪﻭﺗﻮﻥ‪ ،HA ،‬ﺗﺮﻛﻴﺰﻩ ‪ 0.200 M‬ﻋﻨﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ‬ ‫‪ 0.43885 M‬ﳌﻌﺎﻳﺮﺓ ‪ 45.78 mL‬ﻣﻦ ﲪﺾ ﺍﻟﻜﱪﻳﺘﻴﻚ ﺣﺘﻰ‬
‫‪ .303 K‬ﻣﺎ ﻗﻴﻤﺔ ‪ Ka‬ﻟﻠﺤﻤﺾ ﻋﻨﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ‪303 K‬؟‬ ‫ﻧﻘﻄﺔ ﺍﻟﻨﻬﺎﻳﺔ‪ .‬ﻣﺎ ﻣﻮﻻﺭﻳﺔ ﳏﻠﻮﻝ ‪H2SO4‬؟‬
‫‪ .91‬ﺍﻛﺘـﺐ ﻣﻌﺎﺩﻟـﺔ ﺗﻔﺎﻋـﻞ ﺍﻟﺘﺄﻳـﻦ‪ ،‬ﻭﺗﻌﺒﲑ ﺛﺎﺑـﺖ ﺗﺄﻳـﻦ ﺍﻟﻘﺎﻋﺪﺓ‪،‬‬
‫ﻟﻺﻳﺜﻴﻞ ﺃﻣﲔ ‪ C2H5 NH2‬ﰲ ﺍﳌﺎﺀ‪.‬‬
‫‪ .92‬ﻛﻢ ‪ mL‬ﻣﻦ ﳏﻠـﻮﻝ ‪ HCl‬ﺍﻟﺬﻱ ﺗﺮﻛﻴﺰﻩ ‪ 0.225 M‬ﹸﳛﺘﺎﺝ ﺇﻟﻴﻪ‬
‫ﳌﻌﺎﻳﺮﺓ ‪ 6.00 g‬ﻣﻦ ‪KOH‬؟‬
‫‪ .93‬ﻣﺎ ﻗﻴﻤﺔ ‪ pH‬ﳌﺤﻠﻮﻝ ﺗﺮﻛﻴﺰﻩ ‪ 0.200 M‬ﻣﻦ ﲪﺾ ﺍﳍﻴﺒﻮﺑﺮﻭﻣﻮﺯ‬
‫‪HBrO‬؟ ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥﹼ ‪Ka = 2.8 × 10 -9‬؟‬
‫ﺍﻟﺸﻜﻞ ‪5-31‬‬
‫‪203‬‬
‫‪-‬‬
‫‪+ HCO‬‬ ‫)‪3 (aq‬‬ ‫‪.95‬‬
‫ﻳﻐﲑ ﻟﻮﻧﻪ ﻋﻨﺪ ﻧﻘﻄﺔ ﺍﻟﺘﻜﺎﻓﺆ‬
‫‪ .84‬ﻳﺴـﺘﻌﻤﻞ ﻣﻘﻴﺎﺱ ‪ ،pH‬ﺇﺫﺍ ﱂ ﻳﻮﺟﺪ ﻛﺎﺷﻒ ﹼ‬
‫ﺃﻭ ﻗﺮﲠﺎ‪ ،‬ﺃﻭ ﻋﻨﺪﻣﺎ ﻻ ﻳﺘﻮﺍﻓﺮ ﻛﺎﺷﻒ‪.‬‬
‫‪ .85‬ﻳﻨﺘـﺞ ﺍﳊﻤـﺾ ﺃﻳﻮﻧـﺎﺕ ﺍﳍﻴﺪﺭﻭﺟﲔ ﺍﻟﺘـﻲ ﺗﺘﻔﺎﻋﻞ ﻣـﻊ ﺃﻳﻮﻧﺎﺕ ‪ F -‬ﰲ‬
‫ﻟﺘﻜﻮﻥ ﺟﺰﻳﺌﺎﺕ ‪.HF‬‬
‫ﺍﳌﺤﻠﻮﻝ؛ ﹼ‬
‫‪ pH .86‬ﺑﲔ ‪ 4.2‬ﻭ ‪ 5.6‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫‪.a .87‬ﻗﺎﻋﺪﺓ ﻫﻴﺪﺭﻭﻛﺴﻴﺪ ﺍﻟﺼﻮﺩﻳﻮﻡ ‪ ،NaOH‬ﲪﺾ‪ :‬ﲪﺾ ﺍﳍﻴﺪﺭﻭﻛﻠﻮﺭﻳﻚ ‪.HCl‬‬
‫‪ .b‬ﻗﺎﻋﺪﺓ‪ :‬ﻫﻴﺪﺭﻭﻛﺴـﻴﺪ ﺍﻟﺒﻮﺗﺎﺳﻴﻮﻡ ‪ ،KOH‬ﲪﺾ‪ :‬ﲪﺾ ﺍﻟﻜﺮﺑﻮﻧﻴﻚ‬
‫‪.H2CO3‬‬
‫‪.98‬‬
‫‪ .c‬ﻗـﺎﻋﺪﺓ‪ :‬ﺃﻣــﻮﻧـﻴﺎ ‪ ،NH3‬ﲪﺾ‪ :‬ﲪﺾ ﺍﻟﻨﻴﱰﻭﺯ ‪.HNO2‬‬
‫‪ .d‬ﻗﺎﻋـﺪﺓ ﻫﻴﺪﺭﻭﻛﺴـﻴﺪ ﺍﻟﻜﺎﻟﺴـﻴﻮﻡ ‪ ،Ca(OH ) 2‬ﲪـﺾ‪ :‬ﲪـﺾ‬
‫ﺍﳍﻴﺪﺭﻭﻛﱪﻳﺘﻴﻚ ‪.H2S‬‬
 ‫‪2-‬‬
‫ﻃﺒـﻖ ﺍﳌﻔﺎﻫﻴـﻢ ﺗﺘﻐﲑ ﻗﻴﻤـﺔ ‪ Kw‬ﻛﻐﲑﻫﺎ ﻣﻦ ﺛﻮﺍﺑـﺖ ﺍﻻﺗﺰﺍﻥ‬ ‫ﺍﻛﺘﺐ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻟﻜﻴﻤﻴﺎﺋﻴـﺔ ﻟﻠﺘﻔﺎﻋﻞ ﺍﻟﺬﻱ ﳛﺪﺙ ﻋﻨﺪ ﺇﺿﺎﻓﺔ ‪ .106‬ﹼ‬ ‫‪.99‬‬ ‫‪OH-(aq) + H2PO4-(aq) # H2O(l) + HPO4‬‬ ‫)‪(aq‬‬ ‫‪.99‬‬
‫ﺑﺤﺴـﺐ ﺩﺭﺟﺔ ﺍﳊـﺮﺍﺭﺓ‪ Kw .‬ﻳﺴـﺎﻭﻱ ‪ 2.92 × 10 -15‬ﻋﻨﺪ‬ ‫ﻗﺎﻋﺪﺓ ﺇﱃ ﺍﳌﺤﻠﻮﻝ ﺍﳌﻨﻈﻢ ‪. H2PO4- / HPO42-‬‬
‫‪ 25C‬ﻭ ‪ 2.92 × 10‬ﻋﻨـﺪ‬
‫‪-14‬‬
‫‪ ،10C‬ﻭ ‪ 1.00× 10‬ﻋﻨـﺪ ﹾ‬
‫‪-14‬‬
‫ﹾ‬
‫‪ C‬ﹾ‪ .40‬ﰲ ﺿـﻮﺀ ﻫـﺬﻩ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﺍﺣﺴـﺐ ﻗﻴـﻢ ‪ pH‬ﻟﻠﲈﺀ‬
‫ﺍﻟﻨﻘـﻲ ﻋﻨﺪ ﺩﺭﺟﺎﺕ ﺍﳊﺮﺍﺭﺓ ﺍﻟﺜﻼﺙ ﻫﺬﻩ‪ ،‬ﻭﻗﺎﺭﻥ ﺑﻴﻨﻬﺎ‪ .‬ﻫﻞ‬
‫ﺍﻧﻘﺪ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻵﺗﻴﺔ‪ " :‬ﳚﺐ ﺍﻋﺘﺒﺎﺭ ﺍﳌﺎﺩﺓ ﺍﻟﺘﻲ ﲢﺘﻮﻱ ﺻﻴﻐﺘﻬﺎ‬
‫‪ .100‬ﻫـﺬﻩ ﺍﳉﻤﻠﺔ ﻣﻀ ﱢﻠﻠـﺔ‪ .‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﳌﺎﺩﺓ ﺗﺘﻔـﻜﻚ‪ ،‬ﺃﻭ ﺗﺘﻔﺎﻋﻞ‬
‫ﻳﺼﺢ ﺍﻟﻘﻮﻝ ﺇﻥ ‪ pH‬ﻟﻠﲈﺀ ﺍﻟﻨﻘﻲ ﹰ‬ ‫‪.100‬‬
‫ﺩﺍﺋﲈ ‪7.0‬؟ ﺍﴍﺡ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﺍﻟﻜﻴﻤﻴﺎﺋﻴﺔ ﻋﲆ ﳎﻤﻮﻋﺔ ﺍﳍﻴﺪﺭﻭﻛﺴﻴﻞ ﻗﺎﻋﺪﺓﹰ"‪.‬‬
‫‪ .107‬ﺗﻮﻗـﻊ ﻳﺴـﺘﻌﻤﻞ ﲪـﺾ ﺍﻟﺴﺎﻟﻴﺴـﻠﻴﻚ ـ ﺍﳌﺒـﲔ ﰲ‬
‫ـﺎ‬ ‫ﹰ‬
‫ﲪﻀ‬ ‫ﺍﳌﺤﻠـﻮﻝ‬ ‫ﺣ ﹼﻠـﻞ ﻭﺍﺳـﺘﻨﺘﺞ ﻫـﻞ ﻳﻤﻜـﻦ ﺃﻥ ﻳﺼﻨﹼـﻒ‬
‫ﻓﺈﳖﺎ ﹸﺗﻌﺪﹼ‬
‫ﻣﻊ ﺍﳌﺎﺀ ﻟﺘﻨﺘﺞ ﺃﻳﻮﻧﺎﺕ ﺍﳍﻴﺪﺭﻭﻛﺴـﻴﺪ ﰲ ﺍﳌﺤﻠﻮﻝ؛ ﱠ‬
‫ﺍﻟﺸـﻜﻞ ‪ 5-32‬ﰲ ﲢﻀـﲑ ﺍﻷﺳـﱪﻳﻦ‪ .‬ﺑﻨـﺎ ﹰﺀ ﻋـﲆ ﻣﻌﺮﻓﺘـﻚ‬ ‫‪.101‬‬

‫ﺑﺎﳍﻴﺪﺭﻭﺟـﲔ ﺍﻟﻘﺎﺑـﻞ ﻟﻠﺘﺄﻳـﻦ ﰲ ﺟـﺰﻱﺀ ﲪـﺾ ﺍﳋـﻞ‬ ‫ﻗﺎﻋﺪﺓ‬ ‫ﺑﺤﺴﺐ‬ ‫ﺎ‬ ‫ﹰ‬
‫ﲪﻀ‬ ‫ﺑﺤﺴﺐ ﺑﺮﻭﻧﺴﺘﺪ – ﻟﻮﺭﻱ ﻭﻻ ﻳﺼﻨﻒ‬
‫ﲪﻀﺎ ﺑﺤﺴـﺐ ﻧﻤﻮﺫﺝ‬ ‫ﺃﺭﻫﻴﻨﻴـﻮﺱ؟ ﻭﻫـﻞ ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﹰ‬
‫‪ ،CH3COOH‬ﺗﻮﻗـﻊ ﺃﻱ ﺫﺭﺍﺕ ﺍﳍﻴﺪﺭﻭﺟـﲔ ﰲ ﲪـﺾ‬
‫ﺍﻟﺴﺎﻟﻴﺴﻠﻴﻚ ﻗﺪ ﺗﻜﻮﻥ ﻗﺎﺑﻠﺔ ﻟﻠﺘﺄﻳﻦ؟‬ ‫ﲪﻀﺎ ﺑﺤﺴﺐ ﻧﻤﻮﺫﺝ ﺃﺭﻫﻴﻨﻴﻮﺱ؟‬ ‫ﺑﺮﻭﻧﺴﺘﺪ ‪ -‬ﻟﻮﺭﻱ ﻭﻟﻴﺲ ﹰ‬ ‫ﻗﺎﻋـﺪ ﹰﺓ‪ ،‬ﻭﻟﻜـﻦ ﻫﻨﺎﻙ ﻣـﻮﺍ ﹼﺩ ﻛﺎﻷﲪـﺎﺽ ﺍﻟﻌﻀﻮ ﹼﻳﺔ‪ ،‬ﲢﺘﻮﻱ‬
‫ﻫﻞ ﻳﻤﻜﻦ ﺃﻻ ﻳﺼﻨﹼﻒ ﲪﺾ ﻟﻮﻳﺲ ﺑﻮﺻﻔﻪ ﲪﺾ ﺃﺭﻫﻴﻨﻴﻮﺱ‬
‫‪H‬‬ ‫‪O‬‬ ‫ﺃﻭ ﺑﺮﻭﻧﺴﺘﺪ – ﻟﻮﺭﻱ؟ ﺍﴍﺡ ﺫﻟﻚ ﻣﻊ ﺫﻛﺮ ﺃﻣﺜﻠﺔ‪.‬‬ ‫ﻋـﲆ ﳎﻤﻮﻋـﺎﺕ ﺍﳍﻴﺪﺭﻭﻛﺴـﻴﻞ ﺍﳌﺮﺗﺒﻄـﺔ‪ ،‬ﺑﺤﻴـﺚ ﺗﻌﻄـﻲ‬
‫—‬
‫—‬

‫‪H‬‬ ‫‪C — OH‬‬ ‫ﻃﺒـﻖ ﺍﳌﻔﺎﻫﻴﻢ ﺍﺳـﺘﻌﻤﻞ ﺛﺎﺑـﺖ ﺗﺄﻳﻦ ﺍﳌﺎﺀ ﻋﻨـﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ‬
‫‪ 298 K‬ﻟﺘﻔﺴـﲑ ﳌـﺎﺫﺍ ﻳﻨﺒﻐﻲ ﻟﻠﻤﺤﻠﻮﻝ ﺍﻟـﺬﻱ ﻗﻴﻤﺔ ‪ pH‬ﻟﻪ‬
‫ﹼ‬ ‫‪.102‬‬
‫ﲪﻀﻴﺔ‪.‬‬
‫ﹼ‬ ‫ﺃﻳﻮﻧﺎﺕ ﺍﳍﻴﺪﺭﻭﺟﲔ ﰲ ﺍﳌﺎﺀ ﻓﺘﻨﺘﺞ ﳏﺎﻟﻴﻞ‬
‫‪ .101‬ﲨﻴـﻊ ﺃﲪـﺎﺽ ﺃﺭﻫﻴﻨﻴﻮﺱ ﻫـﻲ ﺃﲪﺎﺽ ﺑﺮﻭﻧﺴـﺘﺪ– ﻟﻮﺭﻱ‬
‫‪H‬‬ ‫‪OH‬‬ ‫‪ 3.0‬ﺃﻥ ﺗﻜﻮﻥ ﻗﻴﻤﺔ ‪ pOH‬ﻟﻪ = ‪11.0‬؟‬
‫—‬

‫‪H‬‬ ‫‪ .103‬ﺣﺪﹼ ﺩ ﺃﲪﺎﺽ ﻭﻗﻮﺍﻋﺪ ﻟﻮﻳﺲ ﰲ ﺍﻟﺘﻔﺎﻋﻼﺕ ﺍﻵﺗﻴﺔ‪:‬‬

‫ﺍﻟﺸﻜﻞ ‪5-32‬‬ ‫‪H + + OH - # H 2O .a‬‬ ‫ﹰ‬
‫ﺃﻳﻀـﺎ‪ ،‬ﻭﻣﻌﻈـﻢ ﺃﲪـﺎﺽ ﺑﺮﻭﻧﺴـﺘﺪ– ﻟﻮﺭﻱ ﻫـﻲ ﺃﲪﺎﺽ‬
‫‪Cl - + BCl 3 # BCl 4 - .b‬‬

‫ﺿﻌﻴـﻒ‪،HX ،‬‬ ‫‪ .108‬ﻟﺪﻳـﻚ ‪ 20.0 mL‬ﻣـﻦ ﳏﻠـﻮﻝ ﲪـﺾ‬

‫‪C23-015C-828378-08‬‬
‫‪SO 3 + H 2O # H 2SO 4 .c‬‬
‫ﻣﺎﺋﻲ‪ ،‬ﻭﻣﻦ ﺃﻣﺜﻠﺘﻬﺎ‪:‬‬
‫ﺃﺭﻫﻴﻨﻴﻮﺱ‪ ،‬ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﰲ ﳏﻠﻮﻝ ﹼ‬
‫ﻭ‪ .Ka = 2.14 × 10 -6‬ﻭﻗـﺪ ﻭﺟـﺪ ﺃﻥ ‪ pH‬ﻟﻠﻤﺤﻠـﻮﻝ‬ ‫ﺍﺭﺳـﻢ ﻣﻨﺤﻨـﻰ ﺍﻟﺮﻗـﻢ‬ ‫‪.104‬‬

‫‪ .3.800‬ﻣﺎ ﻛﻤﻴﺔ ﺍﳌﺎﺀ ﺍﳌﻘﻄﺮ ﺍﻟﺘﻲ ﳚﺐ ﺇﺿﺎﻓﺘﻬﺎ ﺇﱃ ﺍﳌﺤﻠﻮﻝ‬ ‫ﲪﺾ‬ ‫ﻣﻌﺎﻳﺮﺓ‬ ‫ﻋﻦ‬ ‫ﺍﻟﻨﺎﺗـﺞ‬ ‫ﺍﳊﺠﻢ‬ ‫ﻣﻘﺎﺑﻞ‬ ‫‪pH‬‬ ‫ﺍﳍﻴﺪﺭﻭﺟﻴﻨـﻲ‬ ‫‪ .HCl، H2SO4 ، H 3PO4‬ﺃﲪـﺎﺽ ﻟﻮﻳﺲ ﻫﻲ ﻣﺴـﺘﻘﺒﻼﺕ‬
‫ﻟﺮﻓﻊ ‪ pH‬ﺇﱃ ‪4.000‬؟‬ ‫ﺛﻨﺎﺋﻲ ﺍﻟﱪﻭﺗﻮﻧﺎﺕ ﺑﻤﺤﻠﻮﻝ ‪ NaOH‬ﺗﺮﻛﻴﺰﻩ ‪.0.10 M‬‬
‫ﻭﺿﺢ ﻛﻴﻒ ﻳﻌﻤﻞ ﺍﳌﺤﻠﻮﻝ ﺍﳌﻨﻈﻢ ﻣﻦ‬ ‫‪.105‬‬ ‫ﻳﺘﻘﺒﻞ ﺯﻭﺝ‬ ‫ﺃﺯﻭﺍﺝ ﺇﻟﻜﱰﻭﻧـﺎﺕ‪ .‬ﺑـﲈ ﹼ‬
‫ﺃﻥ ﺃﻳـﻮﻥ ﺍﳍﻴﺪﺭﻭﺟـﲔ ﹼ‬
‫ﻭﺑـﲔ‬
‫ﺧـﻼﻝ ﺍﻟﻨﻈـﺎﻡ ﺍﳌﻨﻈـﻢ ‪C2H5NH3+/C2H5NH2‬؟ ﹼ‬
‫ﻣﺴـﺘﻌﻴﻨﹰﺎ ﺑﺎﳌﻌﺎﺩﻻﺕ ﻛﻴﻒ ﻳﺘﺄﺛﺮ ﻧﻈـﺎﻡ )ﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﻀﻌﻴﻔﺔ‪ .109 /‬ﻋﻨـﺪ ﺣﺮﻕ ‪ 5.00 g‬ﻣـﻦ ﻣﺮﻛﺐ ﰲ ﻣﺴـﻌﺮ‪ ،‬ﺍﺭﺗﻔﻌﺖ ﺩﺭﺟﺔ‬ ‫ﺇﻟﻜﱰﻭﻧﺎﺕ‪ ،‬ﻓﺠﻤﻴﻊ ﺃﲪﺎﺽ ﺃﺭﻫﻴﻨﻴﻮﺱ ﻭﺑﺮﻭﻧﺴﺘﺪ– ﻟﻮﺭﻱ‬
‫ﺍﳊﻤﺾ ﺍﳌﺮﺍﻓﻖ( ﻋﻨﺪ ﺇﺿﺎﻓﺔ ﻛﻤﻴﺎﺕ ﺻﻐﲑﺓ ﻣﻦ ﺍﻷﲪﺎﺽ‬
‫ﺣـﺮﺍﺭﺓ ‪ 2.00 kg‬ﻣـﻦ ﺍﳌـﺎﺀ ﻣـﻦ ﹾ‪ 24.5 C‬ﺇﱃ ﹾ‪ .240.5 C‬ﻣﺎ‬
‫ﻛﻤﻴﺔ ﺍﳊﺮﺍﺭﺓ ﺍﻟﺘﻲ ﺗﻨﻄﻠﻖ ﻋﻨﺪ ﺣﺮﻕ ‪ 1.00 mol‬ﻣﻦ ﺍﳌﺮﻛﺐ‬ ‫ﻭﺍﻟﻘﻮﺍﻋﺪ ﺇﱃ ﳏﻠﻮﻝ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ؟‬ ‫ﺃﻳﻀﺎ ﺃﲪﺎﺽ ﻟﻮﻳـﺲ‪ ،‬ﻭﺑﻌﺾ ﺃﲪﺎﺽ ﻟﻮﻳﺲ ﻟﻴﺴـﺖ‬ ‫ﻫـﻲ ﹰ‬
‫)ﺍﻟﻜﺘﻠﺔ ﺍﳌﻮﻟﻴﺔ = ‪( 46.1 g/mol‬؟‬
‫ﺃﲪﺎﺽ ﺃﺭﻫﻴﻨﻴﻮﺱ ﻭﻻ ﺑﺮﻭﻧﺴﺘﺪ–ﻟﻮﺭﻱ‪ ،‬ﻣﺜﻞ‪.BF 3 ،‬‬
‫‪[H +][OH -] =10 -14‬‬ ‫ﻷﻥ‪:‬‬ ‫‪.102‬‬
‫‪204‬‬ ‫‪[H +]= 10 -3‬‬
‫ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻥ‪:‬‬
‫‪[OH -]= 10 -11‬‬

‫‪ .a‬ﲪﺾ ﻟﻮﻳﺲ‪ H+ :‬ﻭ ‪ . H2O‬ﻗﺎﻋﺪﺓ ﻟﻮﻳﺲ‪OH- :‬‬ ‫‪.103‬‬

‫‪ .b‬ﲪﺾ ﻟﻮﻳﺲ‪ .BCl 3 :‬ﻗﺎﻋﺪﺓ ﻟﻮﻳﺲ‪BCl-4 :‬‬

‫ﺫﺭﺓ ﺍﳍﻴﺪﺭﻭﺟﲔ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﳎﻤﻮﻋﺔ ‪.COOH‬‬
‫ﳛﺘﻤﻞ ﺃﻥ ﺗﺘﺄ ﹼﻳﻦ ﻓﻘﻂ ﹼ‬ ‫‪.107‬‬
‫‪ .c‬ﲪﺾ ﻟﻮﻳﺲ‪ .SO 3 :‬ﻗﺎﻋﺪﺓ ﻟﻮﻳﺲ‪H 2O :‬‬

‫ﻳﺒﲔ ﺍﳌﻨﺤﻨﻰ ﹼ‬
‫ﺃﻥ ‪ pH‬ﺗﺰﻳﺪ ﺑﴪﻋﺔ ﺃﻛﱪ ﻗﺒﻞ ﺍﳌﻨﻄﻘﺔ‬ ‫‪ .104‬ﳚـﺐ ﺃﻥ ﹼ‬
‫‪ .108‬ﺃﺿـﻒ ‪ 30.1 mL‬ﻣـﻦ ﺍﳌـﺎﺀ ﹼ‬
‫ﺍﳌﻘﻄـﺮ ﺇﱃ ﱢ‬ ‫ﺍﻷﻓﻘﻴـﺔ ﻭﺑﻌﺪﻫﺎ ﻗﺮﺏ ﻧﻘﻄﺔ ﺍﻟﺘﻜﺎﻓﺆ‪ ،‬ﺣﻴﺚ ﺳـﻴﻜﻮﻥ ﻫﻨﺎﻙ‬
‫ﹼ‬
‫ﻛﻞ ‪ 20.0 mL‬ﻣـﻦ ﺍﳌﺤﻠﻮﻝ‬
‫ﺃﻓﻘﻲ ﺃﻛﺜﺮ‪.‬‬
‫ﺳﻄﺢ ﹼ‬
‫ﺍﻷﺻﲇ‪.‬‬
‫‪-‬‬
‫‪C2H5NH+‬‬
‫‪3 (aq) # H (aq) + C2H5NH2(aq) .105‬‬
‫‪+‬‬

‫ﻋﻨـﺪ ﺇﺿﺎﻓﺔ ﲪـﺾ ﻳ ﱠﺘﺠﻪ ﺍﻻﺗﺰﺍﻥ ﺇﱃ ﺍﻟﻴﺴـﺎﺭ‪ ،‬ﻭﻋﻨﺪ ﺇﺿﺎﻓﺔ‬

‫‪1240 KJ/mol‬‬ ‫‪.109‬‬ ‫ﺗﺘﺤﺪ ﺃﻳﻮﻧﺎﺕ ‪ OH-‬ﺍﳌﻀﺎﻓﺔ ﻣﻊ ﺃﻳﻮﻧﺎﺕ ‪ H+‬ﻭﻳ ﹼﺘﺠﻪ‬ ‫ﻗﺎﻋﺪﺓ؛ ﹺ‬
‫‪ .110‬ﺍﻟﺘﻔﺎﻋﻞ ﻃﺎﺭﺩ ﻟﻠﺤﺮﺍﺭﺓ ﻷﻥ ﺇﺷـﺎﺭﺓ ‪ ∆H‬ﺳـﺎﻟﺒﺔ‪ .‬ﻭﻟﺬﻟﻚ ﺗﻨﺘﺞ ﺣﺮﺍﺭﺓ‬ ‫ﺍﻟﺘﻔﺎﻋﻞ ﺇﱃ ﺍﻟﻴﻤﲔ‪.‬‬
‫ﻣـﻦ ﺍﻟﺘﻔﺎﻋـﻞ‪ ،‬ﻭﺑﺤﺴـﺐ ﻣﺒـﺪﺃ ﻟﻮﺗﺸـﺎﺗﻴﻴﻠﻴﻪ ﻓـﺈﻥ ﺭﻓﻊ ﺩﺭﺟـﺔ ﺍﳊﺮﺍﺭﺓ‬ ‫ﺍﻟﻨﻘﻲ ﺗﺴـﺎﻭﻱ ‪ 7.268‬ﻋﻨـﺪ ‪ ، 10˚C‬ﻭﻋﻨﺪ ‪25˚C‬‬
‫‪ pH .106‬ﻟﻠﲈﺀ ﹼ‬
‫ﺳـﻴـﺆﺩﻱ ﺇﱃ ﺇﺯﺍﺣﺔ ﺍﻻﺗﺰﺍﻥ ﻧﺤﻮ ﺍﻟﻴﺴﺎﺭ‪ ،‬ﻭﻣﻦ ﺛﻢ ﺇﱃ ﺗﻘﻠﻴﻞ ﻛﻤﻴﺔ ﺍﳌﺎﺩﺓ‬ ‫‪ pH‬ﺗﺴـﺎﻭﻱ ‪ .6.998‬ﻭﻋﻨـﺪ ‪ pH ،40˚C‬ﺗﺴـﺎﻭﻱ ‪.6.767‬‬
‫ﺍﻟﻨﺎﲡﺔ ﻭﻟﻴﺲ ﺯﻳﺎﺩﲥﺎ‪.‬‬ ‫ﺃﻥ ‪ pH‬ﻟﻠﲈﺀ ﺍﻟﻨﻘﻲ ﹰ‬
‫ﺩﺍﺋـﲈ ‪7.0‬؛ ﹼ‬
‫ﻷﻥ ‪pH‬‬ ‫ﻣـﻦ ﺍﳋﻄـﺄ ﺃﻥ ﻧﻘﻮﻝ ﹼ‬
‫ﺍﻟﻨﻘﻲ ﻳﺴﺎﻭﻱ ‪ 7.0‬ﻓﻘﻂ ﻋﻨﺪ ‪ ،25˚C‬ﺃﻭ ‪.298 K‬‬
‫ﻟﻠﲈﺀ ﹼ‬

‫‪204‬‬
‫‪ .a‬ﺍﻟﺘﻔﺎﻋـﻞ ﻃﺎﺭﺩ ﻟﻠﺤـﺮﺍﺭﺓ ﻷﻥ ﻃﺎﻗﺔ ﺍﳌﻮﺍﺩ ﺍﻟﻨﺎﲡﺔ ﺃﻋﲆ‬ ‫‪.111‬‬
‫‪ .110‬ﻳﺘﻔﺎﻋﻞ ﺍﳍﻴﺪﺭﻭﺟﲔ ﻭﺍﻟﻔﻠﻮﺭ ﻟﺘﻜﻮﻳﻦ ‪ HF‬ﺑﺤﺴـﺐ ﻣﻌﺎﺩﻟﺔ‬
‫ﺍﻻﺗﺰﺍﻥ ﺍﻵﺗﻴﺔ‪:‬‬

‫ﻣﻦ ﻃﺎﻗﺔ ﺍﳌﻮﺍﺩ ﺍﳌﺘﻔﺎﻋﻠﺔ‪.‬‬ ‫‪ .112‬ﻧــﲈﺫﺝ ﺍﻷﲪــﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ ﲣﻴﻞ ﺃﻧﻚ ﺍﻟﻜﻴﻤﻴﺎﺋﻲ‬
‫‪H2(g) + F2 (g) # 2HF ∆ H =-538KJ‬‬

‫ﻫـﻞ ﺗـﺆﺩﻱ ﺯﻳﺎﺩﺓ ﺩﺭﺟـﺔ ﺍﳊﺮﺍﺭﺓ ﺇﱃ ﺯﻳـﺎﺩﺓ ﻛﻤﻴﺔ ﺍﳌـﺎﺩﺓ ﺍﻟﻨﺎﲡﺔ؟‬

‫‪ .b‬ﺧﻄﻮﺗﺎﻥ‪ ،‬ﻷﻥ ﺍﳌﻨﺤﻨﻰ ﻳﻈﻬﺮ ﻃﺎﻗﺘﻲ ﺗﻨﺸﻴﻂ‪.‬‬ ‫ﺑﺮﻭﻧﺴﺘﺪ ﰲ ﻋﺎﻡ ‪1923‬ﻡ‪ ،‬ﻭﻗﺪ ﻗﻤﺖ ﺑﺼﻴﺎﻏﺔ ﻧﻈﺮﻳﺔ‬
‫ﺟﺪﻳﺪﺓ ﻋﻦ ﺍﻷﲪﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ‪ .‬ﺍﻛﺘﺐ ﺭﺳﺎﻟﺔ ﺇﱃ ﺍﻟﻌﺎﱂ‬ ‫ﺍﴍﺡ ﺫﻟﻚ‪.‬‬
‫ﺍﻟﺴﻮﻳﺪﻱ ﺃﺭﻫﻴﻨﻴﻮﺱ‪ ،‬ﺗﻨﺎﻗﺶ ﻓﻴﻬﺎ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻧﻈﺮﻳﺘﻚ‬
‫ﻭﻧﻈﺮﻳﺘﻪ‪ ،‬ﻭﺗﺸﲑ ﻓﻴﻬﺎ ﺇﱃ ﻣﺰﺍﻳﺎ ﻧﻈﺮﻳﺘﻚ‪.‬‬
‫ﺃﻣﻴﻨﻴﺎ ﺗﺘﺤﺪ ﻟﺘﻜﻮﻳﻦ‬
‫ﲪﻀﺎ ﹼﹰ‬‫‪ .113‬ﺍﻷﲪﺎﺽ ﺍﻷﻣﻴﻨﻴﺔ ﻫﻨﺎﻙ ﻋﴩﻭﻥ ﹰ‬
‫ﺍﻟﱪﻭﺗﻴﻨﺎﺕ ﰲ ﺃﺟﻬﺰﺓ ﺍﳌﺨﻠﻮﻗﺎﺕ ﺍﳊﻴﺔ‪ .‬ﺍﻛﺘﺐ ﺑﺤﺜﹰﺎ ﻋﻦ‬
‫ﻭﻗﻮﻣﻬﺎ‪ .‬ﻗﺎﺭﻥ‬
‫ﺗﺮﺍﻛﻴﺐ ﻭﻗﻴﻢ ‪ Ka‬ﳋﻤﺴﺔ ﺃﲪﺎﺽ ﺃﻣﻴﻨﻴﺔ ﹼ‬
‫ﺑﲔ ﻗﻮ￯ ﻫﺬﻩ ﺍﻷﲪﺎﺽ ﻭﻗﻮ￯ ﺍﻷﲪﺎﺽ ﰲ ﺍﳉﺪﻭﻝ ‪.5-4‬‬
‫ﺍﻟﺸﻜﻞ ‪5-33‬‬
‫ﺃﻥ ﻧﻈﺮ ﹼﻳـﺔ ﺑﺮﻭﻧﺴـﺘﺪ‬ ‫ﺗﻮﺿـﺢ ﺭﺳـﺎﺋﻞ ﺍﻟﻄـﻼﺏ ﹼ‬ ‫‪ .112‬ﳚـﺐ ﺃﻥ ﹼ‬ ‫ﻳﺒﲔ ﺍﻟﺸﻜﻞ ‪ 5-34‬ﻗﻴﺎﺳﺎﺕ ‪ pH‬ﰲ ﻋﺪﺩ ﻣﻦ‬
‫‪ .111‬ﻳﺒﲔ ﺍﻟﺸﻜﻞ ‪ 5-33‬ﺗﻐﲑ ﺍﻟﻄﺎﻗﺔ ﰲ ﺃﺛﻨﺎﺀ ﺳﲑ ﺗﻔﺎﻋﻞ ﻣﺎ‪.‬‬
‫ﻣﻨﺎﻃﻖ ﺍﳌﺮﺍﻗﺒﺔ ﰲ ﺇﺣﺪ￯ ﺍﻟﺪﻭﻝ‪ .‬ﻭﲤﺜﻞ ﺍﻟﺒﻘﻌﺔ ﺍﻟﻮﺭﺩﻳﺔ ﻣﺘﻮﺳﻂ‬
‫ﻋﺮﻓﺘﻬﺎ ﻧﻈﺮﻳﺔ ﺃﺭﻫﻴﻨﻴﻮﺱ‬ ‫ﺷﻤﻠﺖ ﺍﻷﲪﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﺘﻲ ﹼ‬ ‫ﺍﻟﻘﻴﺎﺳﺎﺕ ﺍﻟﺘﻲ ﺃﺧﺬﺕ ﰲ ﲨﻴﻊ ﺍﳌﻨﺎﻃﻖ ﰲ ﻭﻗﺖ ﻣﻌﲔ‪.‬‬ ‫‪ .a‬ﻫﻞ ﺍﻟﺘﻔﺎﻋﻞ ﻃﺎﺭﺩ ﺃﻡ ﻣﺎﺹ ﻟﻠﻄﺎﻗﺔ؟‬
‫‪ .b‬ﻣﺎ ﻋﺪﺩ ﺍﳋﻄﻮﺍﺕ ﺍﻟﺘﻲ ﳛﺪﺙ ﻓﻴﻬﺎ ﺍﻟﺘﻔﺎﻋﻞ؟‬
‫ﲨﻴﻌﻬـﺎ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﺫﻫﺒﺖ ﺃﺑﻌﺪ ﻣﻦ ﺫﻟـﻚ‪ ،‬ﺑﴩﺣﻬﺎ ﻛﻴﻒ ﹼ‬
‫ﺃﻥ‬
‫ﺍﺩﺭﺱ ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﲏ ﺟﻴﺪﹰ ﺍ‪ ،‬ﺛﻢ ﺃﺟﺐ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﻲ ﺗﻠﻴﻪ‪.‬‬

‫ﺑﻌـﺾ ﺍﳌـﻮﺍ ﹼﺩ ﻛﺎﻷﻣﻮﻧﻴـﺎ ﺗﻨﺘﺞ ﳏﺎﻟﻴـﻞ ﻗﺎﻋﺪ ﹼﻳـﺔ‪ ،‬ﻭﻟﻜ ﹼﻨﻬﺎ ﻻ‬

‫‪4.9‬‬

‫‪4.7‬‬

‫ﹼ‬
‫ﻭﺗﻮﺿﺢ ﻧﻈﺮ ﹼﻳﺔ‬ ‫ﲢﺘﻮﻱ ﻋﲆ ﺃﻳﻮﻥ ﻫﻴﺪﺭﻭﻛﺴـﻴﺪ ﰲ ﺗﺮﻛﻴﺒﻬﺎ‪.‬‬ ‫‪4.5‬‬

‫‪pH‬‬
‫‪4.3‬‬

‫ﺃﻳﻀﺎ ﺩﻭﺭ ﺍﳌـﺎﺀ ﻭﺃﻳﻮﻥ ﺍﳍﻴﺪﺭﻭﻧﻴـﻮﻡ ﰲ ﺍﳌﺤﺎﻟﻴﻞ‬ ‫ﺑﺮﻭﻧﺴـﺘﺪ ﹰ‬ ‫‪4.1‬‬

‫‪3.9‬‬
‫‪1990‬‬ ‫‪1992‬‬ ‫‪1994‬‬ ‫‪1996‬‬ ‫‪1998‬‬ ‫‪2000‬‬ ‫‪2002‬‬

‫ﺍﳊﻤﻀﻴﺔ ﻭﺍﻟﻘﺎﻋﺪ ﹼﻳﺔ‪.‬‬

‫ﹼ‬ ‫ﺍﻟﺸﻜﻞ ‪5-34‬‬
‫‪ .114‬ﻛﻴﻒ ﻳﺘﻐﲑ ﻣﺘﻮﺳﻂ ‪ pH‬ﻟﻠﺴﻨﻮﺍﺕ ‪2003‬ﻡ ‪1990 -‬ﻡ؟‬
‫ﹺ‬
‫ﺍﻟﻔﺎﻟﲔ)ﺍﻟﻔ ﱢﻠﲔ(‪،‬‬ ‫‪ .113‬ﺳﺘﺘﺒﺎﻳﻦ ﺇﺟﺎﺑﺎﺕ ﺍﻟﻄﻼﺏ‪ .‬ﻓﻤﺜ ﹰ‬
‫ﻼ‪ Ka ،‬ﳌﺎ ﹼﺩﺓ‬ ‫‪ .115‬ﺍﺣﺴـﺐ ]‪ [H+‬ﻷﺩﻧﻰ ﻭﺃﻋﲆ ‪ pH‬ﻣﺴـﺠﻠﺔ ﻋﲆ ﺍﻟﺮﺳﻢ‬
‫ﺍﻟﺒﻴـﺎﲏ‪ .‬ﻭﻛﻢ ﻣﺮﺓ ﺗﺰﻳﺪ ﲪﻀﻴﺔ ﻣـﺎﺀ ﺍﳌﻄﺮ ﺍﻷﻛﺜﺮ ﲪﻀﻴﺔ‬
‫ﻫﻮ ‪ 2.51×10 -4‬ﻋﻨﺪ ‪.298 K‬‬ ‫ﻋﲆ ﲪﻀﻴﺔ ﻣﺎﺀ ﺍﳌﻄﺮ ﺍﻷﻗﻞ ﲪﻀﻴﺔ؟‬
‫‪ .116‬ﻣـﺎ ﻗﻴﻤـﺔ ‪ pH‬ﰲ ﻋـﺎﻡ ‪2003‬ﻡ؟ ﻭﻣـﺎ ﻣﻘـﺪﺍﺭ ﺍﻟﺘﻐﲑ ﰲ‬
‫ﻣﺘﻮﺳﻂ ‪ pH‬ﺑﲔ ﻋﺎﻣﻲ ‪ 1990‬ﻭ‪2003‬ﻡ؟‬

‫ﺗﺪﺭﳚﻴـﺎ ﻣـﻦ ‪ 4.25‬ﺗﻘﺮﻳ ﹰﺒـﺎ ﰲ ‪1990‬ﻡ ﺇﱃ ‪4.55‬‬ ‫‪ .114‬ﺯﻳـﺎﺩﺓ ‪pH‬‬

‫‪205‬‬
‫ﹼﹰ‬
‫ﺗﻘﺮﻳ ﹰﺒﺎ ﰲ ‪2003‬ﻡ‪.‬‬
‫ﲪﻀﻴﺔ‪.‬‬
‫ﹼ‬ ‫ﻣﺮﺍﺕ ﺃﻛﺜﺮ‬
‫‪ 5.9 .115‬ﹼ‬
‫ﺗﻐﲑ ﻣﻌﺪﻝ ‪ pH‬ﻣﻦ‬ ‫ﻳﻤـﺮ ﹼ‬
‫ﺧﻂ ﺍﻻﲡﺎﻩ ﰲ ‪ 4.48‬ﰲ ‪ 2003‬ﻡ‪ .‬ﹼ‬ ‫‪ .116‬ﹼ‬
‫ﺍﻟﺘﻐﲑ ‪0.18‬‬
‫‪ 4.39‬ﰲ ‪1990‬ﻡ ﺇﱃ ‪ 4.48‬ﰲ ‪2003‬ﻡ ‪ ،‬ﻣﻘﺪﺍﺭ ﹼ‬

‫‪205‬‬
‫‪ .4‬ﺑﺮﻭﻣﻴﺪ ﺍﳍﻴﺪﺭﻭﺟﲔ ‪ HBr‬ﲪﺾ ﻗﻮﻱ ﻭﻣﺎﺩﺓ ﺃﻛﺎﻟﺔ ﺷﺪﻳﺪﺓ‪.‬‬
‫ﻣﺎ ‪ pOH‬ﳌﺤﻠﻮﻝ ‪ HBr‬ﺍﻟﺬﻱ ﺗﺮﻛﻴﺰﻩ ‪ 0.0375 M‬؟‬
‫ﺍﺳﺘﻌﻦ ﺑﺎﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﲏ ﺃﺩﻧﺎﻩ ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﺍﻟﺴﺆﺍﻟﲔ ‪ 1‬ﻭ ‪.2‬‬
‫‪12.574 .a‬‬
‫‪12.270 .b‬‬
‫‪1.733 .c‬‬ ‫‪14‬‬
‫‪12‬‬
‫‪1.433 .d‬‬
‫ﺍﺳﺘﻌﻦ ﺑﺎﳉﺪﻭﻝ ﺃﺩﻧﺎﻩ ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﻣﻦ ‪ 5‬ﺇﱃ ‪.7‬‬
‫‪10‬‬
‫‪8‬‬
‫‪c .1‬‬

‫‪pH‬‬
‫‪6‬‬
‫‪4‬‬
‫‪pH‬‬
‫‪2‬‬ ‫‪c .2‬‬
‫‪0‬‬

‫‪pH‬‬
‫‪Ka‬‬ ‫‪ .1‬ﻣﺎ ﻗﻴﻤﺔ ‪ pH‬ﻋﻨﺪ ﻧﻘﻄﺔ ﺍﻟﺘﻜﺎﻓﺆ ﳍﺬﻩ ﺍﳌﻌﺎﻳﺮﺓ؟‬ ‫‪b .3‬‬
‫‪1.000 M‬‬
‫‪10 .a‬‬
‫‪C19-15C-828378-08‬‬
‫‪1.78×10-4‬‬ ‫‪1.87‬‬ ‫‪HA‬‬ ‫‪9 .b‬‬ ‫‪a .4‬‬
‫‪3.55×10‬‬ ‫‪-3‬‬
‫؟‬ ‫‪HB‬‬ ‫‪5 .c‬‬
‫‪1 .d‬‬
‫؟‬ ‫‪2.43‬‬ ‫‪HX‬‬ ‫‪d .5‬‬
‫‪ .2‬ﻣﺎ ﺍﻟﻜﺎﺷﻒ ﺍﻷﻛﺜﺮ ﻓﺎﻋﻠﻴﺔ ﻟﺘﺤﺮﻱ ﻧﻘﻄﺔ ﺍﻟﻨﻬﺎﻳﺔ ﳍﺬﻩ‬
‫‪7.08×10-3‬‬ ‫‪1.09‬‬ ‫‪HD‬‬
‫ﺍﳌﻌﺎﻳﺮﺓ؟‬
‫‪9.77×10-5‬‬ ‫‪2.01‬‬ ‫‪HR‬‬
‫‪ .a‬ﺍﳌﻴﺜﻴﻞ ﺍﻟﱪﺗﻘﺎﱄ ﺍﻟﺬﻱ ﻣﺪﺍﻩ ‪4.4- 3.2‬‬
‫‪c .6‬‬
‫‪ .5‬ﺃﻱ ﲪﺾ ﺃﻗﻮ￯؟‬ ‫‪ .b‬ﻓﻴﻨﻮﻟﻔﺜﺎﻟﲔ ﺍﻟﺬﻱ ﻣﺪﺍﻩ ‪10 - 8.2‬‬
‫‪HA .a‬‬ ‫‪ .c‬ﺍﻟﱪﻭﻣﻮﻛﺮﻳﺴﻮﻝ ﺍﻷﺧﴬ ﺍﻟﺬﻱ ﻣﺪﺍﻩ ‪5.4 - 3.8‬‬ ‫‪d .7‬‬
‫‪HB .b‬‬ ‫‪ .d‬ﺍﻟﺜﺎﻳﻤﻮﻝ ﺍﻷﺯﺭﻕ ﺍﻟﺬﻱ ﻣﺪﺍﻩ ‪9.6 - 8.0‬‬
‫‪HX .c‬‬
‫‪ .3‬ﻳﻨﺘﺞ ﺍﻟﺘﻨﻔﺲ ﺍﳋﻠﻮﻱ ‪ 38 mol‬ﺗﻘﺮﻳ ﹰﺒﺎ ﻣﻦ ‪ ATP‬ﻣﻘﺎﺑﻞ‬
‫‪HD .d‬‬
‫ﻛﻞ ﻣﻮﻝ ﻳﺴﺘﻬﻠﻚ ﻣﻦ ﺍﳉﻠﻮﻛﻮﺯ‪:‬‬
‫‪ .6‬ﻣﺎ ﺛﺎﺑﺖ ﺗﺄﻳﻦ ﲪﺾ ‪HX‬؟‬
‫‪C 6H 12O 6 + 6O 2 → 6CO 2 + 6H 2O + 38ATP‬‬
‫‪1.0 × 10 -5 .a‬‬
‫‪2.43 × 10 0 .b‬‬ ‫ﺇﺫﺍ ﻛﺎﻥ ﻛﻞ ‪ 1 mol‬ﻣﻦ ‪ ATP‬ﻳﻨﺘﺞ ‪ 30.5 kJ‬ﻣﻦ ﺍﻟﻄﺎﻗﺔ ﻓﲈ‬
‫‪3.72 × 10 -3 .c‬‬ ‫ﻛﻤﻴﺔ ﺍﻟﻄﺎﻗﺔ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ ﻣﻦ ﻗﻄﻌﺔ ﺣﻠﻮ￯‬
‫‪7.3 × 10 4 .d‬‬ ‫ﲢﺘﻮﻱ ﻋﲆ ‪ 130.0 g‬ﻣﻦ ﺍﳉﻠﻮﻛﻮﺯ؟‬
‫‪ .7‬ﻣﺎ ﻗﻴﻤﺔ ‪ pH‬ﳌﺤﻠﻮﻝ ﲪﺾ ﺍﻟﺴﻴﺎﻧﻮﺇﻳﺜﺎﻧﻮﻳﻚ ﺍﻟﺬﻱ‬ ‫‪27.4 kJ .a‬‬
‫ﺗﺮﻛﻴﺰﻩ ‪0.40 M‬؟‬ ‫‪836 kJ .b‬‬
‫‪2.06 .a‬‬ ‫‪1159 kJ .c‬‬
‫‪1.22 .b‬‬ ‫‪3970 kJ .d‬‬
‫‪2.45 .c‬‬
‫‪1.42 .d‬‬

‫‪206‬‬

‫‪206‬‬
 ‫‪ .8‬ﻣﺎﺫﺍ ﻧﻌﻨﻲ ﺑﻘﻮﻟﻨﺎ‪ :‬ﺇﻥ ﻗﻴﻤﺔ ‪ Keq‬ﺃﻛﺜﺮ ﻣﻦ ‪1‬؟‬
‫‪b .8‬‬ ‫‪ .a‬ﻫﻨﺎﻙ ﻣﻮﺍﺩ ﻣﺘﻔﺎﻋﻠﺔ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﻨﻮﺍﺗﺞ ﻋﻨﺪ ﺍﻻﺗﺰﺍﻥ‪.‬‬
‫‪ .10‬ﺃﺿﻴــــﻒ ‪ 5.00 mL‬ﻣﻦ ‪ HCl‬ﺗﺮﻛﻴﺰﻩ ‪ 6.00 M‬ﺇﱃ‬ ‫‪ .b‬ﻫﻨﺎﻙ ﻧﻮﺍﺗﺞ ﺃﻛﺜﺮ ﻣﻦ ﺍﳌﻮﺍﺩ ﺍﳌﺘﻔﺎﻋﻠﺔ ﻋﻨﺪ ﺍﻻﺗﺰﺍﻥ‪.‬‬
‫‪ 95.00 mL‬ﻣﻦ ﺍﳌﺎﺀ ﺍﻟﻨﻘﻲ‪ ،‬ﻭﺃﺻﺒﺢ ﺍﳊﺠﻢ ﺍﻟﻨﻬﺎﺋﻲ‬ ‫‪ .c‬ﴎﻋﺔ ﺍﻟﺘﻔﺎﻋﻞ ﺍﻷﻣﺎﻣﻲ ﻋﺎﻟﻴﺔ ﻋﻨﺪ ﺍﻻﺗﺰﺍﻥ‪.‬‬
‫ﻟﻠﻤﺤﻠﻮﻝ ‪ .100 mL‬ﻣﺎ ﻗﻴﻤﺔ ‪ pH‬ﻟﻠﻤﺤﻠﻮﻝ؟‬ ‫‪ .d‬ﴎﻋﺔ ﺍﻟﺘﻔﺎﻋﻞ ﺍﻟﻌﻜﴘ ﻋﺎﻟﻴﺔ ﻋﻨﺪ ﺍﻻﺗﺰﺍﻥ‪.‬‬

‫ﺍﳌﻨﺰﻟﻴﺔ‪.‬‬
‫ﹼ‬ ‫‪ .a‬ﺍﻷﻣﻮﻧﻴﺎ‬ ‫‪.9‬‬ ‫‪ .11‬ﳏﻠﻮﻝ ﻣﺎﺋﻲ ﻣﻨﻈﻢ ﺑﺤﻤﺾ ﺍﻟﺒﻨﺰﻭﻳﻚ ‪C6H5COOH‬‬
‫ﻭﺑﻨﺰﻭﺍﺕ ﺍﻟﺼﻮﺩﻳﻮﻡ ‪ ،C6H5COONa‬ﺗﺮﻛﻴﺰ ﻛﻞ ﻣﻨﻬﲈ‬
‫‪ .b‬ﺍﻟﺪﻡ‪.‬‬ ‫‪ .0.0500 M‬ﻓﺈﺫﺍ ﻛﺎﻥ ‪ K a‬ﳊﻤﺾ ﺍﻟﺒﻨﺰﻭﻳﻚ ﻳﺴﺎﻭﻱ‬ ‫‪ .9‬ﺍﻷﲪﺎﺽ ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﺸﺎﺋﻌﺔ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻮﺟﻮﺩﺓ‬
‫‪ ،6.4 × 10-5‬ﻓﲈ ﻗﻴﻤﺔ ‪ pH‬ﻟﻠﻤﺤﻠﻮﻝ؟‬ ‫ﰲ ﺍﳉﺪﻭﻝ ﺃﺩﻧﺎﻩ ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻵﺗﻴﺔ‪:‬‬
‫‪ .c‬ﻣﻀﺎ ﹼﺩ ﺍﳊﻤﻮﺿﺔ‪.‬‬ ‫‪pH‬‬

‫‪ .d‬ﺍﳌﴩﻭﺑﺎﺕ ﺍﳋﻔﻴﻔﺔ‪.‬‬ ‫‪11.3‬‬ ‫ﺍﻷﻣﻮﻧﻴﺎ ﺍﳌﻨﺰﻟﻴﺔ‬

‫‪2.3‬‬ ‫ﻋﺼﲑ ﺍﻟﻠﻴﻤﻮﻥ‬
‫‪ 100 .e‬ﻣﺮﺓ‪.‬‬ ‫‪9.4‬‬ ‫ﻣﻀﺎﺩ ﺍﳊﻤﻮﺿﺔ‬
‫‪7.4‬‬ ‫ﺍﻟﺪﻡ‬
‫‪3.0‬‬ ‫ﺍﳌﴩﻭﺑﺎﺕ ﺍﻟﻐﺎﺯﻳﺔ‬
‫‪PH=0.523 .10‬‬ ‫ﺃﻱ ﻣﺎﺩﺓ ﺃﻛﺜﺮ ﻗﺎﻋﺪﻳﺔ؟‬ ‫‪.a‬‬
‫ﺃﻱ ﻣﺎﺩﺓ ﺃﻗﺮﺏ ﺇﱃ ﺍﻟﺘﻌﺎﺩﻝ؟‬ ‫‪.b‬‬
‫‪PH=4.19 .11‬‬ ‫ﺃﻱ ﻣﺎﺩﺓ ﺗﺮﻛﻴﺰ ]‪ [H+‬ﻓﻴﻬﺎ ‪4.0 × 10-10 M‬‬
‫ﺃﻱ ﻣﺎﺩﺓ ﻗﻴﻤﺔ ‪ pOH‬ﳍﺎ ‪11.0‬‬
‫‪.c‬‬
‫‪.d‬‬
‫ﻛﻢ ﻣﺮﺓ ﺗﺰﻳﺪ ﻗﺎﻋﺪﻳﺔ ﻣﻀﺎﺩ ﺍﳊﻤﻮﺿﺔ ﻋﲆ ﻗﺎﻋﺪﻳﺔ‬ ‫‪.e‬‬
‫ﺍﻟﺪﻡ؟‬

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