GENERAL CHEMISTRY 2

2nd Semester, S.Y. 2022 - 2023

Performance Task #2.2

Freezing Point Depression in Ice Cream Making

Group Number: _____________________________ Section: ___________________________

Group Members

1. _________________________________________________________________________________________________

2. _________________________________________________________________________________________________

3. _________________________________________________________________________________________________

4. _________________________________________________________________________________________________

5. _________________________________________________________________________________________________

6. _________________________________________________________________________________________________

7. _________________________________________________________________________________________________

The students will understand that addition of a solute affects the phase
Established Goal:
behavior of a solution.
Transfer and Meaning Making
The learner will understand the phase behavior of solutions in relation to
Enduring Understanding:
the amount of solute

Enduring Questions: How do freezing point lowers?

The students will be able to use their learning in freezing point

Transfer Goal: depression in calculating for the right amount of solute and solvent in
preparing solutions.
Objectives:

In this performance task, the learners should be able to:

1. demonstrate proper laboratory techniques in measuring the mass of solids
2. measure accurately and precisely temperature of materials
3. calculate the freezing point depression of certain solutions

Performance Task:

Goal:
Use freezing point depression to make an ice cream without the use of a refrigerator.
Role:
You are asked to demonstrate the proper laboratory measurements.
Product:
You are to utilize the formula freezing point depression in calculating for the amount of solute to be used
in the ice cream making experiment
Standards:
You are to be evaluated using a rubric with the following criteria:
1. Your laboratory performance
 2. Mathematical presentations

Materials and guidelines:

Materials
Chemicals/
Measuring Apparatus Other Materials
Reagents/Samples
Stopwatch 250-300 mL milk Glass Marble
Thermometer 250-300 mL cream 2 pcs 1-quart ZipLoc bag
Beaker 150-200 mL sugar 2 pcs 1-gallon ZipLoc bag
Triple Beam Balance 50 mL flavoring Measuring Cups and Spoons
Stirring Rod 500 grams coarse salt Disposable Cups and Spoons
500 grams ice Hand Towels

Guidelines
• This task will be done by group with 5-6 members and will be accomplished during the time
of General Chemistry 2 only (April 11-14). Lab Sheets must also be passed within the
period. Passing within the day may be allowed but will incur deductions in lab performance.

Procedures:
General Instruction:

A. Pre-Ice Cream Making Calculations

1. Use the freezing point depression equation to calculate how much salt (in grams) is needed to
decrease the freezing point of 1kg of water from 0˚C to (a) -5˚C, (b) -10˚C, (c) -15˚C, and (d) -
20˚C.
2. Plot the magnitude of freezing point depression (ΔTf) versus amount of salt (Results from 1a,
b, c, and d). Create a line graph.
3. Based on your answer from 1d, calculate how many grams of salt are required to create a
-20˚C freezing point depression for 200g of ice. This is the amount of salt you will use in
Part B.

B. Ice Cream Making Proper

1. Into a one-quart Ziploc bag, combine ¼ cup sugar, ¼ cup milk, ¼ cup cream, and ¼ teaspoon
vanilla or any other flavoring. Securely seal the bag and mix well. Empty as much air as
possible inside the bag.
2. Into a one-gallon Ziploc bag, place 2 cups of ice.
3. Using the thermometer, measure and record the temperature of the ice (in the gallon bag) and
the ice cream mixture (in the quart bag).
4. Sprinkle the calculated amount of salt to the ice inside gallon bag. Mix and shake for 20
seconds. Measure and record the temperature.
5. Place the quart bag inside the gallon bag, pack the ice around the quart-size bag.
6. Gently shake the sealed baggies back and forth in your hands to make sure that the ice
mixture coats the entire surface of the milk bag. Shake for 1 minute and then carefully open
the two bags and take the temperature of the inner bag (milk) only. Seal both bags. Keep
shaking back and forth for 3 to 10 minutes, recording the milk temperature every minute until
a solid product forms.
7. Record final time and temperature of the (1) ice cream and (2) the ice mixture.

C. Post-Ice Cream Making Calculations

1. Using the data obtained from B7, calculate the percent error of the experiment (with respect
to the freezing point depression calculation)

II. Data and Calculations

Directions: Based on the data gathered from the experiment, record the results on the given tables.
Provide the solution for necessary items.
A. Freezing Point Depression Calculations

Mass of Solvent Freezing Point Depression Mass of Solute (in grams)

1 kg 0oC to -5oC

1 kg 0oC to -10oC

1 kg 0oC to -15oC

1 kg 0oC to -20oC

200 g 0oC to -20oC

Solution and Line Graph

B. Ice Cream Making Recorded Data

Description Measurement

Temperature of Ice in Ziploc Bag

Temperature of Ice Cream Mixture

Temperature of Ice-Salt Mixture

Temperature of Ice Cream Mixture after shaking for:

1 minute

2 minutes

3 minutes

4 minutes

5 minutes

6 minutes

7 minutes

8 minutes

9 minutes

10 minutes

C. Percent Error Calculations

POST- LABORATORY QUESTIONS (3 pts each)

1. Explain how the energy flow of the baggie system resulted in your tasty treat for a product
based on the temperature changes shown on your data table.
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2. Explain why salt was used in the experiment rather than sugar despite both being a solute.
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3. Discuss possible sources of error in the experiment.

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4. In the radiator of car, we put a combination of antifreeze and water to keep the car engine
cool in the summer and prevent the radiator from freezing in the winter. Explain how you
think this works while relating this to the experiment you did.
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Rubrics for Lab Performance

Criteria Good Fair Score
Safety during experiment
Safety and proper waste
was observed. However,
disposal procedures are
Safety proper waste disposal 2 pts.
observed all throughout the
procedures were not
experiment. (2pts.)
observed. (1pt.)

Followed procedure correctly Followed procedure

without depending too much correctly but depends on the
Procedure 2 pts.
on the instructor or instructor from time to time.
groupmates. (2 pts.) (1 pt.)

Workspace was left untidy

Workspace and laboratory
and laboratory apparatus
Cleanliness apparatus was cleaned up. (1 1 pt.
were not cleaned up.
pts.)
(zero)
Total 5 pts.

Rubrics for Verbal Answers

 Criteria Good Fair Score
The answer is what the
Correctness and question asks and is relevant The answer is incorrect and
2 pts.
Relevance to the topic at hand. irrelevant. (zero)
(2 pts.)
Stated in a complete
Several mistakes on sentence
sentence with a proper
Coherence, completion, grammatical
grammatical structure and
Grammar, and structure, and correct 1 pt.
contains correctly spelled
Spelling spelling.
words.
(zero)
(1 pt.)
Total 3 pts