What is the difference between react and dissolve

If dissolution happens faster, than the solid will dissolve. As the solution becomes more concentrated, the rate of precipitation will increase and the rate of dissolution will decrease, so that eventually the concentration will stop changing, and this is equilibrium.

When equilibrium is reached, the solution is saturated , and that concentration defines the solubility of the solute. Solubility changes with temperature, so if you look up solubility data it will specify the temperature. Precipitation can happen for various reasons, such as that you cooled a solution, or removed some solvent by evaporation, or both. This is often used as a way to purify a compound. You can also have a precipitation reaction, when you mix two solutions together and a new combination of ions is super-saturated in the combined solution.

For example, maybe you mixed a solution of silver I nitrate and sodium chloride. Silver I chloride is very insoluble, so it will precipitate, leaving soluble sodium nitrate in solution. Precipitation reactions can be a good way to prepare a salt you want from some other salts with the right anion and cation. Precipitation reactions can also be used to detect the presence of particular ions in solution. For an example of this technique see: Using logbooks in year 10 electricity.

This can help bring out their existing ideas and help them challenge and extend their existing beliefs. Practise using and build the perceived usefulness of a scientific model or idea It is important that examples of changes are not confined to only the materials and chemicals students are exposed to in the classroom.

As a homework activity students could be asked to collect examples of changes they see around them and classify these on their scale of physical and chemical changes.

Some examples they may collect are combustion of fuels, cooking and processes such as digestion, respiration and photosynthesis. Communicating their ideas to others can help students clarify and consolidate new and existing ideas about changes. Practise using and build the perceived usefulness of a scientific model or idea Science is an area where deeper meaning for a number of key ideas is built gradually by using them in a range of situations and stressing how the same idea helps make sense of many situations.

Both elements and compounds a key idea at the macro level and atoms and molecules which involve the same thinking at the micro level are examples of this, but their usefulness can be developed by showing among many other things how they can help make sense of physical versus chemical changes. These ideas may be introduced here, or referred back to if they have been introduced earlier.

Writing chemical equations in word and symbolic form can be introduced as a useful way of describing some of the changes students have seen and also to show the advantages of chemical symbols in keeping track of the elements or atoms in ways that words do not. If the exact chemical formulae cannot be written as is the case with most biochemicals a drastic simplification can still be useful. For example wood is mostly cellulose, a polymer of glucose, and a representation such as C 6 H 10 O 5 n can be used to track changes in processes like combustion.

Models and diagrams can help here. For example, most schools have molecular modelling kits which can be adapted to show how molecules have altered and atoms have rearranged as a result of changes. Poster size diagrams can also be drawn by students to assist with their explanations. Challenge some existing ideas Although it is difficult to demonstrate the reversibility of chemical changes, students are very familiar with the need to recharge their mobile phones, cameras and other rechargeable devices.

This could be simply discussed, although investigating the chemical reactions that power these devices could be a useful research project. A caveat here is that much of the available information can be very technical. Students can then apply their new ideas to more examples of change. Activities such as the following can be used to promote discussion of the kinds of change taking place and of the difficulties of classifying some changes as physical or chemical:. Our website uses a free tool to translate into other languages.

This tool is a guide and may not be accurate. For more, see: Information in your language. Create a free Team What is Teams? Learn more. What is the difference between reacting and dissolving? Ask Question. Asked 6 years, 2 months ago. Active 4 years, 11 months ago. Viewed 5k times. Improve this question. Double displacement is a different type of reaction.

So something which is dissolving is also reacting. The formation of bonds is the key feature of chemical reactions. In fact, just about every day-to-day experience that we are familiar with is fundamentally chemical in nature. Kicking a football, changing gears on a bike, singing, and writing words on paper are all described on the fundamental level as the interaction of atoms. Furthermore, the term "physical process" is so vague as to be useless.

Every observable process in the universe is physical. The only things in the universe that are not physical are abstract concepts such as love and faith. All chemical processes are physical, as are all biological, geological, astronomical, gravitational, subatomic, and nuclear processes.

It is traditional in chemistry lessons to separate chemical reactions from physical processes. The formation of metal sulfides from its elements by releasing energy is described in every case as a chemical reaction.