13.4. Lesson 13.4 Changes of State. Overview

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1 13.4 Lesson 13.4 Changes of State Objectives Identify the conditions necessary for sublimation Determine how the conditions at which phases are in equilibrium are represented on a phase diagram. Lesson Links Ch. 13 Lab 22: Changes of Physical State Ch. 13 Lab Practicals: The States of Matter Ch. 13 Core TR: Section 4 Review 13.4 Kinetic Art: Change In State 13.4 Lesson Overview (PowerPoint file) Ch. 13 Directed Virtual Lab: Effect of Ionic Compounds on the Boiling and Freezing Points of Water Chapter 13 Online Student Edition Study WB Chapter 13 Lesson 4 Overview/Materials Overview In this lesson you will cover sublimation. In addition, you will introduce phase diagrams and how these diagrams demonstrate equilibria between phases. Classroom Materials Standard 1.5 Block 0.75 Sublimation: iodine crystals, 250-mL Erlenmeyer flask, watchglass, heating stand, heating square (wire mesh with asbestos-substitute center), laboratory burner Quick Lab: small pieces of solid air freshener, small shallow container, 2 clear 8-oz plastic cups, hot tap water, ice, 3 thick cardboard strips Standard There are no items. page 1 of 8

2 Chemistry & You Engage Have students read the Chemistry & You text on p Explain that rain is the condensation product of water vapor in the atmosphere. Chapter 13 Online Student Edition Ask Describe the water cycle in terms of phase changes. (Answers will vary, but responses should focus on evaporation, condensation, and precipitation.) Use the discussion to introduce sublimation. Activate Prior Knowledge Engage Figure Display in the room a large poster of the water cycle. Use colored sticky notes to represent solids, liquids, and gases. Have student volunteers place the sticky notes in the correct location on the water cycle poster. Then, discuss the relationship between temperature and the three phases of water as an introduction to the concepts addressed in Figure Sublimation Explain Students who know that the prefix submeans "below or under" may be confused by the definition of sublimation. Explain that the word comes from the Latin word sublimare, meaning "to elevate." Convey that the meaning of sublimare was expanded by the Middle Ages to include "to refine or purify." The process of sublimation can be used to remove impurities from a substance. page 2 of 8

3 Sublimation Explore Use a teacher demonstration to show students the process of sublimation. Place the heating square atop the heating stand in the laboratory hood. Center a burner beneath the heating stand. Place a small amount of iodine crystals in the flask. Center the flask over the heating square, and place the watchglass atop the flask so that it completely covers the opening. Very gently, heat the iodine. Iodine will melt at around 113 C, so do not use excessive heat. The iodine will sublime and then form crystals on the surface of the watchglass as the vapor cools. Safety Conduct this demonstration in a ventilation hood and wear safety glasses and gloves when handling the iodine crystals. Materials: iodine crystals, 250-mL Erlenmeyer flask, watchglass, heating stand, heating square (wire mesh with asbestos-substitute center), laboratory burner Quick Lab Purpose After completing this activity, students will be able to describe the process of sublimation. Material s small pieces of solid air freshener, small shallow container, 2 clear 8-oz plastic cups, hot tap water, ice, 3 thick cardboard strips Prep Time 15 minutes Class Time 20 minutes Safety Perform this activity in a well-ventilated room. Some people are allergic to page 3 of 8

4 substances in air fresheners. Expected Outcome The heat from the hot water causes the air freshener to sublime. When the vapor reaches the cold surface of the upper cup, it condenses back into a solid. For Enrichment If you used a colored air freshener, ask students to explain why the condensed solid is white. (The dye does not sublime and remains behind at the bottom of the sublimator.) Phase Diagrams Explain Draw the phase diagram of water in Figure on the board. Have volunteers label the states of matter. Using simple words, ask students to demonstrate melting, and have a volunteer draw an arrow on the diagram from the solid to the liquid area. Repeat this for other changes of state Kinetic Art: Change In State Figure Explain that a phase diagram is a convenient way to summarize the conditions of temperature and pressure at which the solid, liquid, and gas phases of a substance are most stable. Point out that each line in the diagram represents the set of possible temperature-pressure values at which different phases are in dynamic equilibrium with one another. For example, in a closed system at 100 C and kpa, liquid water is in dynamic equilibrium with water vapor. (Note that the x- and y-axes are not drawn to scale so that the triple point and normal boiling point can fit on the graph.) Ask At what temperature and pressure are the liquid, solid, and vapor phases of water in dynamic equilibrium? (0.016 C, 0.61 kpa) Have students complete the 13.4 Kinetic Art: Change In State on PearsonChem.com. Phase Diagrams page 4 of 8

5 Extend By this point in the course, students should have a strong understanding that reactions can occur between different states of matter as well as between liquids and between gases. However, they may not realize that reactions can also occur between solids. Explain to students that these types of reactions produce a number of useful products, including semi-conductors and light-sensitive photopolymers. A number of chemists specialize in solid state chemistry. Have students research current areas of experimentation in solid state chemistry either on the Internet or by interviewing a solid state chemist at a local college or university, and prepare a poster showing examples of applications of this research that are found in everyday objects. Assess and Remeditate Evaluate List a series of temperature-pressure values on the board. Have students state or point to which phase of water is most stable under each set of conditions and explain why. Chapter 13 Online Student Edition Then have students complete the 13.4 Lesson Check. Remediate On the board, draw a stoppered, sidearm flask containing water and a chunk of ice. Note that the sidearm is connected to a vacuum pump. Tell students that the diagram illustrates ice, liquid water, and water vapor in equilibrium. Have groups of students approach the diagram and one at a time have a student add an arrow and label to the diagram to represent a phase change. Continue until there are six arrows on the diagram. Chapter 13 Review Choose from the chapter review and assessment resources for Chapter 13: States of Matter listed at the right. Ch. 13 Math Tutorial: Reading Graphs Ch 13 Problem Set Ch. 13 Core TR: Practice page 5 of 8

6 Problems Ch. 13 Core TR: Interpreting Graphics Ch. 13 Core TR: Vocabulary Review Ch. 13 Core TR: Chapter Quiz Ch. 13 Core TR: Chapter Test A Ch. 13 Core TR: Chapter Test B Differentiated Instruction Special Needs Students Use a manipulative to demonstrate the concept of the triple point in the phase diagram of water. Label each side of a triangular pyramid block with solid, liquid, and gas respectively. The triple point is like the top point on the pyramid. At that exact temperature and pressure, the water is balanced in equilibrium in all three phases. Any slight change to temperature or pressure, and the water shifts off from the point at top to one of the sides labeled as solid, liquid, or gas. Struggling Students Ask students if it is possible for water to sublime. Explain that at normal atmospheric pressures, water will not sublime no matter what the temperature is. Students are very familiar with the three phases for water, and how phase changes occur with changes in temperature. They will be less familiar with the role of pressure changes in phase changes. Point out the section on the phase diagram in Figure in which sublimation would occur. (This is the segment in the bottom left corner of the diagram.) Advanced Students Water flowing from hydrothermal vents at the seafloor exists as a supercritical fluid due to the extremely high pressure and high temperature environment there. Have students research the term critical point and find out the unique properties of supercritical fluids. Ask them to find out what challenges scientists face when trying to study these vents and report their findings to the class. page 6 of 8

7 Differentiated Instruction Special Needs Students Use a manipulative to demonstrate the concept of the triple point in the phase diagram of water. Label each side of a triangular pyramid block with solid, liquid, and gas respectively. The triple point is like the top point on the pyramid. At that exact temperature and pressure, the water is balanced in equilibrium in all three phases. Any slight change to temperature or pressure, and the water shifts off from the point at top to one of the sides labeled as solid, liquid, or gas. Study WB Chapter 13 Lesson 4 Ch. 13 Core TR: Section 4 Review Ch. 13 Core TR: Vocabulary Review Struggling Students Ask students if it is possible for water to sublime. Explain that at normal atmospheric pressures, water will not sublime no matter what the temperature is. Students are very familiar with the three phases for water, and how phase changes occur with changes in temperature. They will be less familiar with the role of pressure changes in phase changes. Point out the section on the phase diagram in Figure in which sublimation would occur. (This is the segment in the bottom left corner of the diagram.) Advanced Students Water flowing from hydrothermal vents at the seafloor exists as a supercritical fluid due to the extremely high pressure and high temperature environment there. Have students research the term critical point and find out the unique properties of supercritical fluids. Ask them to find out what challenges scientists face when trying to study these vents and report their findings to the class. Focus on ELL page 7 of 8 Ask students to predict whether a solid can change to a gas without first becoming a liquid. (Answers will vary.) Then, display a piece of dry ice in a beaker placed in a wellventilated area, and have students examine the beaker for the presence of liquid. ( CAUTION: Do not handle dry ice without appropriate safety precautions and gear, as it can cause serious skin damage on contact. ) Students should notice that there is no liquid in the beaker, and that the vapor appears to come directly from the solid CO2. Explain that this type of phase change is not limited to dry ice, and that they will explore why such a phase change is possible. Study WB Chapter 13 Lesson 4 Ch. 13 Core TR: Section 4 Review Ch. 13 Core TR: Vocabulary Review

8 My Notes Homework page 8 of 8

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