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Freezing and Boiling Point Changes

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Freezing and Boiling Point Changes Freezing Point and Boiling Point Changes for Solutions and Solids Lesson Plans and Labs By Ranald Bleakley Physics and Chemistry teacher Weedsport Jnr/Snr High School RET 2 Cornell Center for Materials Research Summer 2005 Freezing Point and Boiling Point Changes for Solutions and Solids Lesson Plans and Labs Summary: Major skills taught: • Predicting changes in freezing and boiling points of water, given type and quantity of solute added. • Solving word problems for changes to boiling points and freezing points of solutions based upon data supplied. • Application of theory to real samples in lab to collect and analyze data. Students will describe the importance to industry of the depression of melting points in solids such as metals and glasses. • Students will describe and discuss the evolution of glass making through the ages and its influence on social evolution. Appropriate grade and level: The following lesson plans and labs are intended for instruction of juniors or seniors enrolled in introductory chemistry and/or physics classes. It is most appropriately taught to students who have a basic understanding of the properties of matter and of solutions. Mathematical calculations are intentionally kept to a minimum in this unit and focus is placed on concepts. The overall intent of the unit is to clarify the relationship between changes to the composition of a mixture and the subsequent changes in the eutectic properties of that mixture. Theme: The lesson plans and labs contained in this unit seek to teach and illustrate the concepts associated with the eutectic of both liquid solutions, and glasses The following people have been of great assistance: Professor Louis Hand Professor of Physics. 323 Clark Hall Cornell University Ithaca, New York 14853 Phone: (607) 255-6023 Email: lhand@physics.cornell.edu ... www.physics.cornell.edu/profpages/Hand.html - Aug 2, 2005 David P Wise Staff. Chemistry and Chemical Biology. Clark Hall, Cornell University, Ithaca, New York 14853 ph.(607)255-3674 E-mail dpw4@cornell.edu Ronald C Kemp staff Cornell Center for Materials Research Clark Hall, Cornell University, Ithaca, New York 14853 ph(607)255-2367 E-mail: rck5@cornell.edu John P. Sinnott Staff Cornell Center for Materials Research Clark Hall, Cornell University, Ithaca, New York 14853 ph (607)255-3371 E-mail: jps39@cornell.edu Internet Resources: The following web sites have provided excellent information. 1. Melting temperatures and ranges http://www.lib.umich.edu/dentlib/Dental_tables/Melttemps.html 2. http://users.ticnet.com/mikefirth/techspec.htm 3. www.kimble-kontes.com/pdfs/physical_properties_glass.pdf 4. For information about warm glass techniques such as fusing, and kiln forming, visit the Warm Glass website at http://www.warmglass.com Some preliminary notes for Teachers: 1. The following lesson plans and labs are intended to be taught in class periods of forty-five minutes. 2. Bunsen burners in most labs will not reach high enough temperatures to melt silica sand. Either and additional supply of oxygen must be added through regulators or another hotter burning gas must be used. Temperatures of 9000C to 12000C are needed. Propane/oxygen welding kits are available through many hardware stores at reasonable prices and will safely do the job. NOTE that the glaze on glazed porcelain crucibles will melt at these temperatures. Use aluminel crucibles. These are available from Fisher /scientific or Flinn /Scientific. 3. Most glass recipes call for sodium oxide (a.k.a. Sodium Monoxide) Na2O as the primary fluxing agent. This substance carries a warning for inhalation hazard and should be handled with care. Students should either work in fume hoods, or wear good quality dust masks while handling the compound. 4. Silicon dioxide (SiO20, silica, or silica sand) can be bought in very fine granulations. These must be handled carefully as they also carry an inhalation risk. Prolonged exposure or large acute doses could lead to silicosis. 5. Teachers who have furnaces available to them should consider having the students fuse their glass making materials in the furnace. Glassification will occur at temperatures above 9500F for a period of four hours 6. The freezing point and boiling point of water lab is designed to be taught either in two forty minute labs sessions or one double period. Allow plenty of time. Regents Chemistry Lesson Plan Teacher: R. Bleakley. Date: / / Topic: Unit 6 Plan 5 Freezing Point/ melting Point Depression. Boiling point elevation. Objectives: 1) Students will predict changes in freezing and boiling points of water, given type and quantity of solute added. (Standards: 4-5) 2) Students will calculate changes to boiling points and freezing points of solutions based upon data supplied. (Standards: 4-3) 3) Students will apply eutectic theory to real samples in lab to collect and analyze data. (Standards: 4-3) Materials and Setup: Two large demonstration beakers of boiling water on hot plates Two large demonstration beakers of ice/water mix Sodium chloride (NaCl) Calcium phosphate (Ca3 PO4)2 Four thermometers Safety: Students close to front should wear safety goggles. Use protective gloves to handle hot beakers All electrical equipment must be supplied from GFCI outlets. Anticipatory set: 1. (3 minutes) Bring both beakers of water to the boil. Ask students to predict what will happen to one beaker when NaCl is added and to the other when (Ca3 PO4)2 is added. Have them discuss their predictions briefly. Add salts and measure temperature changes. 2. (3 minutes) Have students predict the new boiling temperatures of the two solutions. Bring the solutions back to boiling and record the temperatures. Have students predict the changes to the temperatures of the ice water mixtures with the addition of the two chemicals. Instruction: • (5 min) Instruct elevation of boiling point and depression of freezing point. • (2 min) Give accepted values for molar boiling point elevation and freezing point depression for water. • (15 min) Demonstrate typical word problems and the methods for their solution. • (10 min) Instruct real world applications of this information. a. Ice melting on highways b. Ice cream making c. Increased cooking temperature for salted solutions d. Fluxing of metals during alloying Homework: Assign a selection of representative calculations Assessment: • Homework will be collected and graded • A quiz will be given prior to the unit exam • A unit exam will include similar problems to the homework set • Class discussions. Possible Modifications: • The formal quiz could be replaced by an essay or other project tailored to a student’s specific needs. • Out-of-school homework could be substituted with in-school group activities which could take the form of a brief presentation to the class for assessment. • Calculations are often more beneficial to “math challenged” students when the option to work in cooperative groups rather than having to work unsupported and alone. Note: Accepted values for molal freezing point depression and boiling point elevation for water, as given in Reference tables THE UNIVERSITY OF THE STATE OF NEW YORK • THE STATE EDUCATION DEPARTMENT • ALBANY, NY 12234 Reference Tables for Physical Setting/CHEMISTRY 2002 Edition Regents Chemistry Lab. Name: ………………………………... Freezing Point Depression/ Boiling Point Elevation of Water Purpose 1. To demonstrate and quantify the changes to the freezing and boiling points of water with the addition of dissolved ions. Materials Ring stand thermometer Utility clamp stirring rod 250 Ml beaker 4 cups Reagents Distilled water NaCl (sodium chloride) Ice Ca3(PO4)2 (Calcium phosphate) Safety Wear safety goggles at all times while heating solutions. Procedure Part I 1. Number your cups 1,2,3,4, then add 5.0g of NaCl to each cup. 2. Fill a 250 ml beaker 2/3 full with crushed ice, then add water to same level. Stir with a stirring rod. 3. Clamp a thermometer into a beaker and record the initial temperature of the ice water. Record temp on the data table below to the nearest 0.5o C. 4. Add the 5.0g of NaCl from cup 1 to the ice-water mixture. Stir and record the temp to the nearest 0.50 C. 5. Next add the 5.0g of NaCl from cup 2 to the ice-water-salt mixture. Stir and record the temp. 6. Repeat step 4 with the salt from cups 3 and 4. Part 2. Comparison of two solutes. 1. Repeat the above procedure with Calcium phosphate instead of sodium chloride, and record the data on data table 2. Data: Table 1: Effect of sodium chloride on Melting point of ice. Temp of solution Grams of NaCl added 0.0g 0C 5.0g 0C 10.0g 0C 15.0g 0C Table 2: Effect of Calcium phosphate on Melting point of ice. Temp of solution Grams of Ca3(PO4)2 added 0.0g 0C 5.0g 0C 10.0g 0C 15.0g 0C Graphing: On one sheet of graph paper make plots of the temperature of the solution against the grams of solute added. Choose the appropriate axis for the dependant and the independent variables. Use lines-of-best-fit to connect your data points. Questions: 1. What effect did salt have on the freezing point of water? 2. Use your graph to predict the melting temperature of ice when 30g of NaCl are added, and when 30g of Ca3 (PO4)2 are added 3. What effect would the addition of these salts have on the boiling point of the water? 4. Why is salt added to roads in winter? 5. Why is automobile antifreeze also called coolant? It’s the same stuff, usually ethylene glycol. 6. If we repeated the procedure using CaCl 2, how would the results compare? 7. How many ions does Calcium phosphate (Ca3 (PO4)2 ) form in solution and what are those ions.
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