How to Read Mixed Liquid Vapor Pressure Chart

An understanding of liquid–vapor equilibria is essential for scientifically explaining various phenomena observed in daily life, the laboratory, and Globe'south surroundings, only conceptual difficulties associated with the learning of this topic have been suggested past many educational researchers at different levels of chemistry teaching/learning. (one-6) Recently, through written assessment questions administrated to undergraduate students at the post general chemistry and physics level, Boudreaux and Campbell (6) investigated the factors contributing to the conceptual and reasoning difficulties associated with learning about liquid–vapor equilibria in 1-component airtight systems. They found that phenomenological understandings of vaporization (condensation), vapor force per unit area, and liquid–vapor equilibria were limited, even for students who had learned these topics in high school and general chemistry courses at universities. Various misconceptions (1-vi) involving the incorrect awarding of the ideal gas law to the gaseous phase in a liquid–vapor equilibrium arrangement (6) were suggested as factors contributing to the students' confusion and limited comprehension of liquid–vapor equilibria. Therefore, these results obtained by Boudreaux and Campbell (half-dozen) indicate that students should exist provided opportunities for considering gas systems that feel changes in the molar amount of vapor.

In addition, students' understandings besides appear to be limited with respect to closed systems containing a volatile liquid at conditions above its normal boiling indicate. This is because the pressure dependence of the boiling indicate must also be considered. The dependence of the boiling point on pressure is another topic covered in high schoolhouse and introductory (preparatory) chemistry courses at universities in relation to the phase changes of materials using pressure–temperature (P–T) stage diagrams. (7) The explanation of the changes in the force per unit area of a system over a temperature range covering the liquid–vapor equilibrium, boiling point, and gas phase requires an understanding of liquid–vapor equilibria and the gas law, too equally how they are related via the humid point. Such understanding of the complex phenomena involved in the liquid and gas regions in the P–T diagram is key for interpreting the real phenomena that occur in our surroundings, such as h2o vapor in the air in a pressure cooker or in the atmosphere. The phenomena in a pressure cooker or in the atmosphere are multicomponent closed or open systems, respectively, each involving a liquid–vapor equilibrium. In addition, further avant-garde studies on phase changes and liquid–vapor equilibria in chemical thermodynamics are meaningful only if they are based on a comprehensive agreement of the phenomenology.

The aim of the present study, therefore, was to enable students to comprehensively empathise the phenomenological nature of liquid–gas systems every bit described in P–T diagrams through the investigation of the basic chemical thermodynamics of phase changes and liquid–vapor equilibria in undergraduate full general chemistry courses at universities. Prior to the introduction of the concepts of chemical thermodynamics of phase changes and liquid–vapor equilibria, students' understandings of the phenomenological nature of the gas police force, liquid–vapor equilibria, and the humid point were investigated using three cess questions. Specifically, students were requested to select the nearly appropriate P–T diagrams for three unlike systems: a mixed gas consisting of water vapor and an platonic gas, water vapor but, and an ideal gas only. Based on the level of the students' understandings of the P–T diagram in the liquid–gas region and their possible misconceptions, a guided inquiry learning plan in the grade of a laboratory exercise involving the measurement of the vapor pressure level in the temperature region of the liquid–vapor equilibrium was designed. This program is intended to be an additional learning activity about the bones chemic thermodynamics of phase changes and liquid–vapor equilibria in general chemical science courses at universities, and it has been implemented at our university for two years.

Herein, the difficulties students have with agreement the human relationship betwixt liquid–vapor equilibria and the ideal gas law in connection with the boiling point are commencement discussed by reviewing the results of the student assessment questions. The necessary aspects of an constructive learning program that volition enable students to sympathise the phenomenological nature of liquid–gas systems and the thermodynamic ground are also described. An outline of the adult laboratory exercise with information analysis requirements and the postlaboratory exercise for the reinforcement of the key learning points are likewise included. The effectiveness of the laboratory activity is assessed through educational practices using the developed laboratory exercise.

Students' Understandings

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Assessment Questions

Figure 1 explains the settings for the iii assessment questions. At a temperature college than the normal boiling point of h2o, three different airtight vessels containing (1) a mixture of an ideal gas and water vapor, (2) water vapor, and (3) the ideal gas were presented. The students were asked to select the virtually appropriate P–T diagrams from 5–ix options for each arrangement when cooled slowly and provide the reasons for their choices. The questionnaires are given in the Supporting Information. The three assessment questions are summarized equally follows.

Figure 1

Figure ane. Schematic of the systems used in the assessment questions Q1–Q3 and the advisable P–T diagrams for each arrangement.

Q1. Condensation of Water Vapor in a Mixed Gas System (Effigy 1 Q1)

A mixture of an ideal gas and water vapor is contained in a i.0 50 closed vessel at 400 M. Each component has the same partial pressure of 0.five × 10⁵ Pa. The mixture is cooled to 273 One thousand. The students are asked about the alter in the total pressure with temperature.

Q2. Condensation of Water Vapor (Figure 1 Q2)

Water vapor is contained in a 1.0 L airtight vessel at 400 Thou and a pressure of 0.v × x⁵ Pa. The water vapor is cooled to 273 K. The students are asked most the alter in the vapor pressure with temperature.

Q3. Ideal Gas Law and Partial Pressure (Figure ane Q3)

A mixture of two platonic gases is contained in a airtight i.0 Fifty vessel at 400 K. Each component has the same partial pressure level of 0.5 × 10⁵ Pa. The mixture is cooled to 273 Grand. The students are asked about the changes in the total pressure and fractional pressure of i of the gases with temperature.

The appropriate P–T diagrams for each question are also shown in Figure 1. The 3 assessment questions were successively administrated over iii weeks in the guild Q1–Q3 to over 100 students at the beginning of the undergraduate full general chemical science course during a 2-year period, assuasive 10 min for each question at the get-go of weekly classes. The students are taking preservice scientific discipline instructor grooming courses at our academy. It was confirmed before administrating the assessment question Q1 that all of the students had taken loftier school chemistry courses involving the ideal gas law, phenomenology of phase equilibrium, and P–T phase diagram. The gild of the cess questions, Q1–Q3, from the hardest to easiest, was selected in lodge to identify the possible source of students' difficulty for answering Q1 without giving whatever previous hints.

Results and Analysis

Tabular array ane lists the distributions of the P–T diagrams called past the students. Analyses of the explanations for each question are summarized in Tables S1–S3. For assessment question Q1, the right P–T diagram (d) was chosen by only seven.5% of students. Most students (79.iv%) chose (f), which describes the condensation of water vapor initiated at 373 K. Considering both of the P–T diagrams (d) and (f) describe the force per unit area change according to the ideal gas police at a temperature above the humid betoken and the pressure subtract due to the condensation of h2o vapor at temperatures lower than the humid point, it is thought that most students at to the lowest degree understood the pressure changes in both temperature regions at a certain phenomenological level. In the explanations for Q1, 49.5% of students indicated that pressure is determined past the ideal gas constabulary in the temperature region above the humid signal of h2o, and 45.8% of students mentioned the decrease in the pressure according to the saturated vapor pressure curve of water in the temperature region beneath the boiling point of water. However, but 4.7% of students mentioned the pressure-dependent change in the boiling point. Difficulty in recalling the pressure-dependent change in the boiling point when because a P–T diagram was also suggested past the fact that 76.6% of students mentioned that the boiling point of water is 373 M.

Table 1. Distribution of Student Responses to the P–T Diagram Multiple-Choice Question Options

For assessment question Q2 regarding the system containing merely water vapor, the percentage of correct responses was increased to 37.8%. This comeback appears to be because of the fact that the system in Q2 was simpler than that in Q1. It is as well thought that some students studied P–T diagrams of liquid–gas systems on their own in the week post-obit the administration of cess question Q1. This assumption is based on an increase in the number of students who mentioned the pressure dependence of the boiling point in their explanations (31.5%). Even then, 53.ii% of students still mentioned a fixed boiling point of 373 K for water and selected the incorrect P–T diagram (c).

It can be conspicuously seen from the results of cess question Q3 that the students' understandings of the ideal gas law and fractional pressure were greater than that of the vapor force per unit area curve for a liquid–vapor equilibrium; the correct P–T diagram (d) was selected past 86.vii% of the students. In addition, the correct descriptions of the ideal gas law and partial force per unit area were included in the explanations of 76.ii% and 61.0% of the students, respectively. The lower percentage of students who correctly understood partial pressure was reflected by the portion of students (x.5%) who incorrectly chose P–T diagram (e), which indicates parallel lines for the total and partial pressures.

The results obtained for the assessment questions Q1–Q3 support the observations of Boudreaux and Campbell. (6) At the level existence promoted to undergraduate general chemistry courses, students empathise the ideal gas law at the practical application level. On the other paw, their understanding of the saturated vapor pressure level curve, and thus the concept of liquid–vapor equilibria, is at a phenomenological level because chemic thermodynamics using the Clausius–Clapeyron equation is required for physicochemical understanding. Such a difference in the level of understanding is a possible cause for the incorrect application of the platonic gas law to the saturated vapor pressure curve, which was discussed by Boudreaux and Campbell. (6)

In improver, as was observed past Boudreaux and Campbell, (half dozen) a significant portion of the students in the nowadays study were dislocated about the pressure dependence of humid indicate. The students correctly explained the mechanism of a pressure level cooker and the difference in the humid indicate of water in an open vessel on a beach and on the top of a high mountain (8) because these topics are typically studied in high school chemical science and undergraduate introductory chemistry classes. Still, their understanding of the relationship between the saturated vapor pressure level curve and the ideal gas law for determination of the boiling point of a liquid in a closed system was largely lacking. The ideal gas law and the concept of liquid–vapor equilibria are frequently taught in unlike learning units or sections in loftier school chemistry and undergraduate introductory chemistry classes. The results of the present cess, still, propose that these two concepts should be logically correlated in social club for students to empathize the boiling points of liquids in closed systems.

An breezy survey of Japanese loftier school chemistry textbooks revealed that the concepts of boiling and boiling points are divers on the footing of a phenomenological model of liquid–vapor equilibria nether atmospheric pressure. In some cases, the phenomenological concepts are extended to a closed arrangement, for example, every bit exemplified by a decompression humid experiment. However, in many textbooks, liquid–vapor equilibria and boiling are treated prior to discussion of the ideal gas law. Information technology is thus apparent that comprehensive understanding of liquid–gas systems including liquid–vapor equilibria, boiling, and state changes in the gas phase is not necessarily achieved in high school chemistry classes in Japan if a comprehensive approach to liquid–gas systems is non reviewed after these unlike concepts are introduced.

Designing of a Learning Programme for Undergraduate General Chemistry

In this situation, undergraduate general chemistry classes take the important roles of integrating these separated concepts related to liquid–gas systems, reinforcing the previously learned phenomenological concepts and introducing the concrete chemical science of the system. The introduction of basic chemical thermodynamics of liquid–vapor equilibria in undergraduate general chemical science courses is 1 of the most promising opportunities for integrating these concepts. For this purpose, after the introduction of the Clausius–Clapeyron equation for the clarification of a liquid–vapor equilibrium in a i-component organization, the application of the chemical thermodynamic relationship to a more circuitous mixed gas organization involving a liquid–vapor equilibrium is required. This practical exercise gives students the opportunity to consider the human relationship betwixt liquid–vapor equilibria and the ideal gas constabulary in connection with humid points.

This realization stimulated our involvement in developing a learning program equanimous of laboratory and postlaboratory exercises that would provide students with a better understanding of liquid–gas systems. In this laboratory exercise, students measure out the change in pressure of a mixed gas involving a liquid–vapor equilibrium. The experimental information for the mixed gas system are separated into ii components and analyzed using the Clausius–Clapeyron equation and the ideal gas law. In the postlaboratory practise, the saturated vapor force per unit area curve is drawn using the data generated during the laboratory exercise along with reinforcement of the concept of liquid–vapor equilibria. Students are further requested to explain the pressure-dependent change in the boiling point of a liquid in open and closed systems using the P–T diagram. The learning programme consists of a 3 h laboratory session and a ane h post laboratory exercise using a PC. It has been applied to 9 student groups (3 members) in an optional laboratory class involved in an undergraduate general chemical science course following a lecture on the basic thermodynamics of liquid–vapor equilibria, as one of the laboratory exercises amidst those reported previously. (9, 10)

Laboratory Do

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Overview

To improve students' understandings of the temperature dependence of gaseous pressure involving a liquid–vapor equilibrium, an experiment that allows a comparison of the temperature-dependent changes in the pressures of an ideal gas system and a mixed gas system involving a liquid–vapor equilibrium via simultaneous measurement should exist useful. For such an experiment, two pressure–temperature measurement vessels are prepared, one of which contains only air (reference vessel), while the other contains air and a selected liquid (sample vessel). Subjecting these two measurement vessels to the same temperature alter, students simultaneously observe the different pressure changes in the two vessels with increasing temperature. The force per unit area in the reference vessel changes approximately according to the platonic gas law. In the sample vessel, the total pressure at a temperature can be interpreted as the sum of the fractional pressures of air and the vapor generated from the liquid. Using the pressure–temperature bend for the reference vessel, the temperature dependence of vapor pressure tin be obtained by subtracting the reference curve from the force per unit area–temperature curve for the sample vessel. The determined temperature dependence of vapor pressure level is and so thermodynamically analyzed using the Clausius–Clapeyron equation, as has been proposed in many previous laboratory exercises. (11-14) By experimentally acquiring the information and performing the information analysis, students detect the temperature-dependent change in the pressures of the mixed gas with a liquid–vapor equilibrium and experience both the ideal gas law and the temperature dependence of vapor pressure in the form of a saturated vapor pressure curve.

Instrumental

The pressure–temperature measurement vessels used in the laboratory practise are shown in Figure 2. Twin measurement vessels are prepared using 100 mL drinking glass bottles designed for sampling liquids for high-functioning liquid chromatography. Each vessel has a spiral cap with three insert ports (one.6 mm in diameter × ii, 6.0 mm in bore × i) (Schott Duran). A sheathed thermocouple (KTO-16150, As One) and a differential pressure sensor (40PC015G1A, Honeywell) are inserted in the vessels through the 1.6 mm diameter ports of the spiral caps, and a two-way valve (VXB1055, Equally One) is continued to the 6.0 mm diameter port using a plastic tube. The spiral lids of the bottles and insert ports of the screw caps are advisedly sealed using O-rings in order to avoid possible gas leaks. The pressure level sensor is supplied with 5 V (direct current, dc) using an alternating electric current (ac)–dc converter (UN110-0520, UNIFIVE). Analog outputs from the ii sheathed thermocouples and the two differential pressure sensors are recorded using a multichannel data logger (midi LOGGER GL200, GRAPHTEC), and the information conquering is controlled using a PC.

Figure 2

Effigy ii. Schematic of the twin force per unit area–temperature measurement vessels.

Experimental Procedure

Distilled h2o or ethanol (99.5%) (ii mL) is transferred to the sample vessel. The content of the reference vessel is dry air. With the two-style valves on the screw caps left open, the twin measurement vessels are immersed in an electric h2o bath (WBS50, MASUDA). After stabilizing the temperature of the gas in the measurement vessels for approximately 10 min, the ii-way valves for both measurement vessels are closed. The simultaneous acquisition of temperature–force per unit area information for the sample and reference vessels is initiated, and the starting temperature is adamant after several minutes in order to tape the offset voltage of the output from the differential pressure sensors. The h2o bath is and so turned on, and measurements are continued. The temperature of the h2o bathroom is increased at a heating charge per unit of approximately 1 °C min^–1 until it reaches threescore °C, at which point the experiment is halted.

Hazards

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The electrical connections for the pressure sensors should be kept away from water. While handling ethanol, acceptable ventilation is necessary and students are required to habiliment safety glasses and gloves.

Analysis of the Experimental Data

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Vapor Pressure Curve and Temperature Dependence of the Fractional Pressure of Air

Effigy three shows typical experimental information for the force per unit area changes (ΔP) from the atmospheric pressure in the sample and reference vessels, which were reported by a pupil group. For both h2o (Effigy 3a) and ethanol (Figure 3b), the change in the pressure with temperature in the sample vessel was greater than that in the reference vessel. A linear relationship between the temperature and ΔP is clearly seen for the pressure change in the reference vessel. Using the information for the reference vessel, students clarify the behavior according to the gas constabulary by bold an ideal gas. (1) where n, R, and 5 are the molar corporeality, the gas constant, and volume, respectively. When ΔP is plotted confronting T, the absolute value of the intercept corresponds to the atmospheric pressure (Figure 3c).

Figure iii

Figure 3. Typical experimental results for the temperature–pressure measurements and data analyses: (a) water, (b) ethanol, and (c) plot of ΔP versus T for the reference vessel.

With respect to the pressure change in the sample vessel, students readily understand that the total pressure modify equals the sum of the changes in the partial pressures of air and the vapor. Based on this idea, the recorded force per unit area alter in the reference vessel is subtracted from that for the sample vessel in order to obtain the vapor pressure level bend, equally shown in Figures 3a and 3b. The vapor pressure curve can be used for thermodynamic analysis.

Enthalpy of Vaporization: Application of the Clausius–Clapeyron equation

For students who take learned the thermodynamics of stage changes in an undergraduate general chemistry class, the analysis of the temperature dependence of the vapor pressure using the Clausius–Clapeyron equation is understood. For students who have non studied the topic, the thermodynamic relationship of the stage change can be actively understood by analyzing the experimental data. On a P–T stage diagram, the gradient of the liquid–vapor equilibrium curve can be expressed by the Clapeyron equation: (15, sixteen) (2) where P _vap, T, Δ_vap H, and Δ_vap V _m are the vapor pressure, absolute temperature, enthalpy of vaporization, and molar volume alter due to vaporization, respectively. Assuming that Δ_vap H is a constant inside the temperature range under investigation, the book of liquid in the system is negligible, and the vapor behaves equally an ideal gas, eq ii tin exist integrated to give eq 3: (3) where C is a constant value, that is, the intercept for the ln P _vap versus T ^–i plot.

Figure 4 shows the results of the analysis of the experimental information (Figure 3) obtained using eq 3. The experimental data for ΔP versus T is modified to P _vap versus T by adding the initial vapor force per unit area at the offset of the experiment (20 °C), which is known from the literature (Effigy 4a). The modified information are used to prepare the ln P _vap versus T ^–i plot (Figure 4b), and the slope and intercept of the linear human relationship are adamant via the linear regression analysis. The enthalpy of vaporization in the measured temperature range calculated from the slopes of the linear regression lines in Effigy 4b was 42.4 ± 0.i and 39.7 ± 0.1 kJ mol^–one for the vaporization of water and ethanol, respectively. The enthalpy of vaporization reported by the different educatee groups ranged from 39.1 to 47.0 kJ mol^–1 and 36.2 to 40.9 kJ mol^–one for the vaporization of water and ethanol, respectively. The values are nearly ancillary with the values calculated using the vapor pressure level information in the literature for the corresponding temperature range (20–sixty °C), which are 43.5 and 41.9 kJ mol^–one for h2o and ethanol, respectively. (17)

Effigy 4

Figure 4. Typical results for the data analysis of experimentally derived vapor force per unit area–temperature curves: (a) vapor force per unit area–temperature curves and (b) ln P _vap versus T ^–1 plots.

Postlaboratory Practice

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Using their experimental results, students investigate the human relationship betwixt the vapor pressure–temperature curve and the ideal gas police force via the boiling indicate in the postlaboratory practice. Figure 5 shows the steps included in the student exercises.

Figure five

Figure 5. Steps in the postlaboratory exercise: (a) comparison of typical vapor pressure–temperature curves calculated using the results of the ln P _vap versus T ^–1 plots with literature data; (b) decision of the humid betoken in an open system; and (c) determination of the boiling point and calculation of the modify in the total pressure with temperature in a closed organisation of the mixed gas with a liquid–vapor equilibrium.

Simulation of the Saturated Vapor Pressure Curve

Using the results of the ln P _vap versus T ^–one plot (Effigy 4b) and assuming constant thermodynamic parameters within the temperature range of the adding, the vapor pressure bend can exist calculated using eq iv: (four)

Figure 5a shows the vapor pressure–temperature curves for water and ethanol calculated using the Δ_vap H and C values determined past a educatee group. After drawing the vapor pressure–temperature curves, students are asked to compare the vapor force per unit area–temperature bend with the literature data for the saturated vapor pressure at different temperatures (Figure 5a). Although some deviations in the calculated vapor pressure from the literature data are observed at temperatures higher than the measured temperature region, the correspondence is adequate when considering the constant thermodynamic parameters of vaporization causeless for all temperature regions.

Here, an important concept of the saturated vapor pressure, namely, that the vapor pressure is adamant but as a part of temperature, should be reinforced. The experimental weather for the binary system consisting of h2o vapor and air are recalled to derive the independence of the vapor force per unit area from the total force per unit area. When asked for some applied examples, students mentioned gas lighters and portable gas stoves, for which the fire power is nearly constant at the kickoff and end of utilise, but increases if warmed in the mitt. Using this example, students discussed the physical nature of liquid–vapor equilibria.

Boiling Point in an Open System

Side by side, the relationship between the vapor pressure–temperature curve and the boiling bespeak is reinforced for the students using the P–T diagram. Students' understandings of the different beliefs in open and airtight systems concerning the determination of the boiling point is not clearly separated when discussing the changes in the humid point with distance and the office of a pressure cooker. Therefore, the relationship should exist discussed separately for open up and airtight systems in this postlaboratory do.

In an open system under constant atmospheric pressure, the humid point is dependent on the atmospheric pressure. The divergence in the boiling point of water on a beach and at the top of a high mountain is a well-known example of this phenomenon. Students are asked to explicate this difference, which arises because the atmospheric force per unit area is different at different elevations, using the calculated vapor force per unit area bend. Students determine the boiling points of water and ethanol in an open up system from the intersection point of the calculated vapor pressure bend and level lines drawn at dissimilar atmospheric pressures (Figure 5b).

Boiling Signal in a Airtight System

For discussion of the humid point of a liquid in a closed arrangement containing a mixed gas, students are required to integrate many central concepts concerning liquid–vapor equilibria, the ideal gas law, and boiling points. The liquid–gas system in the sample vessel in the experiment (Effigy 2) is assumed to contain water, water vapor, and air for this word. Get-go, the students should consider the modify in the total pressure with temperature by assuming that all of the substances in the arrangement are in the gaseous country. The molar amount of air can exist calculated using the platonic gas law from the slope of the ΔP versus T plot for the reference vessel (Figure 3c) and the volume of the vessel (141.1 mL, which is provided by the instructor). For dissimilar volumes of liquid water transferred to the sample vessel, for case, 0.xv, 0.25, and 0.35 mL, the full molar amounts of each of the substances contained in the sample vessel are calculated as the sums of the molar amounts of air and the initially transferred h2o. Then, assuming that all of the substances are in the gaseous state and behave equally ideal gases, the alter in the total pressure with temperature under abiding book conditions is fatigued using the ideal gas law, as shown by the dashed lines in Figure 5c. In addition, students should consider the modify in the total pressure with temperature for a mixed gas with a liquid–vapor equilibrium. Under these conditions, the total pressure is the sum of the partial pressure of air and the vapor force per unit area. The change in the fractional pressure level of air with temperature nether constant volume conditions is calculated using the platonic gas constabulary using the corporeality of air calculated previously. The fractional pressure level of water vapor at different temperatures is illustrated by the calculated vapor force per unit area–temperature curve. The sum of the partial pressures of air and the water vapor is shown past the solid line in Figure 5c. The points where the solid and dashed lines intersect are the humid points for each liquid–gas system containing different tooth amounts of water molecules. Taking the lower pressure line from the solid and dashed lines at different temperatures, the change in the full pressure level of the mixed gas with a liquid–vapor equilibrium is determined. During this investigation of a airtight arrangement, the students actively apply the primal concepts concerning liquid–vapor equilibria, the ideal gas police, and boiling points and obtain the information needed to correctly answer assessment question Q1 (Effigy 1).

Based on the results of the analyses assuming open up and closed systems (Figures 5b and 5c), students are requested to explain the functioning of a pressure cooker.

Educational Do

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The proposed learning program was practiced using the student handout provided in the Supporting Data. At the beginning of the learning program, the cess question Q1 was administrated to the students. The results indicated practically the aforementioned trend with that revealed in the previous assessment in the general chemistry class. Based on the experimental setting of the measurement vessels (Effigy 2), students were initially asked to propose the expected changes in total pressure in each measurement vessel with temperature. After instructions necessary for the data drove, students carried out the measurements co-ordinate to the provided experimental procedures. Then the differences of the collected data for the corresponding measurement vessels were discussed in comparison with their preconception.

The data analyses and postlaboratory do were administrated in a strategically organized stepwise way, aiming to enable the active learning using the previously learned knowledge and in an inquiry way to detect the relationship betwixt the ideal gas law and liquid–vapor equilibrium in connection with the boiling point (run into Student Handout in the Supporting Information). In each step of information assay, necessary discussions were introduced in each pupil group and in the class. For the data analysis, it was recommended to students to use a spreadsheet programme in a PC, which is partially formatted without inputting the necessarry functions for calculations. The Excel spreadsheet developed by the students during the data analysis was also provided in the Supporting Information with sample data. For the students who take non learned the basic thermodynamics of liquid–vapor equilibrium, a necessary didactics on the Clausius–Clapeyron equation was provided during the data analysis. Using the collected experimental data, students finally determined the reasonable values of Δ_vap H.

The postlaboratory exercise was started from the drawing of the P _vap–T bend for the liquid–vapor equilibrium using the experimentally determined thermodynamic parameters. Further considering the contribution of the ideal gas law to the P–T diagram in an open and closed liquid–gas systems, students understood the boiling points of the liquid on the basis of the relationship betwixt the platonic gas constabulary and the liquid–vapor equilibrium. The revealed relationship was used to explicate the relevant phenomena encountered in our daily life. In the laboratory report submitted past the students one week after the laboratory exercise, 100% of the students correctly described the phenomena assumed in Q1 and experienced in our daily life, effect of the elevation on the boiling indicate, and the operation of a pressure cooker, based on concrete chemistry.

Conclusions

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Students' understandings of liquid–gas systems involving liquid–vapor equilibria are non necessarily integrated at the level existence promoted to undergraduate general chemical science courses. The P–T diagram of a liquid–gas arrangement is a useful learning tool for reinforcing the fundamental concepts concerning such systems and integrating these concepts. The learning program developed in this study provides opportunities for investigating the key concepts in a footstep-by-pace fashion and subsequently requires necessary integration of the concepts to draw the P–T diagram for a closed liquid–gas system involving a liquid–vapor equilibrium. Consequently, students' understandings are elevated to the level required for explaining applied phenomena concerning liquid–gas systems using P–T diagrams.

Supporting Information

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The Supporting Information is bachelor on the ACS Publications website at DOI: x.1021/acs.jchemed.5b00107.

• Assessment questions; student handout; instructor information (PDF, DOCX)

• Data analyses (XLSX)

• ed5b00107_si_001.pdf (1.four MB)
• ed5b00107_si_002.docx (19.35 MB)
• ed5b00107_si_003.xlsx (ii.88 MB)

Terms & Weather

Nigh electronic Supporting Information files are available without a subscription to ACS Web Editions. Such files may be downloaded by article for research use (if in that location is a public use license linked to the relevant article, that license may permit other uses). Permission may be obtained from ACS for other uses through requests via the RightsLink permission system: http://pubs.acs.org/folio/copyright/permissions.html.

Author Information

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• • Nobuyoshi Koga - Department of Science Educational activity, Graduate School of Education, Hiroshima University, 1-one-1 Kagamiyama, Higashi-Hiroshima 739-8524, Japan; Email: [email protected]

• • Masahiro Yoshikawa - Section of Science Education, Graduate Schoolhouse of Education, Hiroshima Academy, 1-1-1 Kagamiyama, Higashi-Hiroshima 739-8524, Japan

• The authors declare no competing financial interest.
  

Acknowledgment

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The present piece of work was supported by JSPS KAKENHI Grants 25242015, 25350202, 25350203, and 26350235.

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   Prospective teachers' misconception of vaporization and vapor pressure

   Canpolat, Nurtac; Pinarbasi, Tacettin; Sozbilir, Mustafa

   Journal of Chemical Education (2006), 83 (eight), 1237-1242CODEN: JCEDA8; ISSN:0021-9584. (Journal of Chemic Education, Dept. of Chemistry)

   A written report was conducted to det. students' misconceptions related to vaporization and vapor pressure through open up-ended diagnostic questions and semi-structured interviews. The results of the report reflect the general view that students have weaknesses in conceptualizing vaporization and vapor pressure, and that significant nos. of students hold several misconceptions.

   https://chemport.cas.org/services/resolver?origin=ACS&resolution=options&coi=ane%3ACAS%3A528%3ADC%252BD28XmvVGgs78%253D&md5=4b30a6a9d8dce7ddc8d9bafe95fec2a3

6. 6

   Boudreaux, A. ; Campbell, C. Pupil Understanding of Liquid–Vapor Phase Equilibrium J. Chem. Educ. 2012 , 89 ( 6 ) 707 – 714  DOI: ten.1021/ed2000473

7. 7

   Andrade-Gamboa, J. ; Mártire, D. O. ; Donati, Eastward. R. One-Component Pressure–Temperature Phase Diagrams in the Presence of Air J. Chem. Educ. 2010 , 87 ( 9 ) 932 – 936  DOI: 10.1021/ed100326e

8. 8

   Earl, B. L. The Direct Relation between Altitude and Boiling Point J. Chem. Educ. 1990 , 67 ( 1 ) 45  DOI: 10.1021/ed067p45

9. 9

   Tatsuoka, T. ; Koga, Northward. Energy Diagram for the Catalytic Decomposition of Hydrogen Peroxide J. Chem. Educ. 2013 , 90 ( five ) 633 – 636  DOI: ten.1021/ed400002t

   [ACS Full Text ], [CAS], Google Scholar

   nine

   Energy Diagram for the Catalytic Decomposition of Hydrogen Peroxide

   Tatsuoka, Tomoyuki; Koga, Nobuyoshi

   Journal of Chemical Education (2013), 90 (5), 633-636CODEN: JCEDA8; ISSN:0021-9584. (American Chemical Social club and Sectionalisation of Chemical Education, Inc.)

   Drawing a schematic energy diagram for the decompn. of H2O2 catalyzed past MnO2 through a simple thermometric measurement outlined in this study is intended to integrate students' understanding of thermochem. and kinetics of chem. reactions. The reaction enthalpy, ΔrH, is detd. by a conventional thermometric method, where a modified calorimetric vessel with negligible thermal leakage is used. Thermometric curves for the reactions at different initial temps. can be converted to unlike series of kinetic rate data under nonlinearly irresolute temps. The credible activation energy, Ea, is easily detd. by the differential kinetic relationship at the stock-still degree of reaction among the different series of kinetic charge per unit data. By detn. of both ΔrH and Ea, students tin can depict a schematic diagram of the energy modify accompanying the reaction. The lab. activeness and postal service lab data treatments are useful in general chem. courses at the academy or higher level and likewise applicative in advanced chem. courses in high schools.

   https://chemport.cas.org/services/resolver?origin=ACS&resolution=options&coi=1%3ACAS%3A528%3ADC%252BC3sXmt1yltbc%253D&md5=0c7a7968967a650b33e386b405c524c8

10. x

    Koga, N. ; Shigedomi, K. ; Kimura, T. ; Tatsuoka, T. ; Mishima, South. Neutralization and Acid Dissociation of Hydrogen Carbonate Ion: A Thermochemical Approach J. Chem. Educ. 2013 , 90 ( 5 ) 637 – 641  DOI: 10.1021/ed300090g

    [ACS Total Text ], [CAS], Google Scholar

    10

    Neutralization and Acid Dissociation of Hydrogen Carbonate Ion: A Thermochemical Approach

    Koga, Nobuyoshi; Shigedomi, Kana; Kimura, Tomoyasu; Tatsuoka, Tomoyuki; Mishima, Saki

    Journal of Chemical Education (2013), ninety (5), 637-641CODEN: JCEDA8; ISSN:0021-9584. (American Chemic Society and Division of Chemic Education, Inc.)

    A lab. research into the thermochem. relationships in the reaction between aq. solns. of NaHCO3 and NaOH is described. The enthalpy change for this reaction, ΔrH, and that for neutralization of strong acrid and NaOH(aq), ΔnH, are detd. calorimetrically; the explanation for the difference is the basis for the educatee inquiry. The contribution of acid dissocn. of the hydrogen carbonate ion to the overall reaction is considered by students as a possible explanation for the divergence. Using Hess's law, students propose a pos. value for the acid dissocn. enthalpy modify ΔdH. Then, they are required to show exptl. evidence of the pos. ΔdH. Examn. of the temp. dependence of the acrid dissocn. const. Ka is performed by students through pH measurements of the soln. at the one-half-neutralization point of the reaction between aq. solns. of NaHCO3 and NaOH at different temps. This provides a second means of predicting the sign of ΔdH; then, through introduction of the van't Hoff equation, a numerical value for ΔdH tin exist calcd. The goal of the research activity is to verify Hess'due south law using the evaluated exptl. values of ΔrH, ΔnH, and ΔdH. This lab activity is appropriate for advanced chem. courses at high schools or full general chem. courses at colleges. Further, calcns. of the Gibbs energy modify ΔdG and entropy change ΔdS of acid dissocn. of the hydrogen carbonate ion from the student data for the temp. dependence of Ka can exist practical in an avant-garde lab activity.

    https://chemport.cas.org/services/resolver?origin=ACS&resolution=options&coi=1%3ACAS%3A528%3ADC%252BC3sXkvFKrsL8%253D&md5=e641e311dcece3e34dd7a4c503081ddf

11. 11

    Van Hecke, G. R. A Mod Vapor Force per unit area Apparatus Based on the Isoteniscope J. Chem. Educ. 1992 , 69 ( eight ) 681 – 683  DOI: 10.1021/ed069p681

12. 12

    Kildahl, N. ; Berka, Fifty. H. Experiments for Modern Introductory Chemistry: The Temperature Dependence of Vapor Force per unit area J. Chem. Educ. 1995 , 72 ( iii ) 258 – 260  DOI: 10.1021/ed072p258

13. 13

    Burness, J. H. A Convenient, Inexpensive, and Environmentally Friendly Method of Measuring the Vapor Pressure of a Liquid as a Function of Temperature J. Chem. Educ. 1996 , 73 ( 10 ) 967 – 970  DOI: 10.1021/ed073p967

14. 14

    Iannone, K. Vapor Pressure level Measurements in a Airtight System J. Chem. Educ. 2006 , 83 ( 1 ) 97 – 98  DOI: 10.1021/ed083p97

15. 15

    McQuarrie, D. A.; Simon, J. D. Physical Chemical science: A Molecular Approach; University Science Books: Sausalito, CA, 1997 ; pp 941 – 943.

16. 16

    Atkins, P.; de Paula, J. Physical Chemistry, 7th ed.; Oxford Academy Press: New York, 2002 ; pp 144 – 147.

17. 17

    Boublík, T.; Fried, V.; Hála, East. The Vapor Pressure of Pure Substances; Elsevier: Amsterdam, 1984 ; pp 141 – 142.

Cited By

---

This commodity is cited by 1 publications.

1. Rodrigo Papai, Mayara Araujo Romano, Aline Rodrigues Arroyo, Bárbara Rodrigues da Silva, Bruno Tresoldi, Gabriela Cabo Winter, Julia Messias Costa, Maria Aparecida Freitas Santos, Matheus Damasceno Prata, Ivanise Gaubeur. Creating and Experimenting with a Low-Cost, Rugged Organization to Visually Demonstrate the Vapor Pressure level of Liquids every bit a Part of Temperature. Journal of Chemical Education 2019, 96 (2) , 335-341. https://doi.org/x.1021/acs.jchemed.8b00381

• Figures
• References
• Back up Info

• Abstract

  

  Effigy 1

  

  Figure 1. Schematic of the systems used in the cess questions Q1–Q3 and the appropriate P–T diagrams for each system.

  Figure ii

  

  Figure 2. Schematic of the twin pressure level–temperature measurement vessels.

  Figure 3

  

  Figure three. Typical experimental results for the temperature–pressure measurements and information analyses: (a) water, (b) ethanol, and (c) plot of ΔP versus T for the reference vessel.

  Effigy four

  

  Effigy four. Typical results for the data analysis of experimentally derived vapor pressure–temperature curves: (a) vapor pressure–temperature curves and (b) ln P _vap versus T ^–one plots.

  Effigy 5

  

  Figure 5. Steps in the postlaboratory practice: (a) comparison of typical vapor pressure–temperature curves calculated using the results of the ln P _vap versus T ^–1 plots with literature data; (b) conclusion of the boiling bespeak in an open organization; and (c) conclusion of the boiling point and calculation of the alter in the total pressure with temperature in a closed system of the mixed gas with a liquid–vapor equilibrium.

• This commodity references 17 other publications.

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     An overview is given of the results of a conceptual knowledge examn. given to entering chem. graduate students at Purdue University.

     https://chemport.cas.org/services/resolver?origin=ACS&resolution=options&coi=1%3ACAS%3A528%3ADyaK3MXkt1yhurw%253D&md5=85464cab158dafab7ee88649c7bf9431

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     Azizoglu, Northward. ; Alkan, M. ; Geban, Ö. Undergraduate Pre-Service Teachers' Understandings and Misconceptions of Stage Equilibrium J. Chem. Educ. 2006 , 83 ( six ) 947 – 953  DOI: x.1021/ed083p947

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     Azizoglu, Nursen; Alkan, Mahir; Geban, Omer

     Periodical of Chemical Education (2006), 83 (half dozen), 947-953CODEN: JCEDA8; ISSN:0021-9584. (Periodical of Chemical Education, Dept. of Chemical science)

     An open-ended test was developed in the calorie-free of the findings obtained from the related literature, interviews with instructors and investigation of phys. chem. course examn. papers belonging to the concluding three educational years. Xviii conceptual misunderstandings expressed by pre-service teachers on some of import concepts of stage equil. topics in phys. chem. were identified. The results indicated that some misunderstandings originated from a misuse of Le Chatelier's principle and the platonic gas law. Other reasons for the misunderstandings were incorrect interpretation of graphs and inappropriate generalizations of facts or formulas.

     https://chemport.cas.org/services/resolver?origin=ACS&resolution=options&coi=1%3ACAS%3A528%3ADC%252BD28XkvVWhtLo%253D&md5=7f54de7b20222b58b4058a513ae4cccf

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     Canpolat, N. Turkish Undergraduates' Misconceptions of Evaporation, Evaporation Charge per unit, and Vapour Pressure level Int. J. Sci. Educ. 2006 , 28 ( xv ) 1757 – 1770  DOI: ten.1080/09500690600779957

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     Canpolat, North. ; Pinarbasi, T. ; Sözbilir, M. Prospective Teachers' Misconceptions of Vaporization and Vapor Force per unit area J. Chem. Educ. 2006 , 83 ( 8 ) 1237 – 1242  DOI: 10.1021/ed083p1237

     [ACS Full Text ], [CAS], Google Scholar

     5

     Prospective teachers' misconception of vaporization and vapor pressure

     Canpolat, Nurtac; Pinarbasi, Tacettin; Sozbilir, Mustafa

     Periodical of Chemical Education (2006), 83 (8), 1237-1242CODEN: JCEDA8; ISSN:0021-9584. (Journal of Chemic Teaching, Dept. of Chemistry)

     A study was conducted to det. students' misconceptions related to vaporization and vapor pressure level through open up-ended diagnostic questions and semi-structured interviews. The results of the study reverberate the general view that students have weaknesses in conceptualizing vaporization and vapor pressure, and that significant nos. of students hold several misconceptions.

     https://chemport.cas.org/services/resolver?origin=ACS&resolution=options&coi=one%3ACAS%3A528%3ADC%252BD28XmvVGgs78%253D&md5=4b30a6a9d8dce7ddc8d9bafe95fec2a3

  6. half-dozen

     Boudreaux, A. ; Campbell, C. Student Understanding of Liquid–Vapor Phase Equilibrium J. Chem. Educ. 2012 , 89 ( 6 ) 707 – 714  DOI: ten.1021/ed2000473

  7. 7

     Andrade-Gamboa, J. ; Mártire, D. O. ; Donati, E. R. Ane-Component Pressure–Temperature Stage Diagrams in the Presence of Air J. Chem. Educ. 2010 , 87 ( 9 ) 932 – 936  DOI: 10.1021/ed100326e

  8. 8

     Earl, B. L. The Straight Relation between Altitude and Boiling Point J. Chem. Educ. 1990 , 67 ( ane ) 45  DOI: 10.1021/ed067p45

  9. 9

     Tatsuoka, T. ; Koga, N. Energy Diagram for the Catalytic Decomposition of Hydrogen Peroxide J. Chem. Educ. 2013 , 90 ( five ) 633 – 636  DOI: 10.1021/ed400002t

     [ACS Full Text ], [CAS], Google Scholar

     9

     Energy Diagram for the Catalytic Decomposition of Hydrogen Peroxide

     Tatsuoka, Tomoyuki; Koga, Nobuyoshi

     Journal of Chemical Education (2013), 90 (v), 633-636CODEN: JCEDA8; ISSN:0021-9584. (American Chemical Society and Division of Chemical Education, Inc.)

     Drawing a schematic energy diagram for the decompn. of H2O2 catalyzed by MnO2 through a simple thermometric measurement outlined in this study is intended to integrate students' agreement of thermochem. and kinetics of chem. reactions. The reaction enthalpy, ΔrH, is detd. by a conventional thermometric method, where a modified calorimetric vessel with negligible thermal leakage is used. Thermometric curves for the reactions at different initial temps. can be converted to unlike series of kinetic charge per unit information under nonlinearly changing temps. The credible activation energy, Ea, is easily detd. by the differential kinetic relationship at the stock-still degree of reaction among the different series of kinetic rate data. By detn. of both ΔrH and Ea, students can describe a schematic diagram of the free energy change accompanying the reaction. The lab. action and post lab information treatments are useful in general chem. courses at the university or college level and also applicable in advanced chem. courses in high schools.

     https://chemport.cas.org/services/resolver?origin=ACS&resolution=options&coi=1%3ACAS%3A528%3ADC%252BC3sXmt1yltbc%253D&md5=0c7a7968967a650b33e386b405c524c8

  10. 10

      Koga, North. ; Shigedomi, K. ; Kimura, T. ; Tatsuoka, T. ; Mishima, Southward. Neutralization and Acid Dissociation of Hydrogen Carbonate Ion: A Thermochemical Approach J. Chem. Educ. 2013 , 90 ( 5 ) 637 – 641  DOI: x.1021/ed300090g

      [ACS Total Text ], [CAS], Google Scholar

      x

      Neutralization and Acid Dissociation of Hydrogen Carbonate Ion: A Thermochemical Approach

      Koga, Nobuyoshi; Shigedomi, Kana; Kimura, Tomoyasu; Tatsuoka, Tomoyuki; Mishima, Saki

      Periodical of Chemical Educational activity (2013), ninety (5), 637-641CODEN: JCEDA8; ISSN:0021-9584. (American Chemical Society and Sectionalisation of Chemical Education, Inc.)

      A lab. enquiry into the thermochem. relationships in the reaction betwixt aq. solns. of NaHCO3 and NaOH is described. The enthalpy change for this reaction, ΔrH, and that for neutralization of potent acrid and NaOH(aq), ΔnH, are detd. calorimetrically; the explanation for the difference is the ground for the student enquiry. The contribution of acid dissocn. of the hydrogen carbonate ion to the overall reaction is considered by students as a possible caption for the difference. Using Hess'southward law, students propose a pos. value for the acrid dissocn. enthalpy change ΔdH. Then, they are required to show exptl. evidence of the pos. ΔdH. Examn. of the temp. dependence of the acid dissocn. const. Ka is performed by students through pH measurements of the soln. at the one-half-neutralization indicate of the reaction between aq. solns. of NaHCO3 and NaOH at different temps. This provides a second means of predicting the sign of ΔdH; then, through introduction of the van't Hoff equation, a numerical value for ΔdH tin can exist calcd. The goal of the research activity is to verify Hess's police force using the evaluated exptl. values of ΔrH, ΔnH, and ΔdH. This lab activity is advisable for advanced chem. courses at high schools or general chem. courses at colleges. Further, calcns. of the Gibbs energy change ΔdG and entropy alter ΔdS of acid dissocn. of the hydrogen carbonate ion from the student information for the temp. dependence of Ka can be applied in an avant-garde lab activity.

      https://chemport.cas.org/services/resolver?origin=ACS&resolution=options&coi=i%3ACAS%3A528%3ADC%252BC3sXkvFKrsL8%253D&md5=e641e311dcece3e34dd7a4c503081ddf

  11. 11

      Van Hecke, G. R. A Modern Vapor Pressure level Appliance Based on the Isoteniscope J. Chem. Educ. 1992 , 69 ( 8 ) 681 – 683  DOI: 10.1021/ed069p681

  12. 12

      Kildahl, Northward. ; Berka, Fifty. H. Experiments for Mod Introductory Chemistry: The Temperature Dependence of Vapor Pressure J. Chem. Educ. 1995 , 72 ( 3 ) 258 – 260  DOI: 10.1021/ed072p258

  13. 13

      Burness, J. H. A Convenient, Inexpensive, and Environmentally Friendly Method of Measuring the Vapor Pressure of a Liquid as a Function of Temperature J. Chem. Educ. 1996 , 73 ( x ) 967 – 970  DOI: x.1021/ed073p967

  14. 14

      Iannone, M. Vapor Pressure level Measurements in a Closed System J. Chem. Educ. 2006 , 83 ( 1 ) 97 – 98  DOI: ten.1021/ed083p97

  15. xv

      McQuarrie, D. A.; Simon, J. D. Physical Chemical science: A Molecular Approach; University Science Books: Sausalito, CA, 1997 ; pp 941 – 943.

  16. 16

      Atkins, P.; de Paula, J. Concrete Chemistry, 7th ed.; Oxford Academy Press: New York, 2002 ; pp 144 – 147.

  17. 17

      Boublík, T.; Fried, V.; Hála, E. The Vapor Pressure of Pure Substances; Elsevier: Amsterdam, 1984 ; pp 141 – 142.

• Supporting Information

  Supporting Information

  ---

  The Supporting Information is bachelor on the ACS Publications website at DOI: 10.1021/acs.jchemed.5b00107.

  • Cess questions; student handout; instructor information (PDF, DOCX)

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  • ed5b00107_si_001.pdf (ane.iv MB)
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