Chemistry · CHM-010
Heating Curves & Phase Changes
Heat ice until it boils. Watch the thermometer and the energy meter.
- NY HS-PS1-10
- AP Chemistry Units 3, 6
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About this lab
Heat an ice sample and record its energy and temperature, then compare water and saltwater cooling. In this interactive 3D investigation for high school students, choose the initial ice quantity and electrical heating level, or select the liquid in the paired freezing station. Temperature records distinguish warming intervals from melting and boiling regions, while the energy meter and balance support a phase-change calculation. Cooling records provide a separate comparison of liquid composition. The associated particle display follows ordering, motion, and material leaving the liquid, with an energy account linked to the current stage. Course topics are aligned with New York standard HS-PS1-10 and AP Chemistry Units 3 and 6.
What this investigation asks
A heater can continue supplying energy while a pure sample's temperature remains steady during a phase transition. This investigation uses heating and cooling curves to distinguish changing temperature from changing phase. Begin by identifying the material, sample amount, and direction of energy transfer. Sloping and approximately horizontal regions answer different questions about the same energy input. The goal is to connect each region with particle arrangement and an energy calculation rather than assuming a flat trace means the heater stopped working or the particles have stopped moving.
Design and measure the comparison
Record temperature against supplied energy or time under the stated power conditions. Mark the regions corresponding to single phases and phase coexistence, retaining the sample mass and heater setting. Compare the heating process with cooling in a separate record. A bath removing energy can accompany a steady sample temperature during freezing, so the temperature reading alone does not tell the sign of the heat flow. Keep losses and apparatus heat capacity separate from the energy assigned to the sample when inferring a transition quantity from your measurements.
Connect the record to the model
Use specific heat with temperature change in a single-phase region and latent heat with transformed amount in a transition region. Add the terms for a multistep process rather than applying one formula to the entire curve. At a phase-change plateau, energy changes arrangement and interactions while the represented average kinetic energy stays steady. A molecular solid melting does not imply every bond inside its molecules breaks. Water's open ice structure also makes its solid-liquid comparison distinctive, so a simple denser-solid statement should not be generalized to the selected water model.
Interpret the evidence and its limits
Distinguish ideal pure-material transition references from mixtures, pressure changes, or a partly resolved experimental trace. A phase-change energy per mole is different from the total energy for the sample. Retain the mass-to-mole conversion and the direction when comparing melting with freezing or vaporization with condensation. An apparent slope during a practical transition can reflect measurement or system effects rather than a completely different definition of latent heat. A useful final account identifies each stage, its energy term, and the conditions under which the selected reference applies.
Reference conditions and quantities
The course's water fusion reference is 6017.01 J/mol, with vaporization reference 40 713.9 J/mol under its specified conditions. These are molar transition energies, not total sample energies or temperature rises. Use the amount transformed and the appropriate phase-change direction when applying them, and keep the model's conditions attached to the comparison.
Use the record to test your explanation
Write a prediction before collecting the comparison, naming the quantity that should change and the condition you will alter. Keep a reference run and vary one factor at a time when the question calls for a controlled test. Record the selected apparatus settings, units, and measurement interval. Where an activity supplies Ideal and Real modes or seeded variation, retain that identity with each record rather than mixing incompatible runs in one calculation.
Separate an instrument reading or counted observation from the model relationship used to explain it. Keep raw values alongside derived results so another student can reconstruct the argument. A graph needs labeled axes and a stated comparison range. If a result differs from a reference, inspect the conditions, rounding, and measurement procedure before changing the explanation.
For a classroom discussion, compare claims supported by the same evidence and identify an additional measurement that would distinguish competing accounts. Finish with a claim, the relevant observations, and reasoning tied to this course's model. State a specific limitation instead of assigning a general error label to every disagreement.
Related investigations
Compare calorimeter boundaries in Specific Heat, then inspect dissolution and temperature in Solutions & Solubility. Keep sensible heating, phase change, and dissolution as different processes when interpreting a temperature trace.
Common questions
Standards alignment
- NY HS-PS1-10
- AP Chemistry Units 3, 6


