Beruflich Dokumente
Kultur Dokumente
Materials:
For Part A:
beaker
water
straw
universal indicator
cans of unopened pop
For Part B:
Procedure:
11. When the carbon dioxide is pressured into the water, the pH not only becomes
more acidic (lower pH), the pressure causes the carbon dioxide level to go beyond
normal saturation creating the ‘fizz’ effect.
1. Explain the nature of the solution in a can of carbonated beverage. What are the
solutes? What is the solvent? Is the solution saturated? If so, for what solutes?
4. Explain with reference to the molecular level why a can of Coca-Cola™ fizzes
more in a warm glass than a cold glass.
5. Explain with reference to the molecular level why a can of Coca-Cola™ fizzes
more when poured directly into the bottom of a glass as compared to when it’s
poured down the side of the glass.
6. Should a Coca-Cola™ fizz more when opened at a higher altitude than a lower
altitude?
1. Place a bottle of unopened plastic bottle of pop on the table in front of the students.
2. Have students draw an outline of the pop in their notes illustrating the liquid
level and the small gas level at the top. Get students to describe the composition of
these regions molecularly.
3. Have students consider the contents of the liquid, and the gas above the liquid.
Have them note that the liquid contains the ‘loose complex’ carbonic acid. The gas
above the liquid contains carbon dioxide. The molecules of carbon dioxide and the
pressure they exert on the liquid above the liquid prevent the complex from releasing
further gas molecules into the gas region.
4. Have students consider whether there is any movement of molecules from the
liquid into the gas or the gas into the liquid. Have them consider that there is an equal
movement of molecules as an equilibrium exists between the processes of carbonic
acid (aqueous) forming from water (liquid) and carbon dioxide (gas) and carbonic
acid decomposing. Express these processes as an equation and the movement of this
equation in terms of movement of molecules. Emphasize the nature of these processes
as reversible processes in equilibrium.
5. Ask students to consider what will happen to the pop and the equilibrium if the top
of the bottle is partially unscrewed. Students will through experience know that
bubbles will form. Get students to think about why bubbles will be released whereas
they could not be when the bottle is unopened. Students should be able to reason that
bubbles will form because the pressure is released and the gas above the liquid is
allowed to escape allowing other bubbles to be released as the carbonic acid
decomposes.
6. Ask students to note that as the pressure decreases the equilibrium shifts to favor
the process that causes formation of more gas as there is ‘room’ available, in this case
the decomposition of the carbonic acid.
12. Move students towards the algorithmic rules with reasoning of applying and
decreasing pressure:
When pressure is decreased, equilibrium shifts in the direction that favours formation
of more gas molecules as there is available space for molecules.
When pressure is increased, equilibrium shifts in the direction that favours formation
of fewer gas molecules as there is no available space for molecules.
13. Apply these rules with reasoning to other equilibrium examples involving gases. A
good example is the dissolving of nitrogen in our blood as a result of increasing
pressure and diving or the traditional example of the Haber Process.