CHM/151 v4
Matter and Phase Changes Lab Reporting
Worksheet
In science, reporting what has been done in a laboratory setting is incredibly important for
communicating, replicating, and validating findings. However, writing scientific reports can be a little
overwhelming. There are a set of agreed upon components that the scientific community requires when
reporting scientific research. Answer the following questions to describe what occurred during the lab you
conducted in Labster. Be sure to use complete sentences and descriptions that fully represent what you
experienced. Writing a lab report is less about being correct or incorrect, than it is accurately reporting
what happened and why. So, do not worry about reporting data that might seem counterintuitive or
unexpected. Focus on clearly communicating what you did and what you observed.
Write your answers on a new line.

What was the title of the lab you completed?
o Matter and Phase Changes: Distil ethanol
1. Topic

What was the subject you were trying to understand better in the lab?
o The subject that I am trying to understand is how to explain solid, liquid, and gas states in
terms of particle interaction and bonding energy and how to describe and explain the
characteristics of a phase change.
2. Background Information

What information from the textbook and classroom is relevant for the subject you were trying to gain a
better understanding of in the lab? Identify the concepts and explain how they are related to the lab
topic.
o There are several topics from the textbook that relate and provide additional context to this
lab. These topics include understanding the dissolution process which is crucial for
recognizing how mixtures form and can be separated. In distillation, knowing how ethanol
dissolves in water helps in efficiently separating them based on boiling points. Electrolytes
are substances that dissociate into ions in solutions, affecting the physical properties of the
solvent. Although ethanol isn’t one, electrolytes help us comprehend why certain substances
behave differently in a solution. Solubility refers to how well a substance dissolves in a
solvent, key to understanding how distillation works to separate ethanol and water based on
their different boiling points. Colligative properties like boiling point elevation and freezing
point depression depend on the number of particles in a solution rather than the nature of the
particles, influencing the efficiency of distillation. Colloids are mixtures where one substance
is dispersed evenly throughout another and understanding colloids is vital for grasping the
broader scope of separation techniques. Together, these concepts provide a deep
understanding of how substances interact in mixtures and the principles behind separating
them efficiently, like in the distillation of ethanol.

During the lab, what information from the theory section provided additional background information
about the subject? (To review the theory section, launch the lab and click the Theory tab on the top of
the data pad). Identify the concepts and explain how they are related to the lab topic.
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Matter and Phase Changes Lab Reporting Worksheet
CHM/151 v4
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o
o
o
o
The theory section also provided thorough information related to this lab. Matter is defined as
anything that occupies space and has mass. Solids, liquids, and gases are the three states of
matter commonly found on Earth, and their different properties depend on the molecular
arrangement of their molecules. Solids are rigid with a fixed shape and volume, liquids take
the shape of their container with a distinct volume but no specific form, and gases (or vapors)
take the volume and shape of their container with no definite shape or volume. The states of
matter depend on the intermolecular forces (IMF) and kinetic energies (KE) of their
molecules, ions, or atoms. The chemical identities of particles in a liquid determine the types
and strength of intermolecular attractions possible. Matter can be classified into several
categories based on its composition. Most matter around us consists of mixtures of pure
substances, which have a constant composition. Pure substances have precisely the same
makeup and properties throughout. Elements, which cannot be broken down by chemical
change, consist of only one kind of atom. Compounds form when two or more different
elements combine. Mixtures are created by combining different substances. Homogeneous
mixtures, or solutions, are uniform throughout the mix, while heterogeneous mixtures are not
uniform and vary in composition, properties, and appearance. Each substance in a mixture
retains its chemical identity, and mixtures can be separated into pure substances using
physical methods.
Chemical changes convert matter from one type to another, whereas physical changes alter
the form of a substance without changing its composition. The law of conservation of matter
states that chemical or physical changes result in no detectable change in the total quantity of
matter. Energy must be added to change from one state of matter to another, overcoming the
intermolecular forces holding the particles together. The energy required to break
intermolecular forces and increase particle motion during the transition from solid to liquid is
called the heat of fusion (ΔHfus). Melting is known as fusion in chemistry. During vaporization,
particle movement increases with rising temperature, leading to the transition from liquid to
gas, called evaporation. The energy involved in this phase change is called the heat of
vaporization (ΔHvap). Some solids can skip the liquid phase and change directly to gas, a
process called sublimation, which requires the heat of sublimation (ΔH Sub). The heat of
sublimation is higher than the heat of vaporization, and the heat of fusion is the lowest
because all intermolecular forces in gases are separated, some remain in liquids, and most
are intact in solids. It requires more energy to break all intermolecular forces between the
particles.
A phase diagram is a graph representing the phases of a substance as a function of
temperature and pressure, identifying the physical state under specified conditions. It shows
melting points, sublimation points, and boiling points at different pressures. The triple point is
where all three phases coexist in balance. The critical pressure is the pressure required to
liquefy a gas at its critical temperature. A supercritical fluid is a substance above its critical
temperature and pressure, where it exhibits properties of both gases and liquids. A heating
curve is a graph of temperature versus the amount of heat added, showing temperature
changes as a substance absorbs increasing amounts of heat.
Distillation is a powerful method for separating components of a homogeneous mixture,
taking advantage of differences in boiling temperatures. Heating the mixture to the boiling
temperature of the most volatile liquid causes it to evaporate first. The vapor is then
condensed back into liquid form and collected. Simple distillation works well for separating
mixtures with one volatile component. The condenser, distillation flask, and thermometer are
connected by a 3-way adapter or Y-arm. The mercury bulb of the thermometer is placed at
the opening leading to the condenser, surrounded by hot vapor for reliable temperature
readings. Simple distillation cannot result in a pure substance if the mixture includes several
volatile components, requiring more sophisticated distillation techniques to obtain pure
substances.
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Matter and Phase Changes Lab Reporting Worksheet
CHM/151 v4
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3. Phenomenon

Most scientific observation involves examining phenomena or processes. What phenomenon or
process were you observing in the lab? What were you able to change and explore? What did the
simulation not allow to change?
o This lab explored the phenomenon of matter changes using real-life examples and the
distillation process of ethanol. The lab guided us through setting up the distillation equipment
and placing the required chemicals in their designated places. The lab showed each phase at
rest and during phase changes. The lab also showed how to set parameters like
temperatures correctly to ensure the experiment proceeded smoothly. However, the lab did
not allow us to change the chemicals that we used.
4. Method
Describing what you did during a lab supports other scientists in replicating your work. It is through this
consistent replication that scientists are able to see repeating patterns and develop ideas that help move
science forward. When you discuss your observations, in a later section, you will have to describe, in
detail, what you did. You may also have to describe what choices you made, why you made them, and
any concerns about things that occurred that were unexpected. To have enough information to do this,
you need to keep very detailed notes. What doesn’t seem important in the moment may end up being
something that explains your findings later. A benefit of conducting virtual labs when learning science is
that many potential errors are controlled for you. The virtual lab environment often will alert you if
something is not going the way it should. This does not occur in non-virtual settings. The virtual lab
setting can be very helpful to learners for this reason. However, we still need to practice documenting so
those skills are practiced for the lab experiences when technology will not be there as a coach.

You have already described the phenomenon or process you studied in the lab in the previous
section. Now, take some time to fully describe the steps you took during the lab. Do not include the
process of you logging into the lab in your description. For this virtual lab, a short, high-level summary
will suffice.
o I began the lab by teleporting to the highlands to talk with Jo, where she tells me about the
issue with gasoline usage and how she is trying to mix it with ethanol to reduce consumption.
After using the match to cause the ethanol to explode, I teleported back to the lab where I put
my PPE on before entering the main area of the lab. I used the workbench to identify the
parts of the distillation apparatus. I then moved to the halo-table to explore the states of
water. I used molecular models to identify the phase changes. Back at the workstation, I
looked at the distinct phases of the gold bar, fluorine gas, and mercury liquid. I used the wall
screen to identify the correct heating curve of water. I went back to the workstation to use the
temperature probe and the breaker of ice to create the heating curve and used the graph to
identify where the phase changes took place. I began finding the heating curve of ethanol.
After using the temperature probe to identify the melting point of ethanol as -115°C. Next, I
started working with the distillation apparatus. I used the screen to set the heating mantle to
78°C. After waiting for the distillation process, I learned that it was unsuccessful, and the
ethanol concentration remains the same at 80% and 20% (v/v). Next, I used the temperature
probe with the vacuum hose to simulate the mountainous atmosphere on the water and
create the heating curve graph of water at reduced pressure. I finished the experiment by
using the table to set the heating mantle temperature to 62°C which gave 90% water and
10% ethanol (v/v). I finished the lab by teleporting back to Jo and telling her about the
distillation and optimization we discovered.

Describe some of the observations you made. What did you write down or keep track of? What did
each of your senses observe during the lab process? What did you see (e.g., changes in colors,
movement, shapes, sizes, patterns)? What, if anything, did you measure? What did you hear (e.g.,
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Matter and Phase Changes Lab Reporting Worksheet
CHM/151 v4
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sounds from reactions, collisions, error messages)? What did your lab character touch? Did you
notice anything that seemed unexpected? Did you notice anything that you did not expect to
observe?
o During the lab, I observed changes in temperature, the volume of liquids, and the time taken
for phase transitions. I watched the liquid ethanol turn to vapor and then condense back into
liquid, observing changes in movement. There were no significant color changes, but the
transition from liquid to gas was clear in the distillation apparatus. I measured temperatures
at various stages using a thermometer to ensure accuracy of the heating curves. Additionally,
seeing the heating curve in action showed how energy directly affects phase changes. One
unexpected observation was the precise control needed to maintain the correct temperatures
to ensure smooth distillation.

Which parts of the lab required you to think more than others and required more time? Which parts
were simple and completed easily?
o Monitoring the heating curve and making sure the temperature changes were correctly noted
took significant attention while following the guided steps for placing the required chemicals in
their designated spots was relatively straightforward. The instructions were clear, making it
easy to complete these tasks quickly.
5. Observations
Many lessons learned from scientific research come from the reporting and analysis of data and
observations. This part of scientific reporting requires detailed descriptions of technical information and
observations, as well as high-level synthesis of information. High-level synthesis requires a mastery of
foundational content in the related scientific field and a complementary mastery in some field of
quantitative and/or qualitative analysis. For this report, let’s focus on big picture patterns.

What did you notice about the phenomenon or process you explored?
o I noticed how the distillation process was dependent on temperature control and atmospheric
pressure. Watching the ethanol transition from liquid to vapor and back to liquid highlighted
how precise the conditions needed to be to achieve efficient separation. The heating curve
visually demonstrated the energy changes during phase transitions, emphasizing the
importance of maintaining steady temperatures. Overall, it was fascinating to see theory
manifest in such a controlled and observable way.

Describe any information about the phenomenon or process that you learned.
o In exploring distillation, I learned about the importance of maintaining accurate settings to
effectively separate substances. Distillation uses differences in boiling points to separate
components, and how controlling the temperature impacts the efficiency of this process. The
heating curve graphs showed how energy is absorbed during phase changes without
affecting temperature until the transition is complete. I also understood more about phase
transitions, like how substances move from liquid to gas and vice versa, and the role of
intermolecular forces in these changes.
6. Discussion
The discussion section is used to explain why things might have happened the way that they did in your
research. Here, scientists describe any potential anomalies or mistakes and why they think they may
have occurred.

During your lab, what happened that might have had an impact on the accuracy of your
observations? Did the simulation alert you that an error was occurring? If so, how did you resolve it?
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Matter and Phase Changes Lab Reporting Worksheet
CHM/151 v4
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o

During the lab, maintaining the correct temperature was crucial for accurate results. Any
deviations could significantly affect the efficiency of the distillation process. The simulation did
alert me when the temperatures were not set correctly or when there were issues with the
heating curve. These alerts were vital because they allowed immediate adjustments,
ensuring the experiment proceeded efficiently.
The discussion section is also used to summarize big ideas from the lab. What were the important
learnings about the phenomenon or process from the lab?
o The lab provided many lessons on distillation and phase changes. It showed that precise
temperature control is vital for successfully separating substances based on their boiling
points. The heating curve visually demonstrated how energy is used during phase changes,
staying constant until the transition is complete, emphasizing the importance of energy input
in altering states of matter. We also explored the significance of intermolecular forces and
how they dictate the behavior of substances during phase changes. Kinetic energy and
intermolecular forces are required for melting, boiling, and sublimation.
7. Conclusion
The conclusion section of a lab report describes how the learnings from the lab research fit in to prior
scientific knowledge. This is done by comparing new information to previously known information that was
identified in the section of your report that discusses background information.

Review the background information section of your report from above and describe how the results of
your lab compare to the information you discussed before.
o Understanding the dissolution process was vital in preparing the ethanol mixture for
distillation. While ethanol isn’t an electrolyte, knowing about electrolytes helps in
understanding why certain substances behave differently in solutions. Solubility was key in
comprehending how ethanol and water form a homogeneous mixture, which we then
separated via distillation. Colligative properties influenced the boiling points of the solution,
impacting the distillation efficiency. The states of matter (solid, liquid, gas) were clearly
demonstrated as models and as ethanol transitioned from liquid to vapor and back. The
distinction between mixtures and pure substances was crucial in understanding what we
were separating. Understanding phase diagrams helped in predicting the conditions under
which ethanol would boil and condense. The heating curve illustrated the energy changes
during phase transitions, making it clear how heat affects states of matter. Distillation was the
core technique we employed to separate ethanol from its mixture. We observed physical
changes as ethanol evaporated and condensed, recognizing that no chemical composition
change occurred in this process.

After scientists have identified how the new knowledge fits into the old knowledge, they discuss the
implications of the new information for moving forward. In this class, the purpose of study is to learn
some foundational science ideas represented by the course learning outcomes. Review the course
learning outcome aligned to this lab in the assignment directions in Blackboard. How is the
information from this lab related to the course learning outcome? What knowledge has the lab
supported you with learning that is related to this course learning outcome?
o The lab perfectly tied into this week's learning outcomes. The lab showed the three states of
matter, solid, liquid, and gas, and we observed ethanol transitioning between them during
distillation. This firsthand experience solidified the understanding of classifying changes in
matter, clearly distinguishing between physical changes and chemical changes. Generating
heating curves was another crucial aspect, as we visually tracked the energy input required
for each phase change, giving us a better understanding of how temperature and energy
relate. In the lab, we used distillation to achieve higher purity ethanol which showed a
practical application of these principles, bringing theory to life.
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Matter and Phase Changes Lab Reporting Worksheet
CHM/151 v4
Page 6 of 6

Following scientific research, scientists usually come up with new questions that result from what they
learned. These new questions often end up leading to new research in the future. What additional
scientific things do you wonder about after completing and writing about your lab experience?
o How do large-scale distillation processes differ from our lab setup?
o What are the limitations of simple distillation, and how could these be addressed with more
advanced techniques?
o How might impurities in the ethanol-water mixture affect the distillation process and the final
product?
o How does the purity of ethanol obtained in the lab compare to commercial-grade ethanol, and
what factors might contribute to any differences?
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