P-V-T isotherms of real gases: Experimental versus calculated values

Abstract

Particularly with the advent of relatively inexpensive compilters with graphics capabilities it is useful and convenient to compare some of the various proposed equations of state with experimental data. This can help to give the student a better understanding of the quality of results to be expected for predictions made using these equations of state and perhaps give an insight into the way models or theories develop. One difficulty has been the lack of readily accessible PVT data in a form that is convenient for this purpose.1 A considerable body of such data exists as shown in the attached partial bibliography, but it is frequently either not readily accessible, or the language, units, or range and conditions of the data limit its usefulness. For this reason, we have collected and translated or transformed where necessary, PVT data for a number of substances that we hope will be useful for this purpose in Tables 1-3 and on the disk mentioned below, which may be obtained oh request.

Using Compression Isotherms of Phospholipid Monolayers To Explore Critical Phenomena. A Biophysical Chemistry Experiment

“…Critical phenomena and compression isotherms are frequently discussed during the thermodynamics portion of many physical chemistry courses, yet there are few examples of lab experiments that explore these concepts. Experiments that do explore these concepts typically involve gas-liquid phase transitions and thus may not seem relevant to biochemistry students (1)(2)(3)(4)(5)(6)(7). We present a set of simple experiments for the physical chemistry lab employing a Langmuir trough and several phospholipids that illustrates the importance of thermodynamics in biochemistry, with specific application to the behavior of biological membranes.…”

Developing and Using a Computer Simulation of Liquid–Vapor Transitions to Improve Students’ Assimilation of Concepts Related to the Behavior of Real Gases

“…A great deal of research has been performed on the best way to help science students assimilate and understand the concepts related to gases. − The problem of how to teach this particular topic more effectively lies in the large number of concepts and interrelations that students have to internalize . This, added to the “invisible” nature of gases and their properties, means that students require a high level of ability for abstract thinking in order to understand this topic properly. , …”