This document discusses the behavior of gases through summarizing the kinetic molecular theory and gas laws. It describes five assumptions of the kinetic theory, including that gas particles are in constant random motion and collisions are perfectly elastic. It then discusses how temperature, pressure, volume, and number of moles are related for a gas based on the gas laws of Boyle, Charles, Gay-Lussac, combined, and ideal gases. It provides examples of using the gas laws to solve problems involving changes in pressure, volume, temperature, or number of moles of a gas.
Kinetic Gas Theory including Ideal Gas Equation. Temperature, Volume, Applications
Boyle's Law, Charles' Law and Avogadro's Law. Ideal Gas Theory, Dalton's Partial Pressure
Kinetic Gas Theory including Ideal Gas Equation. Temperature, Volume, Applications
Boyle's Law, Charles' Law and Avogadro's Law. Ideal Gas Theory, Dalton's Partial Pressure
This presentation talks about the overview of the equations of state as part of behavior of gases chapter. It has equations about the gas laws and combined gas law. Also includes the ideal gas equations and some practice exercises.
The ideal gas law, also referred to as the general gas equation, is the equation of the state of the imaginary ideal gas. It is a good approximation of the behavior of certain gasses under several circumstances, although it has many drawbacks. It was first mentioned by Benoît Paul Émile Clapeyron in 1834 as a synthesis of the empiric law of Boyle, the law of Charles, the law of Avogadro, and the law of Gay-Lussac.
This presentation talks about the overview of the equations of state as part of behavior of gases chapter. It has equations about the gas laws and combined gas law. Also includes the ideal gas equations and some practice exercises.
The ideal gas law, also referred to as the general gas equation, is the equation of the state of the imaginary ideal gas. It is a good approximation of the behavior of certain gasses under several circumstances, although it has many drawbacks. It was first mentioned by Benoît Paul Émile Clapeyron in 1834 as a synthesis of the empiric law of Boyle, the law of Charles, the law of Avogadro, and the law of Gay-Lussac.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Instructions for Submissions thorugh G- Classroom.pptx
Chapter 11 (new)
1. The Behavior of
Gases
1. Describe the properties of gas particles
(according to the kinetic theory).
2. Explain how the kinetic energy of gas
particles relates to Kelvin temperature. What
happens to these particles as the average
KE changes?
3. What are some variables/factors that would
impact a gases behavior?
1
2. Assumptions of the Kinetic Theory
of Gases (Review!)
1. The volumes of individual gas particles
are very small in relation to the distances
between them. Thus, there is a large
amount of empty space between gas
particles.
2. There are no attractive or repulsive
forces existing between particles. Thus,
gas particles move about in an independent
fashion, occupying the full volume of their
container.
2
3. 3. Gas particles tend to be in constant
motion, traveling in straight paths until
chance collisions with other particles or a
wall alters their course.
4. Collisions between gas particles are
perfectly elastic, that is, kinetic energy is
transferred without loss from one particle
to another.
5. The average kinetic energy of the gas
particles is directly proportional to Kelvin
temperature.
3
4. Variables that Describe a Gas
Pressure (P) – kPa, atm or mm Hg
(1 atm = 760 mm Hg = 101.3 kPa)
Volume (V) – L (liters)
Temperature (T) – K (Kelvin)
K = 273 + °C
Number of moles (n)
4
5. Chapter 11: Gases
Kinetic Molecular Theory:
particles constantly in
motion
Avg. KE, temperature,
pressure, volume and
amount of a gas all related
5
6. Air Pressure & Force
Air Pressure due to the
collision of molecules
on surfaces
Pressure = defined as
the force per unit area
on a surface
Force
Pressure =
Area
F
Force unit: newton (N)
6
7. The Barometer
Pressure depends on area
of contact; smaller area,
greater pressure
• Atmosphere exerts
pressure - total of individual
gas pressures (mostly N,
then O)
• Measured using
barometers
• Units/values/CF’s
(ie. 1 torr = 1 mmHg)
7
8. Dalton’s Law of Partial
Pressures
Partial pressures are
exerted by individual
gases
Law states that total
pressure of a gas
mixture is the sum of
the component
pressures
PT = P1+P2+P3…
8
9. The 5 Gas Laws
Boyle’s Law
There are relationships (direct and indirect) between pressure,
temperature and volume (as well as with the # of moles n.)
The 5 gas laws take all of these relationships into account.
1) Boyle’s Law
2) Charles’s Law
3) Gay-Lussac’s Law (really)
4) The Combined Gas Law
5) The Ideal Gas Law 9
10. Boyle’s Law
Inversely relates pressure and volume.
P1V1=P2V2
In Boyle’s Law, pressure and volume are inversely related.
10
14. Ideal Gas Law
Allows for us to also solve for moles (n) within a gas
PV = nRT
where R is a constant (0.0821 Lxatm/molxK)
15. Examples
1) A sample of gas at 47°C and 1.03 atm occupies a
volume of 2.20 L. What volume would this gas
occupy at 107°C and 0.789 atm?
Q: Which Gas Law? A:
16. Examples
2) To what temperature must a sample of nitrogen at
27°C and 0.625 atm be taken so that it’s pressure
becomes 1.125 atm at constant volume?
Q: Which Gas Law? A:
17. Examples
3) A meteorological balloon contains 250.0 L He at
22°C and 740.0 mm Hg. What volume will it occupy
at an altitude at which the temperature is -52°C and
the pressure is 0.750 atm?
(hint: notice the differing units of pressure)
Q: Which Gas Law? A:
18. Graham’s Law of Effusion
Basically states that the
rates of a gases effusion
(?) at the same
temperature and pressure
is inversely proportional
to the square roots of
their molar masses
EXPLAIN…
Square root of Molar
Mass A/Square root of
Molar Mass B
18
19. Avogadro’s Law
States that equal volumes of gases at the same
temperature and pressure contain equal number of
molecules. (and remember that the magic number for
volume of one mole of any gas at STP is… 22.4 L )
19
20. Quiz!
Find the mass of each of the following:
A) 5.60L O2 at 1.75 atm and 250.0K
B) 3.50 L NH3 at 0.921 atm and 27°C
C) 125 mL SO2 at 0.822 atm and -5°C
20