Here are the key steps to solve this problem using Charles' Law:
1) Convert temperatures to Kelvin:
T1 = 297.0 K
T2 = 216.5 K
2) Use the Charles' Law equation:
V1/T1 = V2/T2
3) Solve for V2:
V2 = V1 * T2/T1
= 20.0 L * 216.5 K/297.0 K
= 14.6 L
So the volume outside at -70°F would be 14.6 L.
Electrochemical Stability of Stainless Steels-Made Alkaline Water Electrolysi...Tohoku University
Developing highly active and durable electrocatalysts for oxygen evolution reaction (OER) have been needed for efficient hydrogen production by alkaline water electrolysis (AWE). Austenitic stainless steels (SS) have attracted attentions as the alternative anode materials to Ni-based electrodes (1, 2). We recently demonstrated that NiFe hydroxide/oxide hetero nanostructures that synthesized through the constant current density electrolysis of 316SS (NiFe-HyOx/SS) show high OER activity and stability under constant current operation conditions (3). However, the electrochemical stability and OER overpotentials of the surface catalyst layers generated on the stainless steel under potential fluctuation is still not clear. In this study, we investigated changes in OER overpotentials of the NiFe-HyOx/SS anode during applying potential cycles (PCs) of 0.5 and 1.8 V vs. reversible hydrogen electrode (RHE) and discussed the structural changes.
A presentation on the development of geothermal energy use in the Philippines. Presented as part of the Ring of Fire programme jointly implemented by EDC and WWF Philippines
A detailed lesson plan in Science 8
I. Objectives
At the end of the period, the student must be able to:
1. Perform the activity 1: Colors of the rainbow…colors of light
2. Identify the different colors of light after passing through the prism
3. Describe and give the reason behind the hierarchy of colors based on the observed results of the activity
4. Explain how refraction and dispersion takes place
Electrochemical Stability of Stainless Steels-Made Alkaline Water Electrolysi...Tohoku University
Developing highly active and durable electrocatalysts for oxygen evolution reaction (OER) have been needed for efficient hydrogen production by alkaline water electrolysis (AWE). Austenitic stainless steels (SS) have attracted attentions as the alternative anode materials to Ni-based electrodes (1, 2). We recently demonstrated that NiFe hydroxide/oxide hetero nanostructures that synthesized through the constant current density electrolysis of 316SS (NiFe-HyOx/SS) show high OER activity and stability under constant current operation conditions (3). However, the electrochemical stability and OER overpotentials of the surface catalyst layers generated on the stainless steel under potential fluctuation is still not clear. In this study, we investigated changes in OER overpotentials of the NiFe-HyOx/SS anode during applying potential cycles (PCs) of 0.5 and 1.8 V vs. reversible hydrogen electrode (RHE) and discussed the structural changes.
A presentation on the development of geothermal energy use in the Philippines. Presented as part of the Ring of Fire programme jointly implemented by EDC and WWF Philippines
A detailed lesson plan in Science 8
I. Objectives
At the end of the period, the student must be able to:
1. Perform the activity 1: Colors of the rainbow…colors of light
2. Identify the different colors of light after passing through the prism
3. Describe and give the reason behind the hierarchy of colors based on the observed results of the activity
4. Explain how refraction and dispersion takes place
Special Properties of Liquid
Note:
This powerpoint presentation is also uploaded on my youtube channel. Please come and check it out
SUBSCRIBE TO JDREYES_17 :https://www.youtube.com/channel/UCAIxMXdlhO9vWyNCfProf3A
If you recall, it was mentioned in Grade 7 that the Philippines is located along the ring of fire. How does this affect us? People who live along the Ring of Fire have to put up with earthquakes and volcanic eruptions. An earthquake is one of the most frightening things that anyone can ever experience. It is believed that the Earth is rock solid and steady but it shakes, questioning whether the belief is a fact. Earthquakes can be destructive but having a clear understanding of its occurrence can avoid unimaginable results. In this lesson, we will focus on earthquakes. Why do earthquakes occur? What is the relationship between earthquakes and faults?
Special Properties of Liquid
Note:
This powerpoint presentation is also uploaded on my youtube channel. Please come and check it out
SUBSCRIBE TO JDREYES_17 :https://www.youtube.com/channel/UCAIxMXdlhO9vWyNCfProf3A
If you recall, it was mentioned in Grade 7 that the Philippines is located along the ring of fire. How does this affect us? People who live along the Ring of Fire have to put up with earthquakes and volcanic eruptions. An earthquake is one of the most frightening things that anyone can ever experience. It is believed that the Earth is rock solid and steady but it shakes, questioning whether the belief is a fact. Earthquakes can be destructive but having a clear understanding of its occurrence can avoid unimaginable results. In this lesson, we will focus on earthquakes. Why do earthquakes occur? What is the relationship between earthquakes and faults?
Propane precooling mixed component refrigerant process (C3/MR) represents 80% of the commercial used processes. The process has proven to be efficient, flexible, reliable, and cost competitive (M. J. Roberts, 2004).
For these reasons the a C3MR process, using synthetic natural gas (SNG) from the methanisation process, was selected to be simulated. Simulation of the process has been conducted using Aspen Hysys® version V.8. process simulation software. The PR equation of state is used for thermodynamic properties calculations both for the natural gas and the refrigerants.
I Hope You all like it very much. I wish it is beneficial for all of you and you can get enough knowledge from it. Clear and appropriate objectives, in terms of what the audience ought to feel, think, and do as a result of seeing the presentation. Objectives are realistic – and may be intermediate parts of a wider plan.
This showcases the basics of the laws governing behavior of gases which includes:
1. Boyle's Law
2. Charles's Law
3. Gay - Lussac's Law
4. Combined Gas Law
5. Avogadro's Law
6. Ideal Gas Law
7. Dalton's Law on Partial Pressures
8. Graham's Law of Diffusion
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
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.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. Gasses
• Zumdahl (6th Ed) Chapter 5 Sections 1-3
• The nature of gasses (the air we breathe)
• Scale of gasses in atmosphere.
• The ideal Gas (I.G.)
– How it behaves
- Solve Gas Problems
- Subsumes Boyle, Charles, Avogadro Laws
• Problems 5.21-24, 5.26, 5.29-32, 5.35, 5.37-38.
2. How big are molecules?
Water has a density (weighs) 1 gram/cc.
Boil the water and the density is 1 gram/liter.
Convert that to moles per liter:
What is the expansion factor?
What does this tell us about what a gas is?
3. How big are molecules?
Liquid water has a density (weighs) 1 gram/cc.
What is the volume and diameter of a water molecule?
(Assume it is a sphere).
What is the molar concentration?
Water vapor at one Atm pressure:
density is 1.2 gram/liter.
What is the number of moles per liter?
What is the average distance between vapor molecules.
Compare that to the distance between water molecules in liquid
water.
Compare the volume that N water molecules occupy in the gas
state with that in the liquid state? (i.e. What is the expansion
factor?
4. Why do gas molecules stay as a gas?
• Consider liquid N2 or solid CO2.
– What makes them condense?
• Temperature is the best predictor of the state of matter;
it is a direct measure of the kinetic energy inherent in
molecules.
• So the trade off is the molecular attraction to cause
matter to condense with the kinetic energy inherent in
matter (at 300K) to overcome adhesion.
• Consider the “gedanken” experiment of an isolated gas
next to a solid object in contact with a gas at Room
Temp.
• Temperature makes molecules move that
overcomes the “weaker” attractions tending to
make the solid.
5. Gas Molecules in a Box: Lots of Empty Space
Wbsite for the kinetic demo:
http://ccl.northwestern.edu/netlogo/models/run.cgi?GasLabGasinaBox.919.607
Trace shows the
path of one
particle, includes
collisions with other
particles.
Average distance
between particles
(at 1STP) is about
10 times particle
diameter.
6. Hot Air Balloon
Why does a
hot air balloon
rise? How hot
does the gas
have to be to
carry the
people and the
basket below?
7. How may units of Pressure are there?
• The Torr (or Torricelli)
• Mm Hg 1Torr=1mm(Hg)
• Atmospheres (Atm) 1 Atm = 760 Torr
• Pounds per square inch 1Atm = 14.7 lb/in2
• Bars SI units ~ 1.01 Atm
• The SI unit itself: the Pascal. 1 Bar=105Pa
• How are they all connected????
9. A torricellian barometer Relation of Pressure, mass, force, Area
( ) ( )
( )
_ _
_ _ _ _ _
_ _ _ _ _
_ _
_ _
mass air mass mercury
mass air density air Volume air density air Area Height air
mass Hg density Hg Vol Hg density Hg Area h Hg
Force g mass air g mass mercury
g mass air g mass meForce
Pressure
Area Area
=
= ⋅ = ⋅ ⋅
= ⋅ = ⋅ ⋅
= ⋅ = ⋅
⋅ ⋅
= = =
( )rcury
Area
Hg is very dense, density is 13. 6 g/cc;
Air is sparse, and is equivalent to a column of air of a density of
1.2 g/l up to 8.6 km.
The air does not have uniform density but falls off exponentially
due to the force of gravity and its own weight.
10. A torricellian barometer
Mass of the Hg in the tube must equal the effective
mass of the air pushing down. .
P = 2.28 pounds / cm2 = 14.7 pounds / in2 = 760 mm Hg = 1.00 atm.
3
3
3
3
1.2 9.8 8.6 10
13.6 10 9.8
Air
Hg
P dgh
kgP d g h m
m
kg lP d
101
0.760 101
kPa
g h m a
l m
=
= ⋅ ⋅ = ⋅ ⋅ ⋅
= ⋅ ⋅ = ⋅ ⋅ ⋅ kP
=
=
11. Why do we have pressure from the atmosphere?
Gas in the air is held by gravity:
How thick is the earth’s atmosphere?
What is pressure?
Why don’t we “feel” 1 Atm of pressure?
Why is it hard to walk on grass in high-heeled shoes?
How deep would the liquid be if the air were to liquefy
(which it does when the temperature is below 80K).
12. Why do we have pressure from the atmosphere?
There is a lot of gas in the air and the gas is held by gravity. The force of gravity
brings the molecules to the earth’s surface but they do not just lay on the ground,
they have too much energy for that and they bounce around.
The mass of the atmosphere is
And the gravitational constant is
The earth is a ball with diameter
So the earths surface area is
Pressure is due to all that mass spread over the entire surface of the earth, which
generates a force due to gravity:
Half of the earth’s atmosphere is contained in the first 4.3 km. So the density of the
air is:
The density and the pressure drop exponentially as one goes away from the earth
18
5.2 10M kg= ⋅
29.8
sec
mg F Mg= =
2 14 2
5.0 10oA d mπ= ⋅ = ⋅
6
12.6 10od m= ⋅
18
2
5
14 2
5.2 10 9.8
sec 1.01 10 1
5 10
mkgF Mg
P Pa Atm
A A m
⋅ ⋅
= = = = ⋅ =
⋅
18
314 3 3
1
2 5.2 10
1.2 1.2
2 5 10 4.3 10
M kg kg gd
mA h m
⋅
= = = =
⋅ ⋅ ⋅ ⋅ ⋅
13. A simple manometer, a device for measuring the
pressure of a gas in a container.
( )orP hgd P gd h= Δ = ⋅Δ
14. How does a car tire work?
• A car tire is usually inflated to 35 psi (or 2 to 3 Atm over
atmospheric pressure).
• What fraction of the tire is filled with air? At one
atmosphere 0.1% are molecules, at 10 Atmosphere 1%
is actually air. 10 Atmospheres is 140 psi; which is
above the high pressure bike racing tires. And only 1%
of the space in the tire is taken up by the air!!!!
• Why does air in a tire work? The more air, the more
molecules hit the inside of the tire and push out.
• How well would a tire work below 80K? (Moon tires?)
• Air molecules hit the wall of the tire more often on the
inside than the outside. The molecules hitting the wall of
the tire push on the wall. They don’t loose kinetic
energy. Why?
15. Tire Pressure: Volume decreases, pressure goes up
This is Boyle’s law (developed in the 1650s before tires)
16. Problem: A chemist collects a sample of Carbon dioxide from the
decomposition of Lime stone (CaCO3) in a closed end manometer, the
height of the mercury is 341.6 mm Hg. Calculate the CO2 pressure in
torr, atmospheres, and kilopascals, and bars.
Plan: The pressure is in mmHg, so we use the conversion factors
to find the pressure in the other units.
Solution:
PCO2 (torr) = 341.6 mm Hg x = 341.6 torr
1 torr
1 mm Hg
converting from mmHg to torr:
converting from torr to atm:
PCO2( atm) = 341.6 torr x = 0.4495 atm
1 atm
760 torr
converting from atm to kPa:
PCO2(kPa) = 0.4495 atm x = 45.54 kPa
101.325 kPa
1 atm
Converting Units of Pressure
17. Gas Laws: an Overview
• Picture: Molecules bounce around in a box.
• Parameters needed to describe the situation:
• Number of gas molecules; Size of the box; Temperature
• The outcome is that the molecules produce pressure by
hitting the sides of the box. We can measure pressure.
• The summary relation among all of these quantities is
• Demonstrate the relations by various experiment
– Boyle’s Law
– Charles’ Law
– Avogadro’s Law
PV nRT=
( )
( )
( , )
,
,
P V k k k T n
V T b b b P n
V n a a a T P
⋅ = =
= ⋅ =
= ⋅ =
18. Boyle’s Law : P - V inversely proportional
when n and T are constant in a gas sample
• Pressure is inversely proportional to Volume
• Change of Conditions if n and T are constant !
• P1V1 = k P2V2 = k
• Then :
• When the volume decreases and the molecules move at
the same speed the time between wall-hits is less, so the
pressure is higher.
( ),
k k
P V k P V
V P
k k n T
⋅ = = =
=
1 1 2 2P V P V=
20. Boyle’s Law : Balloon
• A balloon has a volume of 0.55 L at sea level
(1.0 atm) and is allowed to rise to an altitude of 6.5
km, where the pressure is 0.40 atm. Assume that the
temperature remains constant(which obviously is not
true), what is the final volume of the balloon?
• P1 = 1.0 atm P2 = 0.40 atm
• V1 = 0.55 L V2 = ?
• V2 =
21. Boyle’s Law : Balloon
• A balloon has a volume of 0.55 L at sea level
(1.0 atm) and is allowed to rise to an altitude of 6.5
km, where the pressure is 0.40 atm. Assume that the
temperature remains constant(which obviously is not
true), what is the final volume of the balloon?
• P1 = 1.0 atm P2 = 0.40 atm
• V1 = 0.55 L V2 = ?
• V2 = V1 x P1/P2 = (0.55 L) x (1.0 atm / 0.40 atm)
• V2 = 1.4 L
22. Determine the pressure of water
• The mass of water in a column h units
high and with a foot print of area A is
related to the density:
• The Pressure is related to the Force of
the water.
• The force of the water is proportional to
the mass:
• Solve for Pressure in terms of height of
the water:
• Water density is about 1g/cc=1kg/liter
• Atmospheric pressure is 101.3kPa
• Solve for the height in meters using SI
units of pressure.
m d V d h A= ⋅ = ⋅ ⋅
F
P
A
=
F g m= ⋅
m
P g g d h
A
= = ⋅ ⋅
2 2 3
3
3
sec sec
1 101.3 10
10.07
9.8 1.026 9.8 1.026 1 10kg kgm m liter
liter liter m
P Atm Pa
h m
g d
⋅
= = = =
⋅ ⋅ ⋅ ⋅ ⋅
23. Boyle’s Law - A gas bubble in the ocean!
A bubble of gas is released by the submarine “Alvin” at a depth of
6000 ft in the ocean, as part of a research expedition to study under
water volcanism. Assume that the ocean is isothermal( the same
temperature through out ),a gas bubble is released that had an initial
volume of 1.00 cm3, what size will it be at the surface at a pressure of
1.00 atm? (We will assume that the density of sea water is 1.026 g/cm3,
and use the mass of Hg in a barometer for comparison!)
Initial Conditions Final Conditions
V 1 = 1.00 cm3
P 1 = ?
V 2 = ?
P 2 = 1.00 atm
Each 10 meters of sea water generates a force of 1 Atmosphere; This is a depth of
1840 meters. So 185 Atmosphere of pressure.
24. Ocean Bubble Calculation
For every 10 meters or 32 feet there is an additional
atmosphere of pressure.
Therefore: 32 feet water = 1 Atmosphere pressure
The total pressure on the bubble (add one for air) is
The final volume then:
1
6000 6000 176.5
34
Atm
x ft ft Atm water
ft
= = ⋅ = −
1 1 188.5P x Atm= + =
1 1 2 2
2
2
177.5 1 1
177.5 0.18
PV PV
Atm cc Atm V
V cc l
=
⋅ = ⋅
= =
25. Diving Questions
If the diver took a 1 liter balloon with him
to that depth, how large would the
balloon be at 40 meters?
A diver can dive with SCUBA equipment to
40 meters. A deep but doable “recreation”
depth, 132 ft. Start to get N2 narcosis
without special precautions. What is the
pressure at that depth?
27. Charles Law - V - T- proportional
• At constant pressure and for a fixed amount (# moles)
of gas:
Volume is proportional to Temperature :
V= constant x Absolute Temperature
V = T x b
• Change of conditions problems:
• Since V = T x b or V1 / T1 = V2 / T2 or:
T1
V1
T2 or
=
V2
T1 = V1 x
T 2
V2
Temperatures must be expressed in Kelvin!
28. Volume -- Temperature
• The box has a piston on the top that is at 1
Atm and can move up and down to keep
the pressure constant and keep the gas in
the box. The temperature drops to from
117C to 58.5C, the new volume will be as
a percentage of the original volume?
• A balloon in Antarctica in a building is at
room temperature ( 75o F ) and has a
volume of 20.0 L . What will be its volume
outside where the temperature is -70oF ?
29. Charles Law Problem - I
• A balloon in Antarctica in a building is at room
temperature ( 75o F ) and has a volume of 20.0
L . What will be its volume outside where the
temperature is -70oF ?
• V1 = 20.0 L V2 = ?
• T1 = 75o F T2 = -70o F
• o C = ( o F - 32 ) 5/9
• T1 = ( 75 - 32 )5/9 = 23.9o C
• K = 23.9o C + 273.15 = 297.0 K
• T2 = ( -70 - 32 ) 5/9 = - 56.7o C
• K = - 56.7o C + 273.15 = 216.4 K
30. Antarctic Balloon Problem - II
• V1 / T1 = V2 / T2 V2 = V1 x ( T2 / T1 )
• V2 = 20.0 L x
• V2 = 14.6 L
• The Balloon shrinks from 20 L to 15 L !!!!!!!
• Just by going outside !!!!!
216.4 K
297.0 K
31. Combo Problem
• Typical car tire is at 35 psi at 100F (or 40C). If
the temperature drops to -40F, what is the tire
pressure?
• First Assume the tire volume does not change
• Then redo assuming the tire volume drops by
5%.
32. Variations on Ideal Gas Equation
• During chemical and physical processes, any of the four
variables in the ideal gas equation may be fixed.
• Thus, PV=nRT can be rearranged for the fixed variables:
– for a fixed amount at constant temperature
• P V = nRT = constant Boyle’s Law
• P2V2=nRT=P1V1
– for a fixed amount at constant pressure
• V / T = nR / P = constant Charles’ Law
– for a fixed pressure and temperature
• V = n (RT/P) or V/n = constant Avogadro’s Law
Use I.G. E.o.S. : PV=nRT
and rearrange as needed
33. The volume of gas is directly proportional to the amount of gas
(in moles), when measured at the same P and T:
This is the most amazing and puzzling law. Why does the
mass of the gas molecules not matter? He, CO2 and propane
obey exactly the same gas law. Why?
For problems where P,T are fixed go from state 1 to state 2:
Concentration, C, of the gas does not change, @ fixed P and T
Avogadro’s Law - Moles and Volume
( )or where ,V n V a n a a P T∝ = ⋅ =
2 2 1 2
1 1 1 2
or C=
V a n
V n n n
V n V V
= ⋅
= =
36. Problem: Sulfur hexafluoride is a gas used to trace pollutant plumes in
the atmosphere, if the volume of 2.67 g of SF6 at 1.143 atm and 28.5 oC
is 2.93 m3, what will be the mass of SF6 in a container whose volume is
543.9 m3 at 1.143 atm and 28.5 oC?
Plan: Since the temperature and pressure are the same it is a V - n
problem, so we can use Avogadro’s Law to calculate the moles of the
gas, then use the molecular mass to calculate the mass of the gas.
Avogadro’s Law: Volume and Amount of Gas
( )6 146.07
and therefore
W
W W W
gM SF
mol
n m n
C m n M d M C M
V V V
=
= = ⋅ = = ⋅ = ⋅
37. Reduced Problem: 2.67 g of SF6 has volume 2.93 m3;
What is mass of SF6 in volume 543.9 m3
Solution
Alternate Solution:
V2
V1
n2 = n1 x = 0.0183 mol SF6 x = 3.40 mol SF6
2.67g SF6
146.07g SF6/mol
= 0.0183 mol SF6
543.9 m3
2.93 m3
mass SF6 = 3.40 mol SF6 x 146.07 g SF6 / mol = 496 g SF6
Calculation: Avogdaro’s Law
1 2 2
2 1
1 2 1
543.9
2.67 496.
2.93
m m V
d m m g
V V V
= = ∴ = = ⋅ =
38. Use Avogadro’s Principle to Obtain the Gas
Constant, R
• One mole occupies 22.4 liters at STP
• How many Joules of energy are in 1 liter-
Atmosphere (PV has units of energy!)
1 22.4
0.0820
1 273.15
PV nRT
PV Atm AtmR
mol KnT mole K
=
⋅ −= = =
−⋅
8.314
1 101.3
0.0820
1 101.3 and 1 100
J
R mol K J
AtmAtmR
mol K
Atm kPa Bar kPa
−= = =
−−
−
= =
39. Summary: I.G.
• The ideal gas equation combines both Boyle’s, Charles’
and Avogadro’s law into one easy-to-remember law:
PV=nRT
n = number of moles of gas in volume V
• R = Ideal gas constant
• R = 0.08206 L atm / (mol K) = 0.08206 L atm mol-1 K-1
• In SI units R = 8.314 Pa-m3/ (mol K) = 8.314 J mol-1 K-1
• An ideal gas is one for which both the volume of molecules
and forces between the molecules are so small that they
have insignificant effect on its P-V-T behavior.
Independent of substance, in the limit that n/V →0,
all gases behave ideally. Usually true below 2 atm.
40. Hot Air Balloon
Why does a hot air balloon rise?
Typical hot air balloons displace
100,000 cu ft (2,800 m3). The air
in the balloon is typically heated to
around 100C (max op temp is
120C). Air is 78% N2, 21% O2
(<1% Ar, other). Temperature is
17C. What is the total mass that
can be carried?
41. Hot Air Balloon
Need the number of moles inside the balloon at
the higher temperature. The density of air is
( )
( ) ( )1
1
0.78 28 0.21 32 0.01 40 28.96
1
28.96
0.082 290
1.218
W
W W
Air
gM Air
mol
n P Atmgd M Air M Air
mol l AtmV RT
mol
gd
l
= ⋅ + ⋅ + ⋅ =
= ⋅ = ⋅ =
−⋅
=
Use: P,V are constant, so as T goes up n goes down.
( )
1 1 2 2
1
2 2
or or
290
1.218 0.9468
373
Balloon W Air
PV nRT nT n T
TP gd M Air d
lRT T
= =
= ⋅ = = ⋅ =
The difference in mass between the mass of the air and the
balloon is what you can carry.
( ) ( ) ( )6
6
1.218 0.9468 2.8 10 1.218 0.9468
0.76 10 760
Air Balloon
g gm V d d l
l l
m g kg
Δ = ⋅ − = − = ⋅ ⋅ −
Δ = ⋅ =
42. Hot Air Balloon: Weight Distribution
component pounds
kilogra
ms
100,000 cu ft (2,800 m3) envelope 250 113.4
5-passenger basket 140 63.5
double burner 50 22.7
3 20-gallon (75.7-liter) fuel tanks
full of propane
3 × 135 =
405
183.7
5 passengers
5 × 150 =
750
340.2
sub total 1595 723.5
100,000 cu ft (2,800 m3) of heated
air
5922 2686.2
total
(3.76 tons)
7517
3409.7
using a density of 0.9486 kg/m³ for dry air heated to 210 °F (99 °C).
43. Inflated Dual Airbags
How do we store
the gas so well?
The primary
chemical reactant
is NaN3(S).
How much powder
do we need in the
air bag?