The document provides an introduction to gas laws including Boyle's law, Charles' law, the pressure law, and the combined gas law. It includes objectives, demonstrations, examples, graphs, and a quiz. The key points covered are:
- Boyle's law states that the pressure and volume of a gas are inversely proportional at constant temperature.
- Charles' law states that the volume of a gas is directly proportional to its temperature when pressure remains constant.
- The pressure law states that the pressure of a gas is directly proportional to its temperature at constant volume.
- The combined gas law relates the pressure, volume, and temperature of a gas, stating their product over temperature is a constant.
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
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
Includes the principles of the KMT and their application to molecular behavior.
**More good stuff available at:
www.wsautter.com
and
http://www.youtube.com/results?search_query=wnsautter&aq=f
Synthesis of the New Elements in the Laboratory Jhay Gonzales
The power point presentation is intended for reporting purposes. Various slides were not defined well and needs to be explained by the reporter during the discussion. The slide started in explaining the objective of the reporting. Explain what a periodic table is. Present the synthetic elements and how they were made. The nuclear reactions presented were only depicted by images and thus, needed to be researched.
CHEMICAL REACTION
CHEMICAL EQUATION
CHEMICAL FORMULA
BALANCING
TYPES OF CHEMICAL REACTION
COLLISION THEORY
FACTORS AFFECTING THE RATE OF CHEMICAL REACTION
Includes the principles of the KMT and their application to molecular behavior.
**More good stuff available at:
www.wsautter.com
and
http://www.youtube.com/results?search_query=wnsautter&aq=f
Synthesis of the New Elements in the Laboratory Jhay Gonzales
The power point presentation is intended for reporting purposes. Various slides were not defined well and needs to be explained by the reporter during the discussion. The slide started in explaining the objective of the reporting. Explain what a periodic table is. Present the synthetic elements and how they were made. The nuclear reactions presented were only depicted by images and thus, needed to be researched.
CHEMICAL REACTION
CHEMICAL EQUATION
CHEMICAL FORMULA
BALANCING
TYPES OF CHEMICAL REACTION
COLLISION THEORY
FACTORS AFFECTING THE RATE OF CHEMICAL REACTION
Presents the gas laws and the factors upon which they are based. Includes Boyles', Charles', Gay Lussac's, Avogadro's and Dalton's Laws as well as the Combined Gas Law and the Universal Gas Law.
**More good stuff available at:
www.wsautter.com
and
http://www.youtube.com/results?search_query=wnsautter&aq=f
Attacking the TEKS: Focus on Gases presented by Jane Smith, ACT2 2010
This session will expose you to the new TEKS and College Readiness Standards. Ideas for sequencing and planning the unit will be shared along with tips for appropriate demos, labs, and assessments. The intended audience is for teachers with 3 or less years of experience or anyone who wants to delve deeper into the new standards.
2 main factors determine state:
The forces (inter/intramolecular) holding particles together
The kinetic energy present (the energy an object possesses due to its motion of the particles)
KE tends to ‘pull’ particles apart
BC Chemistry 162 Laboratory Manual Experiment 6 Vapor Press.docxrosemaryralphs52525
BC Chemistry 162 Laboratory Manual
Experiment 6: Vapor Pressure of Liquids
- 1 -
Experiment 6: Vapor Pressure of Liquids
Background
Liquids contain molecules that have different kinetic energies (due to different velocities). Some of the
faster liquid molecules have enough kinetic energy to vaporize. At the same time, some of the slower
vapor molecules condense into liquid. In an open container, the rate of vaporization will be greater than
the rate of condensation—hence, the liquid will eventually evaporate. In a sealed flask, however, there
will be a point in which equilibrium is reached between the rate of vaporization and the rate of
condensation. To the eye, it seems that the liquid doesn’t change at equilibrium. But at the microscopic
level a vapor molecule enters the liquid phase for every liquid molecule that enters the gas phase.
The total pressure in the sealed flask is due to the vaporized liquid plus air molecules present in the flask:
Ptotal = Pvapor + Pair (1)
In this experiment, you will investigate the relationship between
the vapor pressure of a liquid and its temperature. Pressure and
temperature data will be collected using a gas pressure sensor and
a temperature probe (Figure 1). Vapor pressures will be
determined by subtracting atmospheric pressure from the total
pressure.
The flask will be placed in water baths of different temperatures to
determine the effect of temperature on vapor pressure. You will
measure the vapor pressure of methanol and ethanol and
determine the enthalpy (heat) of vaporization for each liquid.
Objectives
In this experiment, you will
Investigate the relationship between the vapor pressure of a liquid and its temperature.
Compare the vapor pressure of two different liquids at the same temperature.
Use pressure‐temperature data and the Clausius‐Clapeyron equation to determine the heat of
vaporization for each liquid.
Caution!
The alcohols used in this experiment are flammable and poisonous. Avoid inhaling their vapors. Avoid
contacting them with your skin or clothing. Be sure there are no open flames in the lab during this
experiment. Notify your teacher immediately if an accident occurs.
Procedure
1. Wear goggles! You will work in pairs for this lab, but you may share water baths with your table.
2. Prepare four water baths: 20 to 25°C (use room temperature water), 30 to 35°C, 40 to 45°C, and 50 to
55°C. You should also have some hot water on a hot plate on reserve.
3. Obtain a temperature probe and gas pressure sensor. The sensor comes with a
rubber‐stopper assembly (Figure 2). The stopper has three holes, one of which
is closed. Make sure your tubing and valve are not inserted in the closed hole.
Insert the rubber‐stopper assembly into a 125 mL Erlenmeyer flask.
Important: Twist the stopper into the neck of the flask to ensure a tight
fit.
Figure 1
Figure 2
BC Ch.
boyle's law thermodynamics lab Boyle’s law, also called Mariotte’s law, a relation concerning the compression and expansion of a gas at constant temperature. This empirical relation, formulated by the physicist Robert Boyle in 1662, states that the pressure (p) of a given quantity of gas varies inversely with its volume (v) at constant temperature; i.e., in equation form, pv = k, a constant. The relationship was also discovered by the French physicist Edme Mariotte (1676). ake a large piston or sealed syringe and stand it on end, then place an increasing number of objects on top. As the pressure grows, the volume of the air inside will decrease—these quantities are inversely proportional. However, the standard international unit for pressure is the Pascal. The English scientist Robert Boyle performed a series of experiments involving pressure and, in 1662, arrived at a general law—that the volume of a gas varies inversely with pressure.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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.
2. OBJECTIVES
BOYLE’S
LAW
CHARLES’
LAW
PRESSURE
LAW
COMBINED
GAS LAW
QUIZINTRODUCTION
X
Introduction Part 1 - Boyle’s Law
Demonstration: Teachers may introduce this lesson by having students
attempting to compress the sides of empty 600ml plastic water bottles with a
tightly fitting cap. He/She will ask the students to describe what they feel. If the
students do not realize that the gases (air) inside the bottle push back, they will be
prompted to use the word "pressure" to describe the pushing back that they feel
on bottle.
Possible Answers:
1.No.
2.The volume
decreases.
3.Yes, temperature.
Questions:
1. Is there a change in the number of
particles or in the mass of the particles?
2. What happens to the volume of gas in
the empty bottles as you compress the
sides of the empty 600ml plastic water
bottle?
3. Is there any other variable which could
cause the empty 600ml plastic water
bottle and its contents to change? CHECK
3. OBJECTIVES
BOYLE’S
LAW
CHARLES’
LAW
PRESSURE
LAW
COMBINED
GAS LAW
QUIZINTRODUCTION
X
Introduction Part 2- Charles’ Law
Teacher Demonstration
The teacher will show the students two inflated balloons of similar size and then,
he or she will place one in warm water and the other in ice. After a minute the
teacher will remove both balloons and then he or she will pass them around the
class.
Questions:
1.What happens to the volume of the balloon when it is warmed?
2.What happens to the volume of the balloon when it is cooled?
3.What variable was changed?
Expected Answers:
1.It expanded (increased).
2.It shrunk (decreased).
3.The volume and temperature of air
(gas) in the balloon.CHECK
4. OBJECTIVES
BOYLE’S
LAW
CHARLES’
LAW
PRESSURE
LAW
COMBINED
GAS LAW
QUIZINTRODUCTION
X
Introduction Part 2- Charles’ Law
Questions cont’d
4.A boy bought helium balloons for his friend’s birthday in a warm store in Santa Cruz. He
noticed that the balloons shrunk and they weren’t floating as high when he took them to a
very cold air conditioned room. Why was this happening?
5.What is the relationship between gas volume and temperature?
Expected Answers:
4.The temperature of the room caused
the temperature in the balloons to
decrease. This causes a decrease in the
volume of the balloons, hence a decrease
in the upthrust.
5.As the temperature increases, the
volume of gas will increase.CHECK
5. OBJECTIVES
BOYLE’S
LAW
CHARLES’
LAW
PRESSURE
LAW
COMBINED
GAS LAW
QUIZINTRODUCTION
X
Introduction Part 3 - Pressure and General
Laws
Teacher Demonstration: The teacher places a glass bottle of diameter
approximately 4 cm in front of the students. Then he or she will put four lit match
sticks inside the bottle. This will be followed by the teacher placing a peeled
hardboiled egg over the mouth of the bottle.
Question 1: What happens to the egg when the match sticks went out? Give reasons for
your answer?
Expected Answer to Question 1
The egg will be sucked into the bottle. This is due to the drop in pressure as the air
inside cooled from the match sticks going out (slower colliding air molecules with
inside walls of bottle). The air pressure outside remains the same thus pushing the egg
into the bottle CHECK
6. OBJECTIVES
BOYLE’S
LAW
CHARLES’
LAW
PRESSURE
LAW
COMBINED
GAS LAW
QUIZINTRODUCTION
X
Introduction Part 3 - Pressure and General
Laws
Teacher Demonstration: The teacher places a glass bottle of diameter
approximately 4 cm in front of the students. Then he or she will put four lit match
sticks inside the bottle. This will be followed by the teacher placing a peeled
hardboiled egg over the mouth of the bottle.
Question 2: How would you get the egg out of the bottle?
Expected Answer to Question 2
This can be done by inverting the bottle so that the egg is covering the opening. Then you
will run hot water over the bottle. Another way that you could get the egg out of the
bottle is by placing your mouth over the opening inverted bottle and blow hard across the
mouth of the bottle. CHECK
7. OBJECTIVES
BOYLE’S
LAW
CHARLES’
LAW
PRESSURE
LAW
COMBINED
GAS LAW
QUIZINTRODUCTION
X
Objectives
As a result of this lesson, the student will be able to:
1.conduct an experiment to verify Boyle’s Law
2.deduce the formula PV= k from an experiment
3.use the formula PV= k in calculations in problems based on Boyle’s Law.
4.conduct an experiments to verify Charles’ gas law
5.deduce the formula from an experiment
6.use the formula in calculations in problems based on Charles’ gas law.
7.discuss how knowledge of combined gas law does what?
8.conduct an experiments to verify the Pressure law
9.recall mathematical expressions describing the Pressure Law and the Combined
Gas Law.
10.use the mathematical formula for the pressure and combined gas laws to
solve problems
8. OBJECTIVES
BOYLE’S
LAW
CHARLES’
LAW
PRESSURE
LAW
COMBINED
GAS LAW
QUIZINTRODUCTION
X
1 - Boyle’s Law
Look at the animated clip on the right and then answer the questions.
1.What are the constant variables ?
2.What are changing variables?
3.What is the relationship between the changing variables?
Taken from http://crsic.umbb.dz/gaslaws.ppt
Answer to Qu. 3:
Pressure is inversely proportional to volume.
Answer to Qu. 1: Temperature and mass.
Answer to Qu. 2: Pressure & Volume CHECK
10. OBJECTIVES
BOYLE’S
LAW
CHARLES’
LAW
PRESSURE
LAW
COMBINED
GAS LAW
QUIZINTRODUCTION
X
1 - Boyle’s Law (cont.)
Graphs of Boyle’s Law:
pressure
volume
volume
1
pressure
Application of Boyle’s Law
A bicycle pump is a good example of Boyle’s law.
As the volume of the air trapped in the pump is reduced,
its pressure goes up, and air is forced into the tire.
11. OBJECTIVES
BOYLE’S
LAW
CHARLES’
LAW
PRESSURE
LAW
COMBINED
GAS LAW
QUIZINTRODUCTION
X
1 - Boyle’s Law (cont.)
Example 1.1
A sample of gas has a volume of 30 cm3
at a pressure of 2x105
Pa.
Calculate the new volume of gas when the pressure is increased to 4x105
Pa,
assuming the temperature remains constant.
Pa102P 5
1 ×=
3
1 cm30V =
5
2P 4 10 Pa= ×
?V2 =
2211 VPVP =
( ) ( )5 5
22 10 30 4 10 V× × = × ×
( )6 5
26 10 4 10 V× = × ×
6
2 5
6 10
V
4 10
×
=
×
3
2V 15 cm=
SHOW ME.
12. OBJECTIVES
BOYLE’S
LAW
CHARLES’
LAW
PRESSURE
LAW
COMBINED
GAS LAW
QUIZINTRODUCTION
X
1 - Boyle’s Law - Activity
In groups of four, the teacher will ask the students to discuss how
Boyle’s law governs the following Phenomena.
1. The use of syringes used in medicine.
2. The use of spray cans in spraying paint and air freshener.
3. Inhalation and exhalation in respiration.
4. The combustion of fuel in the pistons of a vehicle.
5. The blowing of bubbles and causing them to pop.
After approximately five minutes in their discussion the students will
be asked to halt their group discussion and will be engaged in a brief
class discussion.
13. OBJECTIVES
BOYLE’S
LAW
CHARLES’
LAW
PRESSURE
LAW
COMBINED
GAS LAW
QUIZINTRODUCTION
X
2 - Charles’ Law
1. What are the constant variables ?
2. What are the changing variables ?
3. What is the relationship between
the changing variables?
Taken from http://crsic.umbb.dz/gaslaws.ppt
Answer to Qu. 1: Pressure and mass.
Answers to Qu 2: Temperature & Volume
Answer to Qu. 3: Volume is directly
proportional to the absolute temperature.CHECK
14. OBJECTIVES
BOYLE’S
LAW
CHARLES’
LAW
PRESSURE
LAW
COMBINED
GAS LAW
QUIZINTRODUCTION
X
2 - Charles’ Law (cont.)
What is Charles’ Law?
Charles’ Law states that the volume of a constant mass of gas is directly
proportional to the absolute temperature if the pressure remains constant.
2
2
1
1
T
V
T
V
=
constant
T
V
=TV∝
This is used in the form:
volume
(m3
)
temperature
(K)
When using this equation you must use temperature as kelvin (K).
15. OBJECTIVES
BOYLE’S
LAW
CHARLES’
LAW
PRESSURE
LAW
COMBINED
GAS LAW
QUIZINTRODUCTION
X
2 - Charles’ Law (cont.)
Graphs of Charles’ Law
o
V
T / C
-273
When the graph is extended back ( the dotted line) until the volume
reaches zero, it crosses the axis at -273°C.
If the graph is volume against temperature in kelvin, the graph will show
volume to be directly proportional to temperature as shown below.
V
T / K
0
NOT directly
proportional
directly proportional
16. OBJECTIVES
BOYLE’S
LAW
CHARLES’
LAW
PRESSURE
LAW
COMBINED
GAS LAW
QUIZINTRODUCTION
X
2 - Charles’ Law (cont.)
Example 2.1
60 cm3
of a gas is at 27 °C. Calculate the volume of this gas at 10 °C, if the
pressure is unchanged.
3
1V 60 cm=
C27T1 °=
?V2 =
2
2
1
1
T
V
T
V
=
27327 +=
K300=
C10T2 °=
27310 +=
K283=
260 V
300 283
=
2300 V 283 60× = ×
2
16,980
V
300
=
3
2V 56.6 cm=
What would the volume
be if you did not
convert to Kelvin?
22.2cm3
WRONG
SHOW ME.
18. OBJECTIVES
BOYLE’S
LAW
CHARLES’
LAW
PRESSURE
LAW
COMBINED
GAS LAW
QUIZINTRODUCTION
X
3 - Pressure Law (cont.)
What is Pressure Law?
Pressure Law states that the pressure of a constant mass of gas is directly
proportional to the absolute temperature if the volume remains constant.
2
2
1
1
T
P
T
P
=
constant
T
P
=TP ∝
This is used in the form:
pressure
(Pa – Pascal)
temperature
(K)
When using this equation you must use temperature as kelvin
(K).
19. OBJECTIVES
BOYLE’S
LAW
CHARLES’
LAW
PRESSURE
LAW
COMBINED
GAS LAW
QUIZINTRODUCTION
X
3 - Pressure Law (cont.)
Graphs of Pressure Law
The straight line graph does
not pass through the origin.
p
T / oC
-273
If the graph is extended back until the pressure reaches zero, it will cross the axis
at -273°C. This is known as absolute zero.
If the pressure against temperature in kelvin graph is drawn, the graph will show
pressure being directly proportional to temperature.
p
T / K0
NOT directly
proportional
directly
proportional
20. OBJECTIVES
BOYLE’S
LAW
CHARLES’
LAW
PRESSURE
LAW
COMBINED
GAS LAW
QUIZINTRODUCTION
X
3 - Pressure Law (cont.)
Example 3.1
A quantity of gas has a pressure of 2.5x104
Pa at a temperature of 20 °C.
Calculate the new pressure when the temperature reaches 37 °C assuming the
volume remains constant. To see solution, click
4
1P 2.5 10 Pa= ×
C20T1 °=
?P2 =
2
2
1
1
T
P
T
P
=
27320 +=
K293=
C37T2 °=
27337 +=
K310=
4
22.5 10 P
293 310
×
=
( )4
2293 P 310 2.5 10× = × ×
5
2
77.5 10
P
293
×
=
4
2P 2.65 10 Pa= ×
SHOW ME.
21. OBJECTIVES
BOYLE’S
LAW
CHARLES’
LAW
PRESSURE
LAW
COMBINED
GAS LAW
QUIZINTRODUCTION
X
4 - Combined Gas Law
What is the Combined Gas Law?
Combined Gas Law states that the ratio of the product of pressure and volume to
the absolute temperature, is a constant.
constant
T
VP
=
×
2
22
1
11
T
VP
T
VP
=pressure
(Pa)
When using this equation you must use temperature as kelvin (K).
This equation is used in the form:
temperature
(K)
volume
(m3
)
23. OBJECTIVES
BOYLE’S
LAW
CHARLES’
LAW
PRESSURE
LAW
COMBINED
GAS LAW
QUIZINTRODUCTION
X
4 - Combined Gas Law (cont.)
Example 4.1 A sample of nitrogen gas has a volume of 0.180 L, at a pressure of
0.800 atm and a temperature of 29°C. What is the new temperature(°C) of the
gas at a volume of 90.0 mL and a pressure of 3.20 atm?
Solution
P1 = 0.800 atm V1 = 180 mL T1 = 302 K
P2 = 3.20 atm V2= 90 mL T2 = ??
2
22
1
11
T
VP
T
VP
=
2
0.8atm 180 3.2atm 90
302K T
ml ml× ×
=
2
288
0.477
T
= 2
288
T 603.8 604
0.477
= = ≈
0
2T 604 273 331 C= − =
31. OBJECTIVES
BOYLE’S
LAW
CHARLES’
LAW
PRESSURE
LAW
COMBINED
GAS LAW
QUIZINTRODUCTION
X
Quiz: Question 4
Calcium Carbonate usually decomposes at 1200 0
C to form carbon
dioxide and calcium oxide. 45 liters of carbon dioxide are collected
at 1200 0
C. If it is allowed to cool, what will be the volume of this gas
at 25 0
C, assuming the pressure remains constant?
31
A. 2160ml
D. 67ml
C. 0.93ml
B. 9.1ml
FEEDBACKFEEDBACK
32. OBJECTIVES
BOYLE’S
LAW
CHARLES’
LAW
PRESSURE
LAW
COMBINED
GAS LAW
QUIZINTRODUCTION
X
Quiz: Feedback to Question 4
Calcium Carbonate usually decomposes at 1200 0
C to form carbon
dioxide and calcium oxide. 45 liters of carbon dioxide are collected
at 1200 0
C. If it is allowed to cool, what will be the volume of this gas
at 25 0
C, assuming the pressure remains constant?
32NEXT QUESTIONNEXT QUESTION
1 2
1 2
2
2
V
45
1473 298
13410
9.1
1473
V
T T
L V
K K
LK
V L
K
=
=
= =
35. OBJECTIVES
BOYLE’S
LAW
CHARLES’
LAW
PRESSURE
LAW
COMBINED
GAS LAW
QUIZINTRODUCTION
X
QUIZ: Question 6
In your notebook, do the following questions. Click CHECK for answers.
a.A balloon contains 30.0 L of He gas at 103kPa. What is the volume of He when
the balloon rises to an altitude where the pressure is only 25.0kPa, assuming the
temperature remains constant?
b.A balloon inflated in a room at 24.0˚C has a volume of 4.00 L. The balloon is
heated to a temperature of 58.0˚C. What is the new volume, assuming the
pressure remains constant?
c.A sample of N2(g) is at STP. What will the pressure (in atm) be if the temp is
increased to 373K at constant volume?
d.The volume of a gas-filled balloon is 30.0L at 98.0˚C and 1147 mmHg. What
would the volume be at STP?
END OF QUIZEND OF QUIZ
Answers: a) 156 L b) 4.46 L c) 1.37 atm d) 33.3 LCHECK
37. OBJECTIVES
BOYLE’S
LAW
CHARLES’
LAW
PRESSURE
LAW
COMBINED
GAS LAW
QUIZINTRODUCTION
X
References
Charles Law PowerPoint - Temperature & Volume Relationship. Retrieved from
http://www.chalkbored.com/lessons/chemistry-11/charles-law.ppt on Friday,
July27,2012.
Gases Retrieved from
http://www.chemistrygeek.com/chemistrypowerpoint/Student%20Ch
%2013%20Gases.ppt on Friday ,July27,2012.
Gas Laws Retrieved from http://www.google.com.jm/url?sa=t&rct=j&q=real
%20life%20application%20of%20combined%20gas%20law%20in
%20doc.&source=web&cd=20&ved=0CGoQFjAJOAo&url=http://staffweb.psdscho
ols.org/rjensen/powerpoints/gas_laws_pp_lauren1.ppt&ei=eCIbUP3SDuXk0QGSIC
QCg&usg=AFQjCNEoohP4BrJbAQwPReV6EpNnbLxSwg&sig2=338kld6X3LP5vS6rJJZ
nyA on Friday, July27, 2012.