ScenarioScenario

The interior of the tank car was washed out & cleaned with steam. Then all the outlet valves were shut and the tank car was sealed. All the workers went home for the evening and when they returned, this is what they found.

The interior of the tank car was washed out & cleaned with steam. Then all the outlet valves were shut and the tank car was sealed. All the workers went home for the evening and when they returned, this is what they found.

ScenarioScenario

Driving QuestionDriving Question

What was happening inside the tanker or outside the tanker than made it crush?

Individual BrainstormWHY did the tanker crush?

HOW did the tanker crush?

Think about “before”, “during” and “after”, and draw a diagram using my cutouts.

What was happening inside the tanker or outside the tanker than made it crush?

Individual BrainstormWHY did the tanker crush?

HOW did the tanker crush?

Think about “before”, “during” and “after”, and draw a diagram using my cutouts.

Group PosterGroup Poster

With your group share your ideas about how/why the tanker imploded.

Come up with a group model of what happened to the tanker.

Make sure to include drawings of the molecules to show what was happening inside or outside of the tanker.

Recorder 1 – Draws the picture of tanker and groups ideas about why it’s imploding

Recorder 2 – Uses words to explain groups ideas and reports group’s ideas to the class.

With your group share your ideas about how/why the tanker imploded.

Come up with a group model of what happened to the tanker.

Make sure to include drawings of the molecules to show what was happening inside or outside of the tanker.

Recorder 1 – Draws the picture of tanker and groups ideas about why it’s imploding

Recorder 2 – Uses words to explain groups ideas and reports group’s ideas to the class.

Pop-Can ActivityPop-Can Activity

1. Fill the plastic container up with ice water so the soda can will be submerged at least half way up the can.

2. Fill the dry soda can up with 15mL of water.3. Using the tongs, place the soda can on the hot

plate then turn the hot plate on. 4. Wait until the water inside starts boiling (you will

see steam, and hear bubbling).5. Let the water boil for a minute.6. Using the tongs, CAREFULLY pick up the soda can

and place it in the ice water.Make sure the opening of the can has been placed in the ice water ‘head first’

7. Turn off the hot plate.

1. Fill the plastic container up with ice water so the soda can will be submerged at least half way up the can.

2. Fill the dry soda can up with 15mL of water.3. Using the tongs, place the soda can on the hot

plate then turn the hot plate on. 4. Wait until the water inside starts boiling (you will

see steam, and hear bubbling).5. Let the water boil for a minute.6. Using the tongs, CAREFULLY pick up the soda can

and place it in the ice water.Make sure the opening of the can has been placed in the ice water ‘head first’

7. Turn off the hot plate.

BellringerBellringer

How is the pop can similar to the crushing tanker? How are they different?

How is the pop can similar to the crushing tanker? How are they different?

Re-cap from YesterdayRe-cap from Yesterday

Look at each poster.

Revisit the Group Thought Posters: Is there anything we should change or add to our initial thought.

Look at each poster.

Revisit the Group Thought Posters: Is there anything we should change or add to our initial thought.

What might affect how much the can crushes?What might affect how much the can crushes?

I think _________________ will cause the can to ______________.

Experiment 1 - Amount of water inside the can:

Experiment 2 - Temperature of the cold water bath:Experiment 3 – Amount of time boiling on the hot plate:

Experiment 4 – Amount of seal on the can:

Experiment 5 – Orientation of flipping (face up vs. face down):

Experiment 6 – Amount of time to transfer to cold water:

Experiment 7 – Cold water in can, hot water to dunk:

Experiment 8: - Size of can:

I think _________________ will cause the can to ______________.

Experiment 1 - Amount of water inside the can:

Experiment 2 - Temperature of the cold water bath:Experiment 3 – Amount of time boiling on the hot plate:

Experiment 4 – Amount of seal on the can:

Experiment 5 – Orientation of flipping (face up vs. face down):

Experiment 6 – Amount of time to transfer to cold water:

Experiment 7 – Cold water in can, hot water to dunk:

Experiment 8: - Size of can:

Common representationCommon representation

Keep these in mind:

Air molecules vs. water molecules

Pressure inside can vs. pressure outside can

Temperature changes- speed of molecular

Temperature changes- phase of matter (liquid or gas)

Keep these in mind:

Air molecules vs. water molecules

Pressure inside can vs. pressure outside can

Temperature changes- speed of molecular

Temperature changes- phase of matter (liquid or gas)

Explain ResultsExplain Results

In your explanation of your experimental results make sure to include:Movement of molecules (speed)

Phase of matter (when is the water a gas, when it is it becoming liquid?)

What is causing pressure inside can?

How is the pressure outside can different from inside?

In your explanation of your experimental results make sure to include:Movement of molecules (speed)

Phase of matter (when is the water a gas, when it is it becoming liquid?)

What is causing pressure inside can?

How is the pressure outside can different from inside?

Explain ResultsExplain Results

Use your phones to record your results to share them with your classmates. Use white boards to document the variable you are

testing.

Make sure to hold the phone to video tape in “Landscape”.

You will then create a poster documenting your results to share with your video to the class

Use your phones to record your results to share them with your classmates. Use white boards to document the variable you are

testing.

Make sure to hold the phone to video tape in “Landscape”.

You will then create a poster documenting your results to share with your video to the class

Explain ResultsExplain Results

Poster (30 pts) Hypothesis

Data and/or description of your results

Drawings of the can

Connection to the tanker scenario

Use of video

Use of class time

Poster (30 pts) Hypothesis

Data and/or description of your results

Drawings of the can

Connection to the tanker scenario

Use of video

Use of class time

TimelineTimeline

Friday – conduct experiment and video record results

Monday – create poster (or other presentation material) and finalize video

Tuesday – present findings to class

Friday – conduct experiment and video record results

Monday – create poster (or other presentation material) and finalize video

Tuesday – present findings to class

Category 5 Category 5

Hypothesis

Poster includes hypothesis

written in the correct format and readable

Connection to Tanker

Poster includes extensive

information on how the results

of the experiments relates to the

tanker crushing

Data

Poster includes data table and

appropriate graph to

represent data

Use of Video

Students use video to enhance

presentation of results

Drawings

Poster includes drawings of all 3 steps and cans with molecules

correctly represented

Use of Class Time

Class time is used wisely for the creation of presentation

materials

Poster InformationPoster Information

Use time wisely…assign jobs1 – create drawings

2 – record information on poster

3 – create graphs and tables on the computer/finalize video

Use time wisely…assign jobs1 – create drawings

2 – record information on poster

3 – create graphs and tables on the computer/finalize video

Bell Ringer – 5 sentencesBell Ringer – 5 sentences

Think back to your experiment with the cans. State your results as a rule. How did changing the manipulated variable affect the amount of crushing? Explain.

When ________________________the can crushed more because __________________.

Think back to your experiment with the cans. State your results as a rule. How did changing the manipulated variable affect the amount of crushing? Explain.

When ________________________the can crushed more because __________________.

Gas LawsGas Laws

New Section in Table of ContentsNew Section in Table of Contents

Common representationCommon representation

Pressure

Should pressure be thought of as a push or a pulling force?

If pressure is a pushing force- is it correct to say…..”the air was sucked out of the can”.

Pressure:  Pressure is a measure of the force (pushing force) applied over a unit area. Pressure often is expressed in units of pascals or pounds per square inch (psi).

Pressure

Should pressure be thought of as a push or a pulling force?

If pressure is a pushing force- is it correct to say…..”the air was sucked out of the can”.

Pressure:  Pressure is a measure of the force (pushing force) applied over a unit area. Pressure often is expressed in units of pascals or pounds per square inch (psi).

Common representationCommon representation

Temperature Remember that heat and temperature are

not the same thing, but they are proportional.

Temperature- average kinetic movement of molecules.

Real time- microscopic visual

Temperature Remember that heat and temperature are

not the same thing, but they are proportional.

Temperature- average kinetic movement of molecules.

Real time- microscopic visual

Key Concept 1: Boyle’s law states that if temperature is held constant, the volume of a fixed amount of gas varies inversely with the pressure

Example: Marshmallow vs. marble

Boyle’s Law and Diving

Boyle’s LawBoyle’s Law

Boyle’s LawBoyle’s Law

Charles’s LawCharles’s Law

Key Concept 2: Charles’s law states that as pressure is held constant, the volume of a given amount of gas is directly proportional to its kelvin temperature.

Example: Balloon in flask

Example: Balloon in ice water

Charles Law Demo

Key Concept 2: Charles’s law states that as pressure is held constant, the volume of a given amount of gas is directly proportional to its kelvin temperature.

Example: Balloon in flask

Example: Balloon in ice water

Charles Law Demo

Charles’s LawCharles’s Law

Gay-Lussac’s LawGay-Lussac’s Law

Key Concept 3: Gay-Lussac’s law states that if volume is held constant, the pressure of a fixed amount of gas varies directly with the kelvin temperature.

Egg in a Flask Demo

Gay-Lussac’s Demo

Key Concept 3: Gay-Lussac’s law states that if volume is held constant, the pressure of a fixed amount of gas varies directly with the kelvin temperature.

Egg in a Flask Demo

Gay-Lussac’s Demo

Gay-Lussac’s LawGay-Lussac’s Law

Combined Gas LawsCombined Gas Laws

Combined Gas LawCombined Gas Law

Key Concept 4: The combined gas law states the relationship among pressure, temperature, and volume of a fixed amount of gas.

Key Concept 4: The combined gas law states the relationship among pressure, temperature, and volume of a fixed amount of gas.

It doesn’t matter the units, as long as they are the same

on both sides!!

It doesn’t matter the units, as long as they are the same

on both sides!!

Unit ReviewUnit Review

A common theme in chemistry is the importance of units. Units are useful for measuring values, and although the units we use may change, the values of what they measure remain constant.

The gas laws deal mainly with the units of Temperature, Pressure, and Volume.

Make a 2-T chart in your notebook, a column each for pressure, temperature, and volume label it Key Concept 5.

A common theme in chemistry is the importance of units. Units are useful for measuring values, and although the units we use may change, the values of what they measure remain constant.

The gas laws deal mainly with the units of Temperature, Pressure, and Volume.

Make a 2-T chart in your notebook, a column each for pressure, temperature, and volume label it Key Concept 5.

Gas LawsGas Laws

The following are all units that we are going to be using over the next week. For each variable, add it to the correct column in your chart.

It is YOUR responsibility to recognize these units.

The following are all units that we are going to be using over the next week. For each variable, add it to the correct column in your chart.

It is YOUR responsibility to recognize these units.

Key Concept 6: To use the combined gas law correctly you must convert degrees Celsius to Kelvin.

Practice Makes PerfectPractice Makes Perfect

You can use the following table to keep track of everything given in the problem to then identify what you are solving for:

You can use the following table to keep track of everything given in the problem to then identify what you are solving for:

Given (with Units) Find Solution (check units)

Practice Makes PerfectPractice Makes Perfect

Key Concept 7: If I initially have a gas at a pressure of 12 atm, a volume of 23 liters, and a temperature of 200 K, and then I raise the pressure to 14 atm and increase the temperature to 300 K, what is the new volume of the gas?

Key Concept 7: If I initially have a gas at a pressure of 12 atm, a volume of 23 liters, and a temperature of 200 K, and then I raise the pressure to 14 atm and increase the temperature to 300 K, what is the new volume of the gas?

Practice Makes PerfectPractice Makes Perfect

Key Concept 8: The temperature inside my refrigerator is about 40 Celsius. If I place a balloon in my fridge that initially has a temperature of 220 C and a volume of 0.5 liters, what will be the volume of the balloon when it is fully cooled by my refrigerator?

Key Concept 8: The temperature inside my refrigerator is about 40 Celsius. If I place a balloon in my fridge that initially has a temperature of 220 C and a volume of 0.5 liters, what will be the volume of the balloon when it is fully cooled by my refrigerator?

Practice Makes PerfectPractice Makes Perfect

Key Concept 9: Synthetic diamonds can be manufactured at pressures of 6.00 x 104 atm. If we took 2.00 liters of gas at 1.00 atm and compressed it to a pressure of 6.00 x 104 atm, what would the volume of that gas be?

Key Concept 9: Synthetic diamonds can be manufactured at pressures of 6.00 x 104 atm. If we took 2.00 liters of gas at 1.00 atm and compressed it to a pressure of 6.00 x 104 atm, what would the volume of that gas be?

Practice Makes PerfectPractice Makes Perfect

Key Concept 10: A container of gas is initially at 0.500 atm, 25 ˚C, and 2L. What will the pressure be if the volume increase to 3 L and has a temperature of 125 ˚C? 

Key Concept 10: A container of gas is initially at 0.500 atm, 25 ˚C, and 2L. What will the pressure be if the volume increase to 3 L and has a temperature of 125 ˚C? 

ScenarioScenario

WHY did the tanker crush?

HOW did the tanker crush?

Model what your final thoughts are “before”, “during” and “after”, and draw a diagram using my cutouts.

Final model is worth 10 pts

WHY did the tanker crush?

HOW did the tanker crush?

Model what your final thoughts are “before”, “during” and “after”, and draw a diagram using my cutouts.

Final model is worth 10 pts

BRNBRN

A gas at 110atm and 30°C fills a flexible container with an initial volume of 2.00L. If the temperature is raised to 80°C and the pressure increases to 440atm, what is the new volume?

A gas at 110atm and 30°C fills a flexible container with an initial volume of 2.00L. If the temperature is raised to 80°C and the pressure increases to 440atm, what is the new volume?

Avogadro’s PrincipleAvogadro’s Principle

Key Concept 11: Avogadro’s principle states that equal volumes of gases at the same temperature and pressure contain equal numbers of particles.

Key Concept 11: Avogadro’s principle states that equal volumes of gases at the same temperature and pressure contain equal numbers of particles.

Stoichiometry and Volume-Volume ProblemsStoichiometry and Volume-Volume Problems

Coefficients in a balanced equation represent volume ratios for gases

Coefficients in a balanced equation represent volume ratios for gases

Avogadro’s PrincipleAvogadro’s Principle

Key Concept 12: The molar volume of a gas is the volume 1 mol occupies at 0.00°C and 1.00 atm of pressure.

Key Concept 13: 0.00°C and 1.00 atm are called standard temperature and pressure (STP).

Key Concept 14: At STP, 1 mol of gas occupies 22.4 L.

Key Concept 12: The molar volume of a gas is the volume 1 mol occupies at 0.00°C and 1.00 atm of pressure.

Key Concept 13: 0.00°C and 1.00 atm are called standard temperature and pressure (STP).

Key Concept 14: At STP, 1 mol of gas occupies 22.4 L.

PracticePractice

Key Concept 15: How many moles are in 15 liters of Oxygen gas at STP?

Key Concept 15: How many moles are in 15 liters of Oxygen gas at STP?

PracticePractice

Key Concept 16: What volume will 2.5 moles of Carbon Dioxide gas take up at STP?

Key Concept 16: What volume will 2.5 moles of Carbon Dioxide gas take up at STP?

Stoichiometry of GasesStoichiometry of Gases

The gas laws can be applied to calculate the stoichiometry of reactions in which gases are reactants or products.

2H2(g) + O2(g) → 2H2O(g)

2 mol H2 reacts with 1 mol O2 to produce 2 mol water vapor.

The gas laws can be applied to calculate the stoichiometry of reactions in which gases are reactants or products.

2H2(g) + O2(g) → 2H2O(g)

2 mol H2 reacts with 1 mol O2 to produce 2 mol water vapor.

Stoichiometry of GasesStoichiometry of Gases

Key Concept 17: How many liters of water vapor are produced when 3.5 liter of oxygen and excess hydrogen gas react?

2H2(g) + O2(g) → 2H2O(g)

Key Concept 17: How many liters of water vapor are produced when 3.5 liter of oxygen and excess hydrogen gas react?

2H2(g) + O2(g) → 2H2O(g)

Stoichiometry of GasesStoichiometry of Gases

How many grams of water are produced if 4.5L of hydrogen reacts with excess oxygen?

2H2(g) + O2(g) → 2H2O(g)

How many grams of water are produced if 4.5L of hydrogen reacts with excess oxygen?

2H2(g) + O2(g) → 2H2O(g)

Partial PressuresPartial Pressures

KC 18: Dalton’s Law – The total pressure is the sum of partial pressures

PTotal = P1 + P2 + P3 + …

KC 18: Dalton’s Law – The total pressure is the sum of partial pressures

PTotal = P1 + P2 + P3 + …

Partial PressuresPartial Pressures

KC 19: The total pressure of a mixture of gases is 12.4atm. The mixture consists of N2 (3.2atm), O2 (5.3atm), and H2. What is the partial pressure of H2 in the mixture?

KC 19: The total pressure of a mixture of gases is 12.4atm. The mixture consists of N2 (3.2atm), O2 (5.3atm), and H2. What is the partial pressure of H2 in the mixture?

Graham's Law of EffusionGraham's Law of Effusion

The rate of effusion of a gas is inversely proportional to the square root of the mass of its particles.

Gas molecules with a larger mass will take longer to travel through an opening

The rate of effusion of a gas is inversely proportional to the square root of the mass of its particles.

Gas molecules with a larger mass will take longer to travel through an opening

DiffusionDiffusion

PracticePractice

When calcium carbonate is heated strongly, carbon dioxide gas is released according to the following equation:

CaCO3(s)→CaO(s)+ CO2(g)

What volume of CO2(g), measured at STP, is produced if 15.2 grams of CaCO3(s) is heated?

When calcium carbonate is heated strongly, carbon dioxide gas is released according to the following equation:

CaCO3(s)→CaO(s)+ CO2(g)

What volume of CO2(g), measured at STP, is produced if 15.2 grams of CaCO3(s) is heated?

PracticePractice

Potassium permanganate is produced commercially by the this reaction:

K2MnO4(aq)+ Cl2(g) →KMnO4(s)+ KCl(aq)

What volume of chlorine gas at STP would be required to produce 10.0 grams of KMnO4?

Potassium permanganate is produced commercially by the this reaction:

K2MnO4(aq)+ Cl2(g) →KMnO4(s)+ KCl(aq)

What volume of chlorine gas at STP would be required to produce 10.0 grams of KMnO4?

PracticePractice

The synthesis of sodium chloride occurs according to the reaction:

Na(s)+ Cl2(g)→NaCl(s)

How many grams of NaCl can be produced if 3.4g of Na reacts with 5.7L of chlorine gas?

The synthesis of sodium chloride occurs according to the reaction:

Na(s)+ Cl2(g)→NaCl(s)

How many grams of NaCl can be produced if 3.4g of Na reacts with 5.7L of chlorine gas?

ClosureClosure

Here’s how – how are gas laws used in stoichiometry calculations?

Here’s how – how are gas laws used in stoichiometry calculations?

BRNBRN

Imagine blowing into a balloon. What are you increasing in the balloon? What else is changing as a result?

Remember:

Where can we plug moles into the combined gas law?

Imagine blowing into a balloon. What are you increasing in the balloon? What else is changing as a result?

Remember:

Where can we plug moles into the combined gas law?

Gas LawsGas Laws

Key Concept 20: Moles of a gas can be combined into the following equation:

In the equation, moles of gas is represented by the letter “n”.

Key Concept 20: Moles of a gas can be combined into the following equation:

In the equation, moles of gas is represented by the letter “n”.

Gas LawsGas Laws

Since PV/nT is always equal to PV/nT (doesn’t change), we can say that it is equal to a constant.

Chemists have assigned the “gas constant” the letter R, and we show that as follows:

If we rearrange the equation we identify that Key Concept 21: the Ideal Gas Law is PV=nRT

Let’s figure out for ourselves what the ideal gas constant “R” is.

Since PV/nT is always equal to PV/nT (doesn’t change), we can say that it is equal to a constant.

Chemists have assigned the “gas constant” the letter R, and we show that as follows:

If we rearrange the equation we identify that Key Concept 21: the Ideal Gas Law is PV=nRT

Let’s figure out for ourselves what the ideal gas constant “R” is.

Gas LawsGas Laws

Key Concept 22: Solving for ideal gas constant: 1.0 mol of gas at 0˚C is contained in a 22.4 L bottle at 1.0 atm. What is the gas constant R?

Key Concept 22: Solving for ideal gas constant: 1.0 mol of gas at 0˚C is contained in a 22.4 L bottle at 1.0 atm. What is the gas constant R?

Gas LawGas Law

Key Concept 23: What is the pressure of a gas inside a 55L container holding 3.0 mol of gas at 22˚C?

Key Concept 23: What is the pressure of a gas inside a 55L container holding 3.0 mol of gas at 22˚C?

Gas LawsGas Laws

Well, this law is called the “Ideal” gas law, when are gases not “Ideal”?

Well, this law is called the “Ideal” gas law, when are gases not “Ideal”?

A gas that is behaving like an ideal gas is probably at a _______ temperature and a ______pressure.

A gas that is not behaving like an ideal gas is probably at a _______ temperature and a ______pressure.

HINT: Why do gases not act like ideal gas at extreme temperature and pressure (extreme might be high or low)?

A gas that is behaving like an ideal gas is probably at a _______ temperature and a ______pressure.

A gas that is not behaving like an ideal gas is probably at a _______ temperature and a ______pressure.

HINT: Why do gases not act like ideal gas at extreme temperature and pressure (extreme might be high or low)?

Kinetic Molecular TheoryKinetic Molecular Theory

For an ideal gas…

The kinetic energy is directly proportional to its absolute temperature

If several gasses are present in a sample at a given temperature, all the gases will have the same average kinetic energy

The volume of an ideal gas particle is insignificant when compared with the volume in which the gas is contained

No forces of attraction

Gas molecules are in constant motion

For an ideal gas…

The kinetic energy is directly proportional to its absolute temperature

If several gasses are present in a sample at a given temperature, all the gases will have the same average kinetic energy

The volume of an ideal gas particle is insignificant when compared with the volume in which the gas is contained

No forces of attraction

Gas molecules are in constant motion

KC 24: Real vs. Ideal GasesKC 24: Real vs. Ideal Gases

Real gases deviate most from ideal gases at high pressures and low temperatures.

Polar molecules have larger attractive forces between particles.

Polar gases do not behave as ideal gases.

Large nonpolar gas particles occupy more space and deviate more from ideal gases.

Real gases deviate most from ideal gases at high pressures and low temperatures.

Polar molecules have larger attractive forces between particles.

Polar gases do not behave as ideal gases.

Large nonpolar gas particles occupy more space and deviate more from ideal gases.

LET’S PRACTICE

LET’S PRACTICE

Gas LawsGas Laws

As a bunny dances with a porcupine, 12.3 L of nonsense is written on a slide having something to do with 4 atm. When Tanner and Kyle accidentally get attacked by the porcupine because they all are trying to ask the bunny to prom. The bunny ran away feeling scared to 6 atm. Now the boys aren’t sure what they are solving for.

As a bunny dances with a porcupine, 12.3 L of nonsense is written on a slide having something to do with 4 atm. When Tanner and Kyle accidentally get attacked by the porcupine because they all are trying to ask the bunny to prom. The bunny ran away feeling scared to 6 atm. Now the boys aren’t sure what they are solving for.

Gas LawsGas Laws

Figuring out which equation to use is the hard part!

Use this table to help organize all of the information in the problem:

Figuring out which equation to use is the hard part!

Use this table to help organize all of the information in the problem:

Given (with Units) Find Solution (check units)

Gas lawsGas laws

A gas has a volume 12.3L and a pressure of 4 atm. If the pressure increases to 6 atm, what is the final volume.

A gas has a volume 12.3L and a pressure of 4 atm. If the pressure increases to 6 atm, what is the final volume.

Given (with Units) Find Solution (check units)

Gas LawsGas Laws KC 25: A gas has a volume of 1.23L at a

temperature of 23.4°C and a pressure of 0.4atm. How many moles of this gas are present?

KC 25: A gas has a volume of 1.23L at a temperature of 23.4°C and a pressure of 0.4atm. How many moles of this gas are present?

Given (with Units) Find Solution (check units)

ScenarioScenario

The interior of the tank car was washed out & cleaned with steam. Then all the outlet valves were shut and the tank car was sealed. All the workers went home for the evening and when they returned, this is what they found.

The interior of the tank car was washed out & cleaned with steam. Then all the outlet valves were shut and the tank car was sealed. All the workers went home for the evening and when they returned, this is what they found.