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[a packet about our human impact on the world and the chemistry behind it]

This packet belongs to: _______________________________

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Our Human Impact on the Earth

There are countless numbers of humans (approximately 8 billion) living on this planet right now. Despite our differences,

one thing that unites us all is that we depend on the Earth in order to live. Not only do humans live using the resources

we get from the Earth, but other livings do as well. Unfortunately, the planet we live in is in critical condition. As

humans, we’ve been destroying our environment by pumping “poisons” or chemicals into the water, land and air since

the Industrial Revolution1. We are constantly consuming natural resources to meet our needs and wants, and we’re also

polluting our environment to make the products that we want in our lives. By 2050, the population is projected to rise to

10 billion2 – but we’ll still be living on the same planet Earth. Are we going to have enough resources for everyone or

will we run out? Will our Earth still be livable or are we destroying our planet so much that we’ve reached the point of

no return?

What Can We Do?

The good news is that we can make a positive impact on our environment. Hopefully it’s not too late. There are many

things we can do individually to make a difference – we can change the types of food and products we consume, save

energy and limit our carbon dioxide emissions. Another way that humans can make a positive impact on the Earth is by

raising awareness of issues such as the environment.

Description of project:

There are many global issues taking place in our world today such as global warming, resource exploitation, labor

practices, inequality, etc. You have learned about these in both humanities and math/chemistry. The goal of this project

is for our team to raise awareness about these issues.

Essential Questions:

What is our impact as humans on the Earth? How can we use chemistry to study how the environment works and how humans are impact the Earth? How does chemistry help and hurt us as humans? Topics to Be Covered:

What are elements and compounds?

What are chemical reactions and what evidence tells us a chemical reaction has happened?

How is the earth supposed to function normally? How has climate change affected the earth?

What do our daily life decisions affect the environment? What can we do to positively impact the environment?

What are the properties of gases?

How do changes in volume, pressure and temperature affect gases?

How can graphs represent relationships between volume, pressure and temperature of gases?

How can gas properties be used to power objects?

How does climate change produce acid rain and what is the impact of acid rain on the environment?

How do we measure how acidic or basic a solution is?

1 http://www.nationalgeographic.com/eye/impact.html 2 http://en.wikipedia.org/wiki/World_population

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NOTES: Elements, Compounds & Mixtures

Here is a water molecule:

1.) What elements or atoms is this water molecule made of?

2.) Name 3 physical properties of oxygen.

3.) Name 3 physical properties of hydrogen.

*The periodic table only has 118 known elements. How is it that we have over 118 objects in this world?

Flashcard Activity

Word #1 Word #2 Meaning of the words together

***NOTE: When you chemically combine elements, you form _____________________________ that have properties

_______________________________________________.

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Element:

Ex:

Compound:

Ex:

Mixture:

2 types of mixtures:

Heterogeneous:

Homogeneous:

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Nuts, Bolts & Washers

During this activity, you will be classifying different samples

as “element,” “compound” or “mixture.” These substances

may look similar “on the outside,” but look different “on

the inside.”

Samples Element? Compound? Or

Mixture?

Why?

A

B

C

D

E

F

G

H

I

J

K

L

M

N

O

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7

8

9

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Homework

Questions from reading:

1.) What is an element?

2.) Name 3 familiar elements below and explain how they are used in every day life.

3.) What are chemical bonds?

4.) What are molecules?

5.) Draw 3 examples of molecules (found at the bottom of page 6).

6.) What is a compound?

7.) What is a chemical formula ?

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8.) What is the chemical formula for carbon dioxide?

9.) Fill in the blanks: When elements are chemically combined, they form _______________ having properties that are

_____________________________ from those of the uncombined elements.

10.) Explain how the properties of silver and sulfur are different from the properties of silver sulfide.

11.) Explain how the properties of carbon, hydrogen and oxygen are different from the properties of sugar (C12H22O11)

that combine all these elements together.

12.) What is a mixture and how are mixtures different than compounds?

13.) What is heterogeneous mixture? Also, give me an example.

14.) What is a homogeneous mixture? Also, give me an example.

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Breaking the Code

Use your knowledge of chemical formulas and element symbols to figure out how many of each atom are in these

mysterious compounds. You need to write each element that is present and the number of atoms in each element. Use

your periodic table to help you!

Example: H2O H = Hydrogen = 2 O = Oxygen = 1

1.) Example: H2O

H = Hydrogen = 2 O = Oxygen = 1

6. N2O3

2. Sn3P4

7. Hg2Br2

3. Hg2Cl2

8. NaNO3

4. KOH

9. C2H6

5. CuF2

10. NaCl

11. Fe2S3

12. C6H12O6

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Warmup: Prepping for Our Lab

Read/annotate the lab on p. 16 -17 and then answer the following questions:

1.) What is the goal or objective of this lab today?

2.) What materials are we mixing together in bag #1, bag #2 and bag #3?

Bag #1:

Bag #2:

Bag #3:

3.) For each bag, under the procedure there is a “Very Carefully.” What is this warning

about?

4.) After mixing the materials in each bag, what are you supposed to do? (second half of

step 6 and step 7)

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Notes: Introduction to Chemical Reactions

Journal: What is the difference between a physical and a chemical change?

Chemical Reactions:

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Evidence for Chemical Reactions

1.)

2.)

3.)

4.)

2 types:

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Evidence for Chemical Reactions Lab Adapted from http://www.middleschoolscience.com/bag.htm Objective: In this lab, you will be observing a couple of chemical reactions and finding ways to describe how you know chemical reactions have actually occurred. Materials:

sandwich size zip top bag (x3)

2 plastic spoons

2 tbsp calcium chloride (x3)

2 tbsp. baking soda (x3)

1 test tube of water (x3)

30 mL of phenolphthalein (x3)

Goggles, gloves, lab apron

Procedure Bag 1:

1. Place 1 spoonful of baking soda into the bag.

2. Add 30 mL of Phenolphthalein to the bag. 3. Massage the bag to mix the contents.

4. VERY CAREFULLY - lower the test tube containing 30 mL of water upright into the bag. Do not let any spill out.

5. One group member should hold the test tube by squeezing the test tube gently from the outside of the bag while another group member squeezes the excess air out and seals the bag.

6. Hold the test tube and bag up and slowly spill the water out of the test tube (while the bag is still sealed). Observe the reaction and record what you see and feel happening in the data section.

7. Pass the bag around and let all group members look at and feel the contents of the bag.

Procedure Bag 2:

1. Place 1 spoonful of calcium chloride into the bag.

2. Add 30 mL of Phenolphthalein to the bag. 3. Massage the bag to mix the contents.

4. VERY CAREFULLY - lower the test tube containing 30 mL of water upright into the bag. Do not let any spill out.

5. One group member should hold the test tube by squeezing the test tube gently from the outside of the bag while another group member squeezes the excess air out and seals the bag.

6. Hold the test tube and bag up and slowly spill the water out of the test tube (while the bag is still sealed). Observe the reaction and record what you see and feel happening in the data section.

7. Pass the bag around and let all group members look at and feel the contents of the bag.

Procedure Bag 3:

1. Place 1 spoonful of baking soda into the bag.

2. Place 1 spoonful of calcium chloride.

3. Add 30 mL of Phenolphthalein . 4. Massage the bag to mix the contents.

5. VERY CAREFULLY - lower the test tube containing 30 mL of water upright into the bag. Do not let any spill out.

6. One group member should hold the test tube by squeezing the test tube gently from the outside of the bag while another group member squeezes the excess air out and seals the bag.

7. Hold the test tube and bag up and slowly spill the water out of the test tube (while the bag is still sealed). Observe the reaction and record what you see and feel happening in the data section.

8. Pass the bag around and let all group members look at and feel the contents of the bag.

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*****AS PART OF YOUR HOMEWORK, PLEASE EMAIL ME YOUR DATA & OBSERVATIONS SECTION AND THE CONCLUSION SECTION.

Data & Observations

Fill out the following table for the chemical reaction that you saw happening in each bag.

What happened with the color?

Were foam/bubbles/gas produced?

Was there a temperature change? Did it get hotter or colder or stay the same?

Was this reaction endothermic, exothermic or neither?

Bag #1

Bag #2

Bag #3

Conclusion

Answer the following questions. Please be specific and answer each question completely!

1.) In terms of color change, how were the 3 bags similar? How were they different?

2.) In terms of foam/bubbles/gas being produced, how were the 3 bags similar? How were they different?

3.) In terms of temperature change, how were the 3 bags similar? How were they different?

4.) Did a chemical reaction happen in Bag #1? How can you tell? 5.) Did a chemical reaction happen in Bag #2? How can you tell? 6.) Did a chemical reaction happen in Bag #3? How can you tell? 7.) Without opening the bags, how can you tell if a gas was produced or not? 8.) The reaction in the 3rd bag was: 2NaHCO3 + CaCl2 -----------> CaCO3 + 2NaCl + H2O + CO2 baking soda + calcium chloride calcium carbonate A.) Using this chemical equation, summarize what materials we started off with in this reaction and what materials we ended up producing. Fill in the blanks for the following sentence: “We took baking soda (NaHCO3) and mixed it with calcium chloride. They reacted and formed calcium carbonate, ____________, ____________ and ____________.” ---> THERE IS MORE ON THE NEXT PAGE – FLIP OVER!

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B.) Using the chemical equation above, what gas was produced in Bag #3? 9.) Which reactions in this lab were exothermic? How do you know that they were exothermic? 10.) Which reactions in this lab were endothermic? How do you know that they were endothermic?

Other Homework Questions

1.) On a molecular level, what is a chemical change? What happens with the bonds?

2.) Explain what has to happen with the bonds of oxygen and magnesium to form magnesium oxide (look on p. 14)

3.) Name 4 observable changes that might happen when you have a chemical reaction.

4.) What is an endothermic reaction? What is an exothermic reaction?

Make sure you’ve emailed me the answers to your questions from the DATA AND

OBSERVATION, CONCLUSION AND OTHER HOMEWORK QUESTIONS SECTION!

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Notes: Chemical Equations

Journal: When you text, what are some abbreviations you use? What do these abbreviations mean? Chemical Equations are…. Formulas What do these formulas mean? How many atoms are in each compound? EX:

CaCO3 EX:

10 CO2 TRY THESE OUT:

Formulas How many molecules (units) are there?

Elements/# of atoms per element

1. ) N2

2.) BaCO3

3.) CH3COOH

4.) H2SO4

5.) (NO3)2

6.) (OH)3

7.) (SO4)3

8.) Fe2(CO3)3

9.) (NH4)3PO4

10.) 2 H2O

11.) 3 V2O5

12.) 3 B(OH)3

13.) 5 B2(SO4)3

14.) 2 Be(NO2)2

15.) 7 Cu(OH)2

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Structure of an Equation All chemical reactions follow the same structure. There are 2 main parts: 1. 2. The general structure is….

***NOTE: Dollar Bill Demonstration

2 C3H7OH + 6 O2 ------> 6 CO2 + 2 H2O

How many molecules (units) are there?

Elements/# of atoms per element

Reactants

Products

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Notes: Our Human Impact on the Environment

Journal: List at least 15 objects that you use every day below. What kind of resources do you think were needed to make these objects? Lecture

Some statistics about the world and our environment since Jan. 1, 20123….

The world’s population is reaching ____________ billion.

________, _________, _________ and ______________ are being produced at an increasing rate.

Many ___________ have been lost this year and land has become unusable because of

_____________________________.

Tons of ____________ have been emitted and released into the atmosphere.

Tons of _________________ have been released by industries into the air, land and water this year.

3 http://www.worldometers.info/

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Video: Human Footprint by National Geographic

We’re going to watch excerpts from the documentary Human Footprint by National Geographic. In this film, you follow a

boy and girl as they live their life and consume materials. Some areas in which we impact the world are…

1.)

2.)

3.)

4.)

Our consumption of materials impacts _______% of the land in the world.

Our current living isn’t _____________________. What this means is….

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Homework

1.) What are reactants? 2.) What are products? 3.) The following chemical reaction is photosynthesis, or the process by which plants make food (sugars). Fill out the table below based on this chemical reaction.

How many molecules (units) are there?

Elements/# of atoms per element

Reactants

Products

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4.) Fill out the following table based on the chemical formula.

Formulas How many molecules (units) are there?

Elements/# of atoms per element

1. ) C2H4O2

2.) Na2O

3.) Fe(NO3)2

4.) Be(NO2)2

5.) Ga2(SO3)3

6.) 2 NaNO3

7.) 4 Li2SO4

8.) 3 Pb(NO3)2

9.) 10 Al2(SO4)3

Put a Spotllight on Global Issues Reflection #1

Write a 1-page, typed, size 12 font, Times New Roman, double-spaced reflection on the following questions:

1.) What do you think your impact is on the Earth?

2.) Were you surprised by what you learned today in class? Why or why not?

3.) Has learning about the human impact on Earth inspired you to change your thinking? Or your lifestyle? Explain.

When you are done, email Caroline your reflection!!

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Warmup: Structure of the Atmosphere

Read and annotate the following excerpt and look at the following graphics. Then answer the questions that follow.

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1.) What is the layer of atmosphere closest to Earth called? ______________________

2.) What is the tropopause?

3.) What is the next layer above the troposphere called? ______________________

4.) What is the purpose of the ozone layer?

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http://www.kowoma.de/en/gps/additional/atmosphere.htm

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Most of the atmosphere’s mass and all of its weather are located within ________ to __________ km of Earth’s

surface. This portion of the atmosphere is called the ________________________.

The troposphere (air) is made of a _____________________

The troposphere is composed of which major substances and their percentages?

o ____________: _______%

o ____________: _______%

The troposphere is composed of which minor substances and their percentages?

o ____________: _______%

o ____________: _______%

The troposphere is also composed of what other trace substances?

o _________________

o _________________

o _________________

o _________________

o _________________

_________________________________________________ can actually change the concentrations of some of the

trace gases and add other substances to air. This may lead to ____________________________________________

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NOTES: Climate Change (Global Warming) Part 1 – Normal Earth

Today we will be discussing the “normal Earth.” We will explore what happens naturally every day to warm up the

surface of the Earth. We will also look at the carbon cycle and how carbon travels throughout the environment.

Earth’s Energy Balance (NORMAL EARTH)

The Greenhouse Effect [Chapter 3]:

Connections to Climate & Weather:

The Carbon Cycle:

What is the Carbon Cycle?

(http://www.youtube.com/watch?v=U3SZKJVKRxQ )

Where can we find all the carbon dioxide on earth? Some facts

about CO2.

__________% of Earth’s carbon dioxide is trapped in the ________________

__________% are trapped in

______________________________________

The rest of the CO2 is found in

____________________________________

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Some common chemical reactions that deal with carbon dioxide:

Photosynthesis

light 6 CO2 + 6 H2O C6H12O6 (glucose/sugar) + 6 O2

Respiration

C6H12O6 + 6 O2 6 CO2 + H2O

Burning Coal

C(s) + O2 (g) CO2 (g)

Burning Natural Gas

CH4 (g) + 2 O2 CO2 (g) + 2 H2O (g)

Burning Gasoline

2 C8H18 (g) + 25 O2(g) 16 CO2 (g) + 18 H2O (g)

What’s the problem then? [chapter 6]

Atmospheric levels of carbon dioxide have increased by ________ since __________ because of….

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Homework

[adapted from http://www.clean-air-kids.org.uk/globalwarming.html]

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Carbon Cycle

[adapted from http://www.ucar.edu/learn/1_4_2_15t.htm]

*In this article, follow the journey of one carbon atom through the carbon cycle.*

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QUESTIONS FROM READING

Greenhouse Effect and Global Warming

1.) Explain how the Earth is naturally warmed up by the Sun and the atmosphere. (Explain what the greenhouse effect

is).

2.) What has to happen with the atmosphere for the Earth’s temperature to remain constant?

3.) The greenhouse gases are very important. List some important greenhouse gases below and where they come from:

Name of Greenhouse Gas Where do they come from?

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From “What is the Carbon Cycle?”

1.) Why is carbon unique among the other elements? Why is it found in so many compounds on Earth?

2.) Name 3 places or examples where you can find carbon.

3.) What is the carbon cycle?

4.) Explain the journey of a “typical” carbon atom.

First, the “typical” carbon atom was part of a _________ molecule.

Next, it drifted into a ____________ where, through photosynthesis, it became part of a

_____________________ molecule.

This carbon atom became part of the plant’s ______________.

Then the fern ___________ and its remains sank to the ___________________.

Over thousands of years, more and more plant remains sank to the bottom of the swamp and the climate

changed and became drier and less tropical. As a result the sediment hardened and turned into

___________________ rock. With lots of pressure, this rock turned into _________________.

In the 1900s, this piece of coal was then __________________ by humans and the carbon atom

________________________ with oxygen to form ______________________ which traveled to the

_______________________________________.

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Warmup: Practice Reading Data From Graphs (CAHSEE Practice!)

Yesterday, you looked at some graphs to learn information about a subject. Today, we

are going to continue to practice reading and analyzing data from graphs.

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NOTES: Climate Change (Global Warming) Part 2 – An Earth Out of Whack

Journal: What did you see in the scene you just watched from A Day After Tomorrow? Do you think something like that

could really happen? Why or why not?

[Chapter 4] Global Warming is….

Spiraling effect [chapter 16]:

Problems as a result of global warming:

Increases in _______________________________ [chapter 11]

More ____________________________________ [ chapter 12]

Bye bye _________________________________[chapter 7]

More ______________________ & ________________________ [chapter 14]

Global warming affects the _______________________ [chapter 19]

A rise in _______________________ [chapter 21]

_____________________are victims of global warming too [chapter 16]

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Homework

PART 1

Put a Spotlight on Global Issues Reflection #2

Write a 1-page, typed, size 12 font, Times New Roman, double-spaced reflection on the following questions:

1.) How has the Earth’s carbon cycle been thrown out of whack through pollution and excess carbon dioxide emissions?

2.) What are some things that you learned today about global warming that surprised you? What didn’t surprise you?

3.) Do you agree with what the experts say ? – do you think global warming really affect our lives? Why or why not?

When you are done, email Caroline your reflection!!

PART 2

For our next class, we will be doing mini-Socratic Seminars to discuss various environmental issues. Please prepare by

reading and annotate the Socratic Seminar article you have been given. Then, type or write out your answers to the

following questions. Bring them with you to class to help you with the Socratic Seminar discussions.

1.) Explain what environmental problem your article is discussing.

2.) Write 5 things that you learned or found interesting about your article or environmental topic.

3.) What solutions does the author of your article give you for your topic?

4.) Write down 2 or more questions that you have about your article.

PART 3

You and your group will now present about your topic to the rest of the class. You will make a PowerPoint presentation.

It should include slides on:

Summary of your environmental issue

How your environmental issue is related to global warming/climate change

3 interesting facts you learned about your environmental issue

Possible solutions to help your environmental problem or issue

Be prepared to present to your classmates the next time we have class.

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Warmup: Reading Data From Graphs Part 2

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Notes: Introduction to Gases

Elephant Toothpaste Demo

Experiment from: http://www.sciencebob.com/experiments/toothpaste.php

1.) What happened during this demonstration?

2.) Here’s the chemical equation for the reaction:

2 H2O2(aq) → 2 H2O(l) + O2(g)

In this reaction, we used hydrogen peroxide (H2O2) and added dry yeast to it. Dry yeast is a catalyst or a substance that

helps a chemical reaction happen. In this case, the yeast causes the hydrogen peroxide to break down into two products.

What are these two products? ______________ and _______________

What do you notice the “g” next to the O2 stands for? ______________

3.) Based on this chemical reaction, why do you think elephant toothpaste was formed? What does this demo teach you

about gases?

Properties of Gases

1.) VOLUME

2.) TEMPERATURE

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3.) Gases can DIFFUSE

4.) Air has weight/mass

http://weather.about.com/od/lessonplanselementary/ht/air_has_mass.htm

5.) Air molecules create PRESSURE

Gas particles are constantly….

Pressure:

http://phet.colorado.edu/en/simulation/gas-properties

(drinking glass demo, floating water note card demo)

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Converting Temperatures:

Converting Between Celsius and Kelvin:

EX: 100 °C ---> convert to Kelvin

EX: 252 K ----> convert to Celsius

Practice:

a.) 0 °C = ______________ K

b.) – 273 °C = ___________K

c.) 73 °C = _____________K

d.) 592 K = ____________°C

e.) 312 K = ____________°C

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Converting Between Celsius and Fahrenheit:

EX: 55° F ----> °C

EX: If it was 33°C outside, what kind of activity would you rather be doing? Swimming, running or building a snowman?

Practice:

a.) 2°C = ________°F

What is the appropriate clothing to wear? Swim suit, t-shirt, light jacket or heavy coat?

b.) 32°F = _______°C

c.) 10°C= __________°F

d.) 95°F = ________°C

e.) What is 450 K in °F? ____________

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Homework- Temperature and Volume Conversions

Temperature Conversions

***NOTE: To convert between Fahrenheit and Celsius—use the formulas above

***Converting between Kelvin and Fahrenheit is a 2-step process. You have to convert from Kelvin to Celsius first.

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Homework – Converting Between Units of Volume

Use dimensional analysis (t-chart) to help you convert between these different units.

The other day, I visited a Pepsi plant. They had a big vat full of syrup for making Pepsi. The head technician said it took

2.0 mL of syrup to make one 12 ounce Pepsi, and that there was enough syrup in the vat to make 500 cases (24 cans

each) of Pepsi.

Write out conversion factors you see above:

Other conversion factors you might want to use: 1 gallon = 3.786 liters = 128 ounces

a.) How many cans make up enough syrup to fill a vat?

b) How many ounces (oz) of syrup does the vat hold?

c) What was the volume of the vat in liters?

d) What was the volume of the vat in gallons?

e) What was the volume of the vat in cubic centimeters (cm3)? Remember that 1 cm3 = 1 ml.

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Questions From Reading:

1.) The volume of a gas depends on its _______________.

2.) What is the scientific definition of temperature (in terms of molecules)?

3.) At room temperature, how fast do typical gas molecules move? How does this compare to a jet’s speed?

4.) Why do gas molecules cause pressure or push on the walls of their container?

5.) What is the definition of pressure?

6.) The firmness of an object filled with gas depends on what?

7.) Why does a pumped-up basketball feel firm? Why does a basketball that is leaking air feel softer?

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Warmup – Practice with Converting Units

Temperature Conversions

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Homework – Converting Units of Pressure

Abbreviations: atm - atmosphere mm Hg - millimeters of mercury torr - another name for mm Hg Pa - Pascal (kPa = kilo Pascal) Bar (equal to 100 kPa)

Conversions: 1 atm = 760 mm Hg = 101325 Pa = 14.7 lb/in2 = 1.013 bar

1. The air pressure for a certain tire is 109 kPa. What is this pressure in atmospheres? 2. The air pressure inside a submarine is 0.62 atm. What would be the height of a column of mercury balanced by this pressure? 3. The weather news gives the atmospheric pressure as 1.07 atm. What is this atmospheric pressure in mm Hg? 4. An experiment at Sandia National Labs in New Mexico is performed at 758.7 mm Hg. What is this pressure in atm? 5. A bag of potato chips is sealed in a factory near sea level. The atmospheric pressure at the factory is 761.3 mm Hg. The pressure inside the bag is the same. What is the pressure inside the bag of potato chips in Pa? 6. The same bag of potato chips from problem 5 is shipped to Denver, Colorado, where the atmospheric pressure is 99.82 kPa. What is the difference (in Pa) between the pressure in the bag and the atmospheric pressure?

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Notes: Boyle’s Law (Pressure-Volume Relationship) Balloon-Blowing Demo

1.) What did you notice happening during the demo?

2.) Why do you think that happened?

Marshmallow Demo

1.) What did you notice happening during the demo?

2.) Why do you think that happened?

Boyle’s Law

(self-inflating balloon experiment: http://www.youtube.com/watch?v=DcnuQoEy6wA)

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Practice with Volume-Pressure Relationship (Boyle’s Law)

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Homework – Boyle’s Law

Use Boyles’ Law to answer the following questions:

1) 1.00 L of a gas at standard temperature and pressure is compressed to 473 mL. What is the new pressure of the gas? 2) In a thermonuclear device, the pressure of 0.050 liters of gas within the bomb casing reaches 4.0 x 106 atm. When the bomb casing is destroyed by the explosion, the gas is released into the atmosphere where it reaches a pressure of 1.00 atm. What is the volume of the gas after the explosion? 3) 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? 4) The highest pressure ever produced in a laboratory setting was about 2.0 x 106 atm. If we have a 1.0 x 10-5 liter sample of a gas at that pressure, then release the pressure until it is equal to 0.275 atm, what would the new volume of that gas be?

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5) Atmospheric pressure on the peak of Mt. Everest can be as low as 150 mm Hg, which is why climbers need to bring oxygen tanks for the last part of the climb. If the climbers carry 10.0 liter tanks with an internal gas pressure of 3.04 x 104 mm Hg, what will be the volume of the gas when it is released from the tanks? 6) Part of the reason that conventional explosives cause so much damage is that their detonation produces a strong shock wave that can knock things down. While using explosives to knock down a building, the shock wave can be so strong that 12 liters of gas will reach a pressure of 3.8 x 104 mm Hg. When the shock wave passes and the gas returns to a pressure of 760 mm Hg, what will the volume of that gas be? 7) Submarines need to be extremely strong to withstand the extremely high pressure of water pushing down on them. An experimental research submarine with a volume of 15,000 liters has an internal pressure of 1.2 atm. If the pressure of the ocean breaks the submarine forming a bubble with a pressure of 250 atm pushing on it, how big will that bubble be? 8) Divers get “the bends” if they come up too fast because gas in their blood expands, forming bubbles in their blood. If a diver has 0.05 L of gas in his blood under a pressure of 250 atm, then rises instantaneously to a depth where his blood has a pressure of 50.0 atm, what will the volume of gas in his blood be? Do you think this will harm the diver?

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Homework- Converting Units of Pressure Abbreviations: atm - atmosphere mm Hg - millimeters of mercury torr - another name for mm Hg Pa - Pascal (kPa = kilo Pascal) Bar (equal to 100 kPa)

Conversions: 1 atm = 760 mm Hg = 101325 Pa = 14.7 lb/in2 = 1.013 bar

1.) The pressure gauge on a compressed air tank reads 43.2 lb/in2. What is the pressure in atm?

2.) The pressure in the tire of an automobile is 34.8 lb/in2. What is the pressure in kPa?

3.) Convert the following pressure units using unit analysis when necessary. Show your work below.

a.) 2 atm = __________ bar d.) 4.9 bar = __________ psi (psi = lb/in2)

b.) 2 bar = __________ atm e.) 113 kPa = __________ bar

c.) 669 mm Hg = __________ bar f.) 35 bar = ________ Pa

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Warmup – Boyle’s Law & Graphing

Here is a graph of pressure (kPa) and volume (L) of a gas.

1.) Based on the graph, when the volume is 2.0 L, what is the pressure?

2.) Based on the graph, what would the pressure by if the volume were increased to 3.0 L?

3.) Use Boyle’s Law (the equation!) to confirm this answer from the graph. So take the pressure and volume from #1

and the volume from #2 and solve for the pressure if the volume is increased to 3.0 L. Did you get the same answer as

the answer in #2? Why or why not?

4.) Use Boyle’s Law to find what the volume would be if the pressure was 125 kPa. (Pick another point on the graph as

your P1 and V1). Does your answer make sense and fit on the graph?

5.) Based on the shape of the graph, describe the general pressure- volume relationship. I.e. – as volume increase (as the

x-axis goes the right), what happens to the pressure (the y-axis values?)

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Notes: Charles’ Law (Volume-Temperature Relationship)

Can-Crushing Demo

Charles’ Law

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Practice with Temperature and Volume (Charles’s Law)

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Homework – Charles’s Law

Charles’ Law Worksheet 1) 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? 2) A man heats a balloon in the oven. If the balloon initially has a volume of 0.4 liters and a temperature of 20 0C, what will the volume of the balloon be after he heats it to a temperature of 250 0C? 3) On hot days, you may have noticed that potato chip bags seem to “inflate”, even though they have not been opened. If I have a 250 mL bag at a temperature of 19 0C, and I leave it in my car which has a temperature of 600 C, what will the new volume of the bag be? 4) A soda bottle is flexible enough that the volume of the bottle can change even without opening it. If you have an empty soda bottle (volume of 2 L) at room temperature (25 0C), what will the new volume be if you put it in your freezer (-4 0C)?

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5) Some students believe that teachers are full of hot air. If I inhale 2.2 liters of gas at a temperature of 180 C and it heats to a temperature of 380 C in my lungs, what is the new volume of the gas? 6) How hot will a 2.3 L balloon have to get to expand to a volume of 400 L? Assume that the initial temperature of the balloon is 25 0C. 7) I have made a thermometer which measures temperature by the compressing and expanding of gas in a piston. I have measured that at 1000 C the volume of the piston is 20 L. What is the temperature outside if the piston has a volume of 15 L? What would be appropriate clothing for the weather?

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Warmup – Charles’s Law & Graphing

1.) Based on the graph, what is the unit of temperature?

2.) Based on the graph, when the volume is 2.0 L, what is the temperature?

3.) Based on the graph, what would the temperature by if the volume were increased to 3.0 L?

4.) Use Charles’s Law (the equation!) to confirm this answer from the graph. So take the pressure and volume from #1

and the volume from #2 and solve for the temperature if the volume is increased to 3.0 L. Did you get the same answer

as your answer in #3? Why or why not?

5.) Use Charles’s Law to find what the volume would be if the temperature was 500 K. (Pick another point on the graph

as your T1 and V1). Does your answer make sense and fit on the graph?

6.) Based on the shape of the graph, describe the general volume-temperature relationship. I.e. – as temperature

increase (as the x-axis goes the right), what happens to the temperature (the y-axis values?)

7.) Predicting: If the temperature of the gas were 0 K, what would the volume of the gas be? (Use Charles’s Law!)

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Notes: Gay-Lussac’s Law (Pressure-Temperature Relationship)

Journal:

1.) If you dropped a few grains of sand on your hand, how would that feel?

2.) If you were caught in a sandstorm, how would that feel?

Egg-Sucking Demonstration

1.) What happened in this demonstration?

2.) What gas(es) do you think were inside the flask?

3.) When I lit the paper on fire in the flask, what do you think happened to the temperature

and motion of the gas particles inside the flask?

4.) Why did the fire eventually burn out? (HINT: What does fire need to keep going?)

5.) Why did the 2nd egg get sucked into the flask?

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Gay-Lussac’s Law

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Practice with Pressure and Temperature (Gay-Lussac’s Law)

Abbreviations Conversions atm - atmosphere K = °C + 273 mm Hg - millimeters of mercury 1 cm3 (cubic centimeter) = 1 mL (milliliter) torr - another name for mm Hg 1 dm3 (cubic decimeter) = 1 L (liter) = 1000 mL Pa - Pascal (kPa = kilo Pascal) Standard Conditions K - Kelvin 0.00 °C = 273 K °C - degrees Celsius 1.00 atm = 760.0 mm Hg = 101.325 kPa = 101,325 Pa

1.) Determine the pressure change when a constant volume of gas at 1.00 atm is heated from 20.0 °C to 30.0 °C.

2.) A gas has a pressure of 0.370 atm at 50.0 °C. What is the pressure at standard temperature?

3.) A gas has a pressure of 699.0 mm Hg at 40.0 °C. What is the temperature at standard pressure?

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Homework – Gay Lussac’s Law Abbreviations Conversions atm - atmosphere K = °C + 273 mm Hg - millimeters of mercury 1 cm3 (cubic centimeter) = 1 mL (milliliter) torr - another name for mm Hg 1 dm3 (cubic decimeter) = 1 L (liter) = 1000 mL Pa - Pascal (kPa = kilo Pascal) Standard Conditions K - Kelvin 0.00 °C = 273 K °C - degrees Celsius 1.00 atm = 760.0 mm Hg = 101.325 kPa = 101,325 Pa

1.) If a gas is cooled from 323.0 K to 273.15 K and the volume is kept constant what final pressure would result if the original pressure was 750.0 mm Hg?

2.) If a gas in a closed container is pressurized from 15.0 atmospheres to 16.0 atmospheres and its original temperature was 25.0 °C, what would the final temperature of the gas be?

3.) A 30.0 L sample of nitrogen inside a rigid, metal container at 20.0 °C is placed inside an oven whose temperature is 50.0 °C. The pressure inside the container at 20.0 °C was at 3.00 atm. What is the pressure of the nitrogen after its temperature is increased?

4.) A sample of gas at 3.00 x 103 mm Hg inside a steel tank is cooled from 500.0 °C to 0.00 °C. What is the final pressure of the gas in the steel tank?

5.) The temperature of a sample of gas in a steel container at 30.0 kPa is increased from -100.0 °C to 1.00 x 103 °C. What is the final pressure inside the tank?

6.) Calculate the final pressure inside a scuba tank after it cools from 1.00 x 103 °C to 25.0 °C. The initial pressure in the tank is 130.0 atm.

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Homework – Combined Gas Law Use the combined gas law to solve the following problems:

1) 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? 2) A gas takes up a volume of 17 liters, has a pressure of 2.3 atm, and a temperature of 299 K. If I raise the temperature to 350 K and lower the pressure to 1.5 atm, what is the new volume of the gas? 3) A gas that has a volume of 28 liters, a temperature of 45 0C, and an unknown pressure has its volume increased to 34 liters and its temperature decreased to 35 0C. If I measure the pressure after the change to be 2.0 atm, what was the original pressure of the gas? 4) A gas has a temperature of 14 0C, and a volume of 4.5 liters. If the temperature is raised to 29 0C and the pressure is not changed, what is the new volume of the gas?

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5) If I have 17 liters of gas at a temperature of 67 0C and a pressure of 88.89 atm, what will be the pressure of the gas if I raise the temperature to 94 0C and decrease the volume to 12 liters? 6) I have an unknown volume of gas at a pressure of 0.5 atm and a temperature of 325 K. If I raise the pressure to 1.2 atm, decrease the temperature to 320 K, and measure the final volume to be 48 liters, what was the initial volume of the gas? 7) If I have 21 liters of gas held at a pressure of 78 atm and a temperature of 900 K, what will be the volume of the gas if I decrease the pressure to 45 atm and decrease the temperature to 750 K? 8) If I have 2.9 L of gas at a pressure of 5 atm and a temperature of 50 0C, what will be the temperature of the gas if I decrease the volume of the gas to 2.4 L and decrease the pressure to 3 atm? 9) I have an unknown volume of gas held at a temperature of 115 K in a container with a pressure of 60 atm. If by increasing the temperature to 225 K and decreasing the pressure to 30 atm causes the volume of the gas to be 29 liters, how many liters of gas did I start with?

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Warmup – Combined Gas Law Practice 1

1) A bag of potato chips is packaged at sea level (1.00 atm) and has a volume of 315 mL. If this bag of chips is transported to Denver (0.775 atm), what will the new volume of the bag be?

2) A Los Angeles class nuclear submarine has an internal volume of eleven million liters at a pressure of 1.250 atm. If a crewman were to open one of the hatches to the outside ocean while it was underwater (pressure = 15.75 atm), what be would the new volume of the air inside the submarine?

3) A child has a toy balloon with a volume of 1.80 liters. The temperature of the balloon when it was filled was 200 C and the pressure was 1.00 atm. If the child were to let go of the balloon and it rose 3 kilometers into the sky where the pressure is 0.667 atm and the temperature is -100 C, what would the new volume of the balloon be?

4) A commercial airliner has an internal pressure of 1.00 atm and temperature of 250 C at takeoff. If the temperature of the airliner drops to 170 C during the flight, what is the new cabin pressure?

5) If divers rise too quickly from a deep dive, they get a condition called “the bends” which is caused by the expansion of very small nitrogen bubbles in the blood due to decreased pressure. If the initial volume of the bubbles in a diver’s blood is 15 mL and the initial pressure is 12.75 atm, what is the volume of the bubbles when the diver has surfaced to 1.00 atm pressure?

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Graphing Gas Behavior, Part 1

In this activity, you will practice graphing different measurements of gases. The purpose of this activity is to get you

comfortable with graphing data, using Excel and interpreting data and finding trends and patterns between different

variables.

Graphs can tell us a lot of information – they tell a story with data. A graph is a diagram that tells how two variables, or

factors that change, are related.

For this activity, you will be using “The Gas Law Program” from Oklahoma State to help you gather your data on

temperature, volume and pressure. You will then use Excel (google docs) to graph the data and you will analyze and

interpret the data you collect.

Go to the website: http://intro.chem.okstate.edu/1314f00/laboratory/glp.htm or type in “Gas Law Program” into

google and select the first link.

Pressure-Volume Relationship (Boyle’s Law)

1.) First, make sure that the “dot” is on pressure.

2.) Since we are investigating the relationship between pressure and volume, you will “toggle” or move the button for

volume from left to right.

3.) Start the button on volume all the way to the left. Record the volume (number on the right) in your chart below.

Record the pressure (number on the right) at that volume in your chart.

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4.) Now move the button on volume a little to the right. Record the new volume and new pressure in the chart below.

5.) Continue this until you have at least 10 pressure and volume measurements.

Pressure (atm) Volume (L)

6.) Now open up an Excel file on google docs. Type in your data into the google doc. Make sure to title your columns

“pressure (atm)” and “volume (L)”.

7.) Make sure that your data is highlighted – including the titles of the columns.

8.) Hit the “Insert Chart” button.

9.) Make sure that “Use row 1 as headers” is unchecked.

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10.) Now, go to charts and select “Scatter” and select the graph on the right. A graph should appear.

11.) Next, go to “Customize” and type in a title for your graph. (See example below). Also, type in the name and units of

the vertical axis.

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12.) Do the same for the horizontal axis.

13.) Then hit insert and you should have a graph ready to go. Copy and paste it into the word document (Graphing Gas

Behavior 1).

14.) Now answer the questions that you see on the Word document in order to reflect on the data and information.

Volume- Temperature Relationship (Charles’s Law)

Go back to the Gas Law Program or http://intro.chem.okstate.edu/1314f00/laboratory/glp.htm.

1.) First, make sure that the “dot” is on volume. Make sure to hit the “reset” button.

2.) Since we are investigating the relationship between pressure and volume, you will “toggle” or move the button for

temperature from left to right.

3.) Start the button on temperature all the way to the left. Record the volume (number on the right) in your chart

below. Record the temperature (number on the right) at that volume in your chart.

4.) Now move the button for temperature a little to the right. Record the new volume and new temperature in the chart

below.

5.) Continue this until you have at least 10 temperature and volume measurements. (Table to fill out is on the NEXT

page).

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Volume (L) Temperature (K)

6.) Go back to Excel on google docs. Type up your volume –temperature data. Don’t forget to title each column of your

data.

7.) Make a graph in Excel just like you did in the previous part.

8.) Copy and paste the graph into the Word document and answer the questions provided in the word document to

reflect and analyze the data.

Pressure- Temperature Relationship (Gay Lussac’s Law)

Go back to the Gas Law Program or http://intro.chem.okstate.edu/1314f00/laboratory/glp.htm.

1.) First, make sure that the “dot” is on pressure. Make sure to hit the “reset” button.

2.) Since we are investigating the relationship between pressure and temperature, you will “toggle” or move the button

for temperature from left to right.

3.) Start the button on temperature all the way to the left. Record the pressure (number on the right) in your chart

below. Record the temperature (number on the right) at that volume in your chart.

4.) Now move the button for temperature a little to the right. Record the new pressure and new temperature in the

chart below.

5.) Continue this until you have at least 10 temperature and pressure measurements. (TABLE IS ON THE NEXT PAGE

FOR YOU TO FILL OUT).

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Pressure (atm) Temperature (K)

6.) Go back to Excel on google docs. Type up your pressure –temperature data. Don’t forget to title each column of your

data.

7.) Make a graph in Excel just like you did in the previous part.

8.) Copy and paste the graph into the Word document and answer the questions provided in the word document to

reflect and analyze the data.

When you are finished with your Word document (all the graphs have been titled and

inserted into the document and all the answer are complete), email it to Caroline.

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Warmup – Combined Gas Law Practice 2

1) If I initially have 4.0 L of a gas at a pressure of 1.1 atm, what will the volume be if I increase the pressure to 3.4 atm? 2) A toy balloon has an internal pressure of 1.05 atm and a volume of 5.0 L. If the temperature where the balloon is released is 200 C, what will happen to the volume when the balloon rises to an altitude where the pressure is 0.65 atm and the temperature is –150 C? 3) A small research submarine with a volume of 1.2 x 105 L has an internal pressure of 1.0 atm and an internal temperature of 150 C. If the submarine descends to a depth where the pressure is 150 atm and the temperature is 30 C, what will the volume of the gas inside be if the hull of the submarine breaks? 4) People who are angry sometimes say that they feel as if they’ll explode. If a calm person with a lung capacity of 3.5 liters and a body temperature of 360 C gets angry, what will the volume of the person’s lungs be if their temperature rises to 390 C. Based on this, do you think it’s likely they will explode?

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Graphing Gas Behavior, Part 2 In this lab we will be investigating how pressure affects the volume of air inside a syringe. To test out this relationship, we will be putting books on top of a syringe. Hypothesis: Predict what you think might happen to the syringe and to the volume of the air inside when we put books on top of the plunger. Then predict what you think might happen with the books are removed from the syringe: __________________________________________________________________________________________________ __________________________________________________________________________________________________ Materials:

1 Strong plastic syringe A piece of blue tape 4 laptops

Procedure:

1.) Take the syringe and lift its plunger as high as it will move without going off the scale. The volume inside the syringe

will then be as large as possible.

2.) Seal the small opening of the syringe with a piece of blue tape. The seal must be airtight.

3.) Hold the syringe upright with the blue tape end on the table. With the help of a partner, place one laptop on top of the plunger. Steady the laptop carefully so it does not fall.

4.) With the laptop positioned on the plunger, read the volume shown by the plunger and record it in your data table.

5.) Place another laptop on top of the first laptop resting on the plunger. Read the new volume and record it on your data table.

6.) One by one, place each of the remaining laptops on top of the plunger. After you add each laptop, record the volume of the syringe in your data table.

7.) Now, remove the laptops one at a time. Record the volume of the syringe in your data table after you remove each laptop.

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Data & Observations

1.) The following table records the volume measurements of the air inside the syringe when laptops are added or removed:

ADDING LAPTOPS REMOVING LAPTOPS

# of books Volume (cm3) # of books Volume (cm3)

0 0

1 1

2 2

3 3

4 4

2.) Now create a spreadsheet in google documents. Type up the data you got when “Adding Laptops.” Make a column

for # of laptops and a column for volume. Make sure to include the units.

3.) Create a scatter plot graph for “Adding Laptops.” Show volume in cubic centimeters (cm3) on the vertical axis and

show number of laptops on the horizontal axis. Don’t forget to title your graph. When you are done, copy and paste this

into the word document provided with this lab.

4.) Type up the data you got when “Removing Laptops.” Make a column for # of laptops and a column for volume. Make

sure to include the units.

5.) Create a scatter plot graph for “Removing Laptops.” Show volume in cubic centimeters (cm3) on the vertical axis and

show number of laptops on the horizontal axis. Don’t forget to title your graph. When you are done, copy and paste this

into the word document provided with this lab.

Conclusion

Answer the following questions. You can write your answers here, but you ultimately need to type them up in the word

document provided with this lab.

1.) Look at your first graph “Adding Laptops.” What general pattern do you see between the number of laptops added

and the volume of air inside the syringe? How did the volume change as the number of laptops increased?

2.) Predict what the volume of the air inside the syringe would be if there were 5 laptops on top of the syringe. Show

your work below.

3.) Look at your second graph “Removing Laptops.” What general pattern did you see between the number of laptops removed and the volume of air inside the syringe? How did the volume change as the number of laptops decreased? 4.) Compare Graph 1 with Graph 2. Explain the differences you see between the graphs.

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5.) DESIGN AN EXPERIMENT: In this lab, you explored the relationship between volume and pressure. If you had ice and warm water (water at different temperatures), what kind of experiment could you do to test the relationship between volume and temperature?

a.) Design an experiment to test how the volume of a gas changes as its temperature changes. b.) What kind of results do you think you would get from this experiment? Explain your reasoning.

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Alka-Seltzer Rockets Today we are going to make Alka-Seltzer rockets. Your goal is to figure out how to make an Alka-Seltzer rocket shoot up the highest distance it can.

The way Alka-Seltzer rockets work is that Alka-Seltzer is mainly composed of sodium bicarbonate (NaHCO3) and citric acid (H3C6H5O7). When these two chemicals are mixed in a water solution, carbon dioxide gas and sodium citrate (NaC6H5O7) in aqueous solution (aqueous = dissolved in water) are created in an exothermic reaction. The reaction is:

H3C6H5O7 (aq) + 3 NaHCO3 (s) --> 3 CO2 (g) + 3 H2O(l) + NaC6H5O7 (aq) )

***NOTE: aq = aqueous; s = solid; l = liquid, g = gas In this experiment, your group will focus on varying one factor to see how it can affect the height of an Alka-Seltzer rocket.

Temperature of the water

The “shape” or “structure” of the Alka-Seltzer tablet (what happens if you break it up?)

The amount of water

Anything else you can think of Materials

Empty film canisters

Water (hot, room and icy)

Alka-Seltzer tablets (3) Methods (General steps to building the rocket) 1.) Place the Alka-Seltzer tablet in the film canister 2.) Add approximately 1 cm of water. 3.) Fit the lid on the canister, making sure the seal is tight 4.) Turn the canister upside-down and place it on a flat surface. Stand back! Part 1: Investigation 1.) Decide as a group which factor you want to focus on: _________________________________ 2.) Predict what you think will happen with your Alka-Seltzer rockets. (For example, if your group decides to vary the temperatures, what do you think will happen to the height of the rocket for each temperature?) ________________________________________________________________________________________________ ________________________________________________________________________________________________ 3.) Now grab 3 petri dishes, an Alka-Seltzer tablet and whatever else you need. Split the Alka-Seltzer into three parts and put each part into a petri dish. Decide what you will investigate or test with the Alka-Seltzer tablet to help you figure out the best way to create a rocket. Record down below what you are testing.

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Test #/Description of Test

Observations of the Reactions

Test 1

Test 2

Test 3

4.) Which factor do you think will help you shoot off the highest rocket? Explain why you think so. __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ Part 2: Test Your Rocket 1.) You will now get a tablet of Alka-Seltzer to try out your three different tests in the film canister. Fill out the table below for what you are testing and what your observations of the rocket are.

Test #/Description of Test

Observations of the Alka-Seltzer Rocket

Test 1

Test 2

Test 3

2.) Based on Part 1 and Part 2, which way do you think you will “build” your rocket? Why? __________________________________________________________________________________________________ __________________________________________________________________________________________________

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Part 3: Rocket Competition At the end of the lesson, we will have a competition to see which Alka-Seltzer rocket will go the highest. When you shot your rocket off, what happened? Write down your observations and reflect on why you think that happened. __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ Conclusion Answer the following questions. (The answers will eventually have to be typed up in a google doc or word document and sent to me). 1.) Using your knowledge of gas laws and the properties of gases, explain how Alka-Seltzer rockets work. 2.) Explain what factor your group chose to focus on and why you decided on that factor. 3.) Explain in paragraph form the three tests you ran in the petri dishes and with the Alka-Seltzer rockets. Why do you think you got the results that you did? Explain it using chemistry. 4.) Which variation of Alka-Seltzer and water helped you create the highest rocket? Why do you think that happened? 5.) In this experiment, you only tested one variable. What other variables could you test out that might influence the height of the rocket? Describe at least 2 experiments (and not the ones listed at the beginning of this handout) you could do to the rocket to make it go higher.

****Make sure you type up Part 1, Part 2, Part 3 and the Conclusion in a word document or google document and send it (by email and/or sharing) to Caroline.

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Answers Here are the answers to some of the homework questions. Use them to make sure you are doing your homework correctly. Temperature and Volume Conversions – p. 48 1.) -23 °C 3.) 290 K 5.) 31.9 °C Converting Between Units of Volume – p. 49 a.) 12,000 cans c.) 4,259.25 L e.) 4,259,250 cm3

Converting Units of Pressure – p. 55 1.) 1.08 atm 3.) 813.2 mmHg 5.) 101, 498.3 Pa Boyle’s Law – p. 58-59 1.) 2.11 atm 3.) 3.33 x 105 L 5.) 2.0 x 103 L 7.) 72 L Converting Units of Pressure – p. 60 1.) 2.94 atm 3a.) 2.026 bar 3c.) 0.89 bar 3e.) 1.13 bar Charles’ Law – p. 64-65 1.) 0.47 L 3.) 285 mL 5.) 2.35 L 7.) 298.5 K = 0.5 °C – You need a jacket! Gay Lussac’s Law – p. 70 1.) 634 mmHg 3.) 3.3 atm 5.) 220.75 kPa Combined Gas Law – p. 71-72 1.) 29.6 L 3.) 2.51 atm 5.) 136 atm 7.) 30.3 L 9.) 7.41 L