Laws of Chem

Week 3 - Gas Laws

What are gases?

• State of matter made of tiny particles (atoms) that are in constant motion
• Also known as the Kinetic Theory
• Particles are very far apart
• Particles move very fast
• Particles exert pressure, temperature and can change volume.
• This created the Gas Laws to explain how the particles behave under certain conditions.

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Task: Create a Model (Poster chart) to show the Gas Laws

1. Fold paper hot dog style and Cut 4 flaps.
2. Label the outside of each flap as follows:
1. Boyle’s Law
2. Charles Law
3. Ideal Gas Law
4. Gay-Lussec Law

4. On the inside top flap choose 1 of the following to describe each law: example diagram with at least 3 labels OR description/definition (in words)

5. On the inside back flap choose 1 of the following to learn about each law: a graph with 3 labels OR a mathematical equation with a sample problem

6. On the back, draw a picture or write a 6-8 line poem/song /story about what the world might be like without Gas Laws

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What are Gas Laws?

• Boyle’s Law named after Robert Boyle from Ireland in the late 1600’s
• Describes how pressure affects the volume of a gas.
• Pressure means….
• Volume means…
• When the pressure is increased the particles have less space to move and so they will collide more.

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Task: Analyze and Interpret Data Using a Simulation

1. Use the link on Ms Friedrich’s blog.
2. Choose 2 of the 3 laws to collect data:
1. Boyles Law
2. Charle’s Law
3. Gay-Lussac’s Law

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What else do we need to know about gases and laws?

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• All molecules are in constant motion (kinetic molecular theory).
• The amount of motion is dependant on their energy.
• The higher the energy=more motion
• Gas particles exhibit the most motion and energy
• There is a lot of “free” space in a gas.
• Gases can be expanded infinitely.
• Gas particles fill containers uniformly and completely.

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Task: Collect and Analyze Data in Lab about Gas Laws

1. Complete the front 5 boxes in order to get balloons.
2. We will do the procedures together.
3. Graph data and answer 5 analysis boxes on the back.

What is Avogadro’s Law?

• Equal volumes of gases at the same temperature and Pressure have the same number of molecules.
• Also known as the Ideal Gas Law

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What do Gas Laws Look like?

Record 2 details from the video:

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Record one thought about the information you heard

I wonder (if, how, what)...

Task: Analyze/Interpret Data about Gas Laws

1. Pick up a lab kit.
2. Set-up your Erlenmeyer Flask just as Ms Friedrich’s.
3. Then obtain a soda sample from Ms Friedrich.
4. Record the temperature inside the flask at 0 min.
5. Start a stopwatch and every 2 minutes shake your sample for 15 seconds. Then record the temperature.
6. Continue this for 16 minutes and for both samples.
7. Graph your data and choose 4 analysis questions to answer.

Charles Law and Gay-Lussac’s Law

Charles’ Law

• at a constant pressure
• volume of a gas increases as the temperature of the gas increases
• Think: hot air balloon

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Gay-Lussac Law

• At constant volume
• pressure and temperature are directly related
• As pressure increases temperature increases

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Task: Analyze Interpret Gas Laws Lab Data

1. Follow the procedures in the lab handout.
2. Graph your data.
3. And choose 2 questions (2-4 to answer).

How did the lab show Charles’ Law?

1. The blue dye rose/fell in the tube according to the temperature inside the bulb.
1. Why did this happen?

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2. The higher the temperature, the more volume the molecules will occupy because they’re moving with higher energy/force.

Final Task: Synthesize Information to Create

Choose 1 of the following tasks to complete for your final task. This will be worth 40 points. This is double the normal points for daily tasks.

Options:

1. Create a lab poster from one of the labs we completed this week.
2. Create a 18 question, multiple-choice test with answer choices:
1. Should include 6-7 What questions, 6-7 why questions, and 6-7 how/when/where questions
3. Create a concept map
• Use at least 20 the terms/ideas and 4 diagrams studied in this class (use your daily sheets to help)
• Arrows should connect terms/ideas together. All terms/ideas should be connected to at least one other idea.
• "Connector words" should be used to explain the relationship between terms/ideas: includes...is an example...shows...is defined by...is the same as...is also...might be....looks like