DOCSLIB.ORG

Charles Law Lesson Plan and Story

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Charles Law Lesson Plan and Story Bill Wagenborg Chemistry Lesson Plan March 2007 Lesson Title : Understanding Charles’ Law Grade Level : 8 Time Frame : 1-2 (45 Minute) Classes Goals/Objectives : The Students Will Be Able To: - follow a sequenced plan of instructions - describe changes to gases caused by the addition and absence of heat(rise and fall in temperature) - use process skills to make inferences and predictions using collected information - explain the concepts involved in Charles’ Law through discussion and written words Pennsylvania Standards : 3.1.10 E: Describe patterns in nature, physical and man made systems. 3.2.10 B: Apply process knowledge and organize scientific and technological phenomena in varied ways. Opening (Attention Grabber) Materials : Empty Soda Can, Hot Plate, 1 Liter Beaker, Tongs, Tap Water Teacher Action : 1.Fill up the beaker with room temperature water. 2.Place just enough water in the soda can to cover the bottom. 3.Turn the hot plate on, place the soda can on top and heat the can until the water begins to boil. (You should see steam flowing from the top of the can) 4.Using the tongs, grab the can at the bottom and quickly place the top portion of it in the beaker upside down. (The sides of the can will crush inward) 5. Allow students to hypothesize why this occurred and explain that today they will be doing a lab that may help them understand what happened. ***Caution : Before doing this demonstration inspect the beaker for any cracks and make sure the students are not extremely close. The force of the can crushing in a beaker with a tiny crack can cause the beaker to break. (This happened to me before when I was testing it before class. I reinforce the top of beaker I use with duct tape before doing this demonstration in order to prevent any accidents) 1 Materials For Lesson: For Each Group: 2 balloons (be mindful of student allergies when choosing the type) 2 250 ml beakers 2 thermometers 2 aluminum pie pans (6-12 inches) For The Class: Crushed ice Tap water Hot Plate(s) Pre-Class Questions : What do you think will happen to a balloon if you heat it? Why? What if you cool it? Why? Draw a picture of what the gas might look like inside the balloon for each instance. Lesson: Part A The students are broken up into groups and each group will blow up a balloon in a 250 ml beaker. The balloon should fit firmly against the insides of the beaker. They will then place the beaker in an aluminum pie shaped container. This container will be a water bath filled with room temperature water. Using a thermometer, the students will take and record the temperature of the water and observe the balloon. They will make a drawing of what they think the gas looks like inside the balloon. The students will then place the container with the beaker in it, on a hot plate and heat the water. (We do not have any Bunsen burners or access to gas for that matter). They will take the temperature of the water at equal intervals (every 30 seconds for 5 minutes) and observe what happens to the balloon in the beaker until the water begins to boil. The students will be recording all of the information and observations in their lab journals. They also will draw a picture of what they think the gas inside the balloon looks like after the five minutes of heating. They will compare this to their drawing of the gas before they added heat to the balloon and the prediction they made in their pre-class drawing of a heated balloon. Part B The students will blow up another balloon inside a second 250 ml beaker and again place it in a room temperature water bath in an aluminum pie plate. They will record the temperature and observe the balloon’s size in the beaker. They will make a drawing of what they think the gas looks like inside the balloon. 2 The students will then begin to fill the water bath with crushed ice. They will record the temperature, observe the balloon and add more ice. All will be done over equal time intervals (30 seconds for 5 minutes). As they did in part a, they will record all information in their lab journals. They also will draw a picture of what they think the gas inside the balloon looks like after the five minutes of cooling. They will compare this to the drawing they made of the gas before they added the ice and to their pre-class drawing of a cooled balloon. After the lab (that day if time permits or the following class), we will have a discussion about what the students observed and what they think may have caused their results. They will also record their thoughts and experiences with this lab in their lab journals. I will serve as a moderator/guide and not an answer person. I want to see what their thoughts are and that they arrived at their conclusions on their own. Assessments: 1. The students will be given follow up questions dealing with their lab that will be used as an assessment. The questions will be phrased in a way where I will be able to see if they understand why the balloon increased in size in the hot water and decreased in size for the cold. I want to make sure that they realize that the volume of the gas inside the balloon is increasing and decreasing. For example: • Were your predictions from the pre-class correct? Explain • Based on your observations, what happens to a balloon when heated and when cooled? • What affect does the temperature have that causes the balloon to act this way? • Using this lab and what we learned about Boyle’s Law in our previous unit as a basis, explain why the soda can got crushed in our opening activity?(If Boyle’s Law is taught after Charles Law you can just focus on their explanations from the temperature and volume viewpoint now, and readdress the pressure at a later point) 2. They will also be given a question on their unit test that takes Charles’ Law and puts in a “real world” context. For example: • Why do the tires on your car appear to be deflated in the morning after a cold night? How does this show Charles’ Law? Or 3 • You are a manager of a party store. It is a cold day and a person just buys a bunch of balloons before leaving the store. She returns minutes later complaining that her balloons are deflated. Using what you have learned about Charles’ Law, give your response to the customer. Story of Charles Law (See Page 7): During the following class or lab wrap up session, the students will hear the story of how Charles Law came about and how it relates to balloons. It provides the students with a connection between a science law and a real world application. 4 Story of Charles’ Law To begin the story of Charles law, we should first look at the early attempts of discovery by Robert Boyle and Guilliame Amonton. In 1622 Boyle had published his work on the inverse relationship between a gas’ pressure and volume, a law that would later bear his name. He was aware of the increase in volume of a gas when heated, but a temperature scale did not exist then. In the early 1700’s Amonton did many experiments involving a gas’ volume and its temperature, but like Boyle a temperature scale did not exist. (Thall, n.d.) So we can now look at the gentleman who the law is named after. Jacques Charles was a Frenchman who early on in his life had very little science education. While working in a Paris Government Office he had a chance encounter with the American Ambassador to France, Benjamin Franklin. After hearing of Franklin’s experiments and scientific ideas, Charles decided to teach himself some science. This self teaching eventually led to public lectures and then to the Academy of Science, where he began to develop a respectable reputation. (Ellyard, 2005) It was here in 1783 that the Montgofier brothers asked Jacques to look at their new mode of travel, the hot air balloon. After careful scrutiny, Charles stated that he believed that for the safest and surest form of travel the balloon should be filled with” a very light flammable air (hydrogen) rather than heating the air over fire.”(Ellyard, 2005) In August of that year he but his theories to the test. He got his first balloon and filled it with hydrogen by pouring sulfuric acid over scrap iron (later zinc). He went to a field, where the Eiffel tower now stands, and sent his balloon up 10 km. After more trials he soon started to notice that the balloon’s volume would expand as the balloon went up into lower air pressure. This was not anything new; it was simply proving Boyle’s Law from 1659. More importantly he saw a connection between heating the gas and the gas’ volume. (Ellyard, 2005) In 1787 Charles decided to investigate this relationship further. He went out and got a J-shaped glass tube that Robert Boyle had used in his study of gases. He placed the tube in a water bath so he could manipulate the temperature of the gas. He held the pressure of the trapped gas bubble steady by “keeping a constant difference between mercury levels in the two arms of the tube,” (Ellyard, 2005) This would make pressure a non factor in his experiments.
Load more

Recommended publications
  • Jean-Baptiste Charles Joseph Bélanger (1790-1874), the Backwater Equation and the Bélanger Equation
    THE UNIVERSITY OF QUEENSLAND DIVISION OF CIVIL ENGINEERING REPORT CH69/08 JEAN-BAPTISTE CHARLES JOSEPH BÉLANGER (1790-1874), THE BACKWATER EQUATION AND THE BÉLANGER EQUATION AUTHOR: Hubert CHANSON HYDRAULIC MODEL REPORTS This report is published by the Division of Civil Engineering at the University of Queensland. Lists of recently-published titles of this series and of other publications are provided at the end of this report. Requests for copies of any of these documents should be addressed to the Civil Engineering Secretary. The interpretation and opinions expressed herein are solely those of the author(s). Considerable care has been taken to ensure accuracy of the material presented. Nevertheless, responsibility for the use of this material rests with the user. Division of Civil Engineering The University of Queensland Brisbane QLD 4072 AUSTRALIA Telephone: (61 7) 3365 3619 Fax: (61 7) 3365 4599 URL: http://www.eng.uq.edu.au/civil/ First published in 2008 by Division of Civil Engineering The University of Queensland, Brisbane QLD 4072, Australia © Chanson This book is copyright ISBN No. 9781864999211 The University of Queensland, St Lucia QLD JEAN-BAPTISTE CHARLES JOSEPH BÉLANGER (1790-1874), THE BACKWATER EQUATION AND THE BÉLANGER EQUATION by Hubert CHANSON Professor, Division of Civil Engineering, School of Engineering, The University of Queensland, Brisbane QLD 4072, Australia Ph.: (61 7) 3365 3619, Fax: (61 7) 3365 4599, Email: [email protected] Url: http://www.uq.edu.au/~e2hchans/ REPORT No. CH69/08 ISBN 9781864999211 Division of Civil Engineering, The University of Queensland August 2008 Jean-Baptiste BÉLANGER (1790-1874) (Courtesy of the Bibliothèque de l'Ecole Nationale Supérieure des Ponts et Chaussées) Abstract In an open channel, the transition from a high-velocity open channel flow to a fluvial motion is a flow singularity called a hydraulic jump.
    [Show full text]
  • Assessing the Evolution of the Airborne Generation of Thermal Lift in Aerostats 1783 to 1883
    Journal of Aviation/Aerospace Education & Research Volume 13 Number 1 JAAER Fall 2003 Article 1 Fall 2003 Assessing the Evolution of the Airborne Generation of Thermal Lift in Aerostats 1783 to 1883 Thomas Forenz Follow this and additional works at: https://commons.erau.edu/jaaer Scholarly Commons Citation Forenz, T. (2003). Assessing the Evolution of the Airborne Generation of Thermal Lift in Aerostats 1783 to 1883. Journal of Aviation/Aerospace Education & Research, 13(1). https://doi.org/10.15394/ jaaer.2003.1559 This Article is brought to you for free and open access by the Journals at Scholarly Commons. It has been accepted for inclusion in Journal of Aviation/Aerospace Education & Research by an authorized administrator of Scholarly Commons. For more information, please contact [email protected]. Forenz: Assessing the Evolution of the Airborne Generation of Thermal Lif Thermal Lift ASSESSING THE EVOLUTION OF THE AIRBORNE GENERATION OF THERMAL LIFT IN AEROSTATS 1783 TO 1883 Thomas Forenz ABSTRACT Lift has been generated thermally in aerostats for 219 years making this the most enduring form of lift generation in lighter-than-air aviation. In the United States over 3000 thermally lifted aerostats, commonly referred to as hot air balloons, were built and flown by an estimated 12,000 licensed balloon pilots in the last decade. The evolution of controlling fire in hot air balloons during the first century of ballooning is the subject of this article. The purpose of this assessment is to separate the development of thermally lifted aerostats from the general history of aerostatics which includes all gas balloons such as hydrogen and helium lifted balloons as well as thermally lifted balloons.
    [Show full text]
  • FLIGHTS of FANCY the Air, the Peaceful Silence, and the Grandeur of the Aspect
    The pleasure is in the birdlike leap into FLIGHTS OF FANCY the air, the peaceful silence, and the grandeur of the aspect. The terror lurks above and below. An uncontrolled as- A history of ballooning cent means frostbite, asphyxia, and death in the deep purple of the strato- By Steven Shapin sphere; an uncontrolled return shatters bones and ruptures organs. We’ve always aspired to up-ness: up Discussed in this essay: is virtuous, good, ennobling. Spirits are lifted; hopes are raised; imagination Falling Upwards: How We Took to the Air, by Richard Holmes. Pantheon. 416 pages. soars; ideas get off the ground; the sky’s $35. pantheonbooks.com. the limit (unless you reach for the stars). To excel is to rise above others. Levity ome years ago, when I lived in as photo op, as advertisement, as inti- is, after all, opposed to gravity, and you SCalifornia, a colleague—a distin- mate romantic gesture. But that’s not don’t want your hopes dashed, your guished silver-haired English how it all started: in its late-eighteenth- dreams deated, or your imagination historian—got a surprise birthday pres- century beginnings, ballooning was a brought down to earth. ent from his wife: a sunset hot-air- Romantic gesture on the grandest of In 1783, the French inventor and balloon trip. “It sets the perfect stage for scales, and it takes one of the great his- scientist Jacques Alexandre Charles your romantic escapade,” the balloon torians and biographers of the Romantic wrote of the ballooning experience as company’s advertising copy reads, rec- era to retrieve what it once signied.
    [Show full text]
  • Article the Spectacle of Science Aloft
    SISSA – International School for Advanced Studies Journal of Science Communication ISSN 1824 – 2049 http://jcom.sissa.it/ Article The spectacle of science aloft Cristina Olivotto Since the first pioneering balloon flight undertaken in France in 1783, aerial ascents became an ordinary show for the citizens of the great European cities until the end of the XIX century. Scientists welcomed balloons as an extraordinary device to explore the aerial ocean and find answers to their questions. At the same time, due to the theatricality of ballooning, sky became a unique stage where science could make an exhibition of itself. Namely, ballooning was not only a scientific device, but a way to communicate science as well. Starting from studies concerning the public facet of aerial ascents and from the reports of the aeronauts themselves, this essay explores the importance of balloon flights in growing the public sphere of science. Also, the reasons that led scientists to exploit “the show of science aloft” (earning funds, public support, dissemination of scientific culture…) will be presented and discussed. Introduction After the first aerial ascent in 1783, several scientists believed that ballooning could become an irreplaceable device to explore the upper atmosphere: the whole XIX century “gave birth to countless endeavours to render the balloon as navigable in air as the ship at sea”.1 From an analysis of the aerial ascents undertaken for scientific purposes and the characters of the scientists who organized and performed them – no more than 10 aeronauts from the beginning of the century to 1875 – an important feature emerges: ballooning – due to its proper nature - became a powerful tool in attiring a general public toward science, more effectively than scientific papers and oral lectures.
    [Show full text]
  • Charles's Law and Absolute Zero
    Charles’s Law and Absolute Zero Kinetic Molecular Theory and PTV SCIENTIFIC Introduction Charles’s Law describes the relationship between the temperature of a gas and its volume. In order to understand this rela- tionship, we must imagine what happens to the particles in a gas when it is heated or cooled. The temperature of a gas mea- sures the average kinetic energy of the gas particles—how fast they are moving. When a gas is heated, the kinetic energy of the particles increases and they move faster. When a gas is cooled, the kinetic energy of the particles decreases and they move slower. Is there a lower limit to the temperature scale at which the particles stop moving altogether and their kinetic energy is zero? What would happen to the volume of a gas at this minimum temperature? Concepts • Temperature • Charles’s law • Absolute zero • Kinetic-molecular theory Background The purpose of this activity is to carry out a modern version of classic experiments relating the volume and temperature of a gas. The demonstration will be carried out using gases trapped inside sealed syringes. The syringes will be placed in water baths ranging in temperature from –15 °C to 80 °C. The volume of each gas will be measured at five different temperatures to test whether the Charles’s Law relationship is valid for different gases. The data will be plotted on a graph and then extrapolated backwards to estimate how low a temperature would be needed to reduce the volume of a gas to zero, that is, to reach absolute zero.
    [Show full text]
  • Benjamin Franklin 1 Benjamin Franklin
    Benjamin Franklin 1 Benjamin Franklin Benjamin Franklin 6th President of the Supreme Executive Council of Pennsylvania In office October 18, 1785 – December 1, 1788 Preceded by John Dickinson Succeeded by Thomas Mifflin 23rd Speaker of the Pennsylvania Assembly In office 1765–1765 Preceded by Isaac Norris Succeeded by Isaac Norris United States Minister to France In office 1778–1785 Appointed by Congress of the Confederation Preceded by New office Succeeded by Thomas Jefferson United States Minister to Sweden In office 1782–1783 Appointed by Congress of the Confederation Preceded by New office Succeeded by Jonathan Russell 1st United States Postmaster General In office 1775–1776 Appointed by Continental Congress Preceded by New office Succeeded by Richard Bache Personal details Benjamin Franklin 2 Born January 17, 1706 Boston, Massachusetts Bay Died April 17, 1790 (aged 84) Philadelphia, Pennsylvania Nationality American Political party None Spouse(s) Deborah Read Children William Franklin Francis Folger Franklin Sarah Franklin Bache Profession Scientist Writer Politician Signature [1] Benjamin Franklin (January 17, 1706 [O.S. January 6, 1705 ] – April 17, 1790) was one of the Founding Fathers of the United States. A noted polymath, Franklin was a leading author, printer, political theorist, politician, postmaster, scientist, musician, inventor, satirist, civic activist, statesman, and diplomat. As a scientist, he was a major figure in the American Enlightenment and the history of physics for his discoveries and theories regarding electricity. He invented the lightning rod, bifocals, the Franklin stove, a carriage odometer, and the glass 'armonica'. He formed both the first public lending library in America and the first fire department in Pennsylvania.
    [Show full text]
  • The Gas Laws
    HANDOUT SET GENERAL CHEMISTRY I Periodic Table of the Elements 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 IA VIIIA 1 2 1 H He 1.00794 IIA IIIA IVA VA VIA VIIA 4.00262 3 4 5 6 7 8 9 10 2 Li Be B C N O F Ne 6.941 9.0122 10.811 12.011 14.0067 15.9994 18.9984 20.179 11 12 13 14 15 16 17 18 3 Na Mg Al Si P S Cl Ar 22.9898 24.305 26.98154 28.0855 30.97376 32.066 35.453 39.948 IIIB IVB VB VIB VIIB VIIIB IB IIB 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 4 K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br Kr 39.0983 40.078 44.9559 47.88 50.9415 51.9961 54.9380 55.847 58.9332 58.69 63.546 65.39 69.723 72.59 74.9216 78.96 79.904 83.80 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 5 Rb Sr Y Zr Nb Mo Tc Ru Rh Pd Ag Cd In Sn Sb Te I Xe 85.4678 87.62 88.9059 91.224 92.9064 95.94 (98) 101.07 102.9055 106.42 107.8682 112.41 114.82 118.710 121.75 127.60 126.9045 131.29 55 56 57 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 6 Cs Ba La* Hf Ta W Re Os Ir Pt Au Hg Tl Pb Bi Po At Rn 132.9054 137.34 138.91 178.49 180.9479 183.85 186.207 190.2 192.22 195.08 196.9665 200.59 204.383 207.2 208.9804 (209) (210) (222) 87 88 89 104 105 106 107 108 109 110 111 112 7 Fr Ra Ac** Rf Db Sg Bh Hs Mt *** (223) 226.0254 227.0278 (261) (262) (263) (264) (265) (266) (270) (272) (277) *Lanthanides 58 59 60 61 62 63 64 65 66 67 68 69 70 71 Ce Pr Nd Pm Sm Eu Gd Tb Dy Ho Er Tm Yb Lu 140.12 140.9077 144.24 (145) 150.36 151.96 157.25 158.925 162.50 164.930 167.26 168.9342 173.04 174.967 **Actinides 90 91 92 93 94 95 96 97 98 99 100 101 102 103 Th Pa U Np Pu Am Cm Bk Cf Es Fm Md No Lr 232.038 231.0659 238.0289 237.0482 (244) (243) (247) (247) (251) (252) (257) (258) (259) (260) Mass numbers in parenthesis are the mass numbers of the most stable isotopes.
    [Show full text]
  • THE HISTORY of FLIGHT and the PIONEERS of FLIGHT by Davide Sandrin & 4M
    THE HISTORY OF FLIGHT AND THE PIONEERS OF FLIGHT by Davide Sandrin & 4M From the myths and flying legends to the modern flight 2018/2019 MYTHS AND FLYING LEGENDS 10’000 B.C. – 200 A.D. 3 MAIN LEGENDS: • DAEDALUS & ICARUS: IMPRISONED BY MINOS, THEY BUILT TWO WAXED WINGS TO ESCAPE, BUT ICARUS FLEW TOO CLOSE TO THE SUN AND HIS WINGS MELTED. • PEGASUS: THE FLYING HORSE THAT COULD CARRY HIS RIDERS • THE ARABIAN FLYING CARPET EILMER THE MONK FROM MALMESBURY 1000 A.D. – Malmesbury Abbey • EILMER MADE THE FIRST GLIDING FLIGHT FROM THE ROOF OF MALMESBURY’S ABBEY • THE FLIGHT WAS 15 SECONDS LONG, AND IT WAS AN UNSUCCESSFUL FLIGHT, BECAUSE HE CRASHED WHILE HE WAS TRYING TO LAND. LEONARDO DA VINCI 15th April 1452 (Anchiano, Italy) – 2nd May 1519 (Amboise, France) • HE WAS AN ITALIAN INVENTOR, WHOSE AREAS OF INTEREST INCLUDED INVENTION, DRAWING, PAINTING, SCULPTING, ARCHITECTURE, SCIENCE, MUSIC, MATHEMATICS, ENGINEERING, LITERATURE, ANATOMY, GEOLOGY, ASTRONOMY, BOTANY, WRITING, HISTORY, AND CARTOGRAPHY. • AFTER CAREFULLY EXAMINING THE FLIGHT OF THE BIRDS, HE SKETCHED VARIOUS FLYING MACHINES, LIKE ORITHOPTERS AND HELICOPTERS. • HIS CREATIONS, UNFORTUNATELY, COULDN’T LEAVE THE GROUND. THE MONTGOLFIER BROTHERS • Joseph Michael (1740 – 1810) and Jacques Etienne (1745 – 1799) • FRENCH INVENTORS OF THE FIRST HOT AIR BALLOON THAT SUCCESSFULLY CARRIED HUMANS. • 1ST FLIGHT (TETHERED UNMANNED FLIGHT): 4TH JUNE 1783 IN PARIS • 1ST UNTETHERED UNMANNED FLIGHT: 19TH SEPTEMBER 1783: 8 MINUTES, 3KM, MAXIMUM ALTITUDE OF 460M • 1ST TETHERED MANNED FLIGHT: 21ST NOVEMBER 1783, MADE BY JACQUES ETIENNE (WITH PILATRE DE ROZIER) JEAN-FRANÇOIS PILÂTRE DE ROZIER 1754 - 1785 • FRENCH PIONEER, HE FLEW WITH THE MONTGOLFIER BROTHERS IN THE PUBLIC DEMONSTRATIONS OF THE FIRST HOT AIR BALLOON; • HE DROVE THE HYDROGEN BALLOON, AN UPDATE OF THE MONTGOLFIER HOT AIR BALLOON.
    [Show full text]
  • ROY KIYOOKA's "THE FONTAINEBLEAU DREAM MACHINE": a READING Eva-Marie Kröller
    ROY KIYOOKA'S "THE FONTAINEBLEAU DREAM MACHINE": A READING Eva-Marie Kröller С A GLOSSARY OF ART TERMS in 1851, Eugène Delacroix explored the differences between image and word: "the book is like an edifice of which the front is often a sign-board, behind which, once [the painter] is introduced there, he must again and again give equal attention to the different rooms composing the monument he is visiting, not forgetting those which he has left behind him, and not without seeking in advance, through what he knows alrcadly, to determine what his impression will be at the end of his expedition,"1 and he goes on to speculate that, as "portions of pictures in movement,"2 books require as much involvement from their readers who are to link these portions, as they do from their authors. Such commitment is expected of the reader of Roy Kiyooka's The Fontaine- bleau Dream Machine: 18 Frames from a Book of Rhetoric (1977), a work which pays repeated homage to Delacroix as an artist in whose paintings operatic visions of historical splendour are sometimes paradoxically wedded to despair over "man's gifts of reflection and imagination. Fatal gifts,"3 and over the fragility of art in a chaotic world. Anticipating twentieth-century Absurdism, Delacroix enquires, "Docs not barbarism, like the Fury who watches Sisyphus rolling his stone to the top of the mountain, return almost periodically to overthrow and confound, to bring forth night after too brilliant a day?"* Both part of and opponent to nature, man oscillates between violating her with his intellect, and succumbing to her, as a.
    [Show full text]
  • Chemical Phenomena
    CHEMICAL 5PHENOMENA Written by Samantha Tjen Designed and edit by Rebecca Sopacua HENRY’S LAW (SOLUBILITY) Explanation: Henry’s Law states that the concentration of a gas dissolved in a liquid is proportional to its partial pressure above the liquid - P is the partial pressure (mole P ∝ C P = k ×C fraction of that gas multiplied by the H total pressure above liquid), determining the amount of gas that goes into liquid William Henry (1774-1836) - C is the concentration of the gas molecules on the surface of liquid - kH is a constant determining the amount of gas that goes out of liquid William Henry was an English chemist, born on December 12, 1775, who proposed the solubility law known as Henry’s Law in 1803. He grew up in Manchester during the Chemical Revolution, when it was found out that air and water are not elements. Henry’s Law can be simply called as Coke’s Law as it explains what happens when you open the seal of a soda can. Pressure drops when the soda can is open and gas bubbles (CO2) will move in and out of the liquid. He was then awarded with the Copley Medal and continued to work on the findings of inflammable mixture of gases for a couple decades long. Through his lifetime, he started to experience neurological pains, which affected his nervous system significantly, making him sleep deprived. Eventually, he died on September 2, 1836. Written by Samantha Tjen Designed and edit by Rebecca Sopacua CHARLES LAW Charles Law states that at constant pressure, the volume of gas will be proportional to the temperature of gas.
    [Show full text]
  • Chapter 8A Physical Science Read Page 174 - 181
    Chapter 8A Physical Science Read page 174 - 181. Show your work on all math problems. 1. Both liquids and gases are fluids because they have two properties. What two properties do fluids have? 2. Write the formula for calculating pressure. 3. Use pressure to explain why it is better to have a 200-lb basketball player step on your toes with his large shoes than a 90-lb fashion model step on your toes with a ¼-inch square high heel shoes. 4. What is the SI unit for pressure? Who was this unit named for? 5. List two other units for pressure. 6. Why is there more pressure at the bottom of a pool than near the surface of the pool? 7. What is the water pressure at the surface of a container of water? 8. Which container has the greatest pressure at the bottom? a. b. c. 9. What is hydrostatic pressure? 10. What is the most important factor controlling hydrostatic pressure in liquids? 11. What factor affects atmospheric pressure more than hydrostatic pressure? 12. How does atmospheric pressure change as altitude increases? 13. What is one advantage of using an aneroid barometer instead of a mercury barometer? 14. What is Archimedes’ principle? 15. A wooden block is placed in a full tank of water, and some of the water spills out. The weight of the water that spills out is 12 pounds. What is the buoyant force on the block of wood? 16. Determine whether each substance will sink or float in water: 3 3 a. Ebony (wood) – 1.3 g/cm d.
    [Show full text]
  • Topic 2: Gases and the Atmosphere
    TOPIC 2: GASES AND THE ATMOSPHERE Topic 2: Gases and the Atmosphere C11-2-01 Identify the abundances of the naturally occurring gases in the atmosphere and examine how these abundances have changed over geologic time. Include: oxygenation of Earth’s atmosphere, the role of biota in oxygenation, changes in carbon dioxide content over time C11-2-02 Research Canadian and global initiatives to improve air quality. C11-2-03 Examine the historical development of the measurement of pressure. Examples: the contributions of Galileo Galilei, Evangelista Torricelli, Otto von Guericke, Blaise Pascal, Christiaan Huygens, John Dalton, Joseph Louis Gay-Lussac, Amadeo Avogadro… C11-2-04 Describe the various units used to measure pressure. Include: atmospheres (atm), kilopascals (kPa), millimetres of mercury (mmHg), millibars (mb) C11-2-05 Experiment to develop the relationship between the pressure and volume of a gas using visual, numeric, and graphical representations. Include: historical contributions of Robert Boyle C11-2-06 Experiment to develop the relationship between the volume and temperature of a gas using visual, numeric, and graphical representations. Include: historical contributions of Jacques Charles, the determination of absolute zero, the Kelvin temperature scale C11-2-07 Experiment to develop the relationship between the pressure and temperature of a gas using visual, numeric, and graphical representations. Include: historical contributions of Joseph Louis Gay-Lussac C11-2-08 Solve quantitative problems involving the relationships among
    [Show full text]