resource no 2

8/6/2019 Resource No 2

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Ideal gases

An ideal gas is a hypothetical gas which

obeys Boyle's law exactly at all

temperatures and pressures, and which

has internal energy that depends only

upon the temperature. Also called perfect

gas

Analogy

An Ideal gas or the perfect gas is like a

person which can live alone and does not

want to communicate with anyone. Lets

just say in a gymnasium there are five of

the same people running around. In thiscase they are still an ideal gas because the

gym is so big they can still avoid

communication with the other people.

Also we are assuming that these people

are moving fast enough so when they pass

one another they do not have time to

communicate. Also the most important

part is that the perfect gas will obey the

law, the ideal gas law.

Condition which makes a gas not ideal is

at low temperatures and high pressures.

At low temperature the molecules move

slower giving time for them to react and

at high pressures the molecules are

closely packet together hence they can

react with one another.

Analogy

We said that the ideal person is one that

likes to live alone and does not want to

communicate. At lower temperatures the

molecular moving around are slower this

means the people which were moving fast

right by the other people are now moving

slowly pass by this gives people time to

communicate. If we had the gym from

before and the five people but this time

we placed them into a little closet this

gives them no chance but to

communicate, this is high pressure.

So what happens when a gas is not ideal?

If a gas is not ideal then it is a real gas.

There are gas laws which apply to ideal

gases called, the ideal gas laws which was

derived from separate laws.

Boyles law states that if there is anincrease in volume there will be a

decrease in pressure.

P=1/V

Charles law states that if there is an

increase in temperature there will be an

increase in volume.

V=T

Avogadro law states that if there is an

increase in volume there will be an

increase in mole.

V=n

These laws are combined to create the

ideal gas law.

PV=nrT.

P=pressure (atmosphere)V= volume (Liters)

n=moles

r=gas constant

T=temperature (Kelvin)


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Acid rain

Acid rain is rain which has been acidified

by pollutants. Acid rain is an example of

wet deposition which can also be snow,

sleet or fog. Dry deposition is when dust

or gas particles become acidic.

Acid rain occurs because of pollutants

such as sulfur dioxide and nitrogen oxide

which can rise into the atmosphere and

react with the water, oxygen and other

chemicals to from acid pollutants.

The pollutants have come from human

burning fossil fuels such as coal toproduce electricity and also from the

exhaust of cars.

A person walking in acid rain is as normal

as a person walking in regular rain

however plants and wildlife are different.

Acid rain can increase the pH of a lake

which makes it harder for marine life to

live and also increase the acidity in soil

preventing plants to grow. In addition

acid rain can deface statues over time

changing the appearance.

The green house effect

Greenhouse gases are gases which do not

let the heat from the sun out ofearths

atmosphere. These gases include

Methane, Nitrous oxide, water, carbon

dioxide and many more.

The sun gives off heat and light energy to

the earth, rays of light travels though

earth atmosphere and is reflected off the

earth surface and goes back into space.

However because of green house gases

the reflected rays does not make it out

into space, it gets absorbed by the green

house gases which are still in the earths

atmosphere, hence the heating up of

earth.

Greenhouse gases works very similar to a

greenhouse (glasshouse). The energy

from the sun passes through the glass of

the green house then is reflected back out

however the heat created in the

glasshouse remains in the glasshouse. Thegreenhouse effect is like a big glass shield

around the earth.


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Science - Level 4

Standards

Science knowledge and understanding

At Level 4, students explain change in terms ofcause and effect. They identify the

characteristics ofphysical and chemical changes. They describe how substances change

during reactions. They identify and compare the properties of the new or changed

material/s with those of the original material/s. Students explain the role of chemical

change in the production of new materials. They qualitatively describe changes in motion

in terms of the forces present.

Students apply the terms relationships, models and systems appropriately as ways of

representing complex structures. They identify and explain the connections between

systems in the human body and their various functions. They identify and explain therelationships that exist within and between food chains in the environment. Students use

everyday examples to illustrate the transforming and transferring of energy. They explain

how the Earth and the Moon operate as a simple system within the larger solar system.

They describe the composition of layers within the Earth. They explain the function of the

layers of the Earths atmosphere.

Science at work

At Level 4, students analyze a range of science-related local issues and describe the

relevance of science to their own and other peoples lives. They explain howsustainable practices have been developed and/or are applied in their local environment.

They describe the contributions Australian scientists have made to improve and/or change

science knowledge.

Students design their own simple experiments to collect data and draw conclusions. They

describe the purpose of experiments they undertake, including a statement of ethical

considerations, and relate this purpose to the nature of the data that is collected. They

design and build simple models and write an account of the science that is central to

explanation of the model. They use diagrams and symbols to explain procedures used when

reporting on their investigations.

Students approach data collection systematically, and analyze data qualitatively in terms of

errors of measurement. They use a range of simple measuring instruments and materials,

and demonstrate understanding of their personal responsibility in using them. They

identify and describe safety requirements and procedures associated with experiments and

the use of standard equipment. Students use the terms relationships and cause and

effectwhen discussing and drawing conclusions from the data they collect.


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Student learning outcomes from experiment

Experiment Raising water

When the temperature increases the pressure will increase. Cause and effect the cause is rising in temperature the effect is pressure increase.

Experiment B n B

If temperature is increased the volume will increase as well Cause an effect because the temperature is increasing the effect is the volume will

increase.

ExperimentIts getting Hot

That in an environment with more greenhouse gases (in this case carbon dioxide)the temperature of the environment will be hotter.

Cause and effect because of the green house gases the effect is the environmentincreases in temperature.

The polluted atmosphere caused by cars, factory and live stock is contributing to thegreenhouse effect.

Experiment Glasshouse effect

That an environment which does not allow energy or heat to be release will behotter than one that does.

Cause and effect the cause is not allowing heat or energy to be released from earthand the effect is earths temperature will gradually increase.

The greenhouse gases are making a like a blanket for earth and this is not a goodthing.

The effects of greenhouse gases and relate the relevance of science to themselvesand other people.

Experiment Acid on bones

Acids are dangerous and can effect things over time. The acid reacts with the calcium changing the structure of the bone.


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Experiment - Raising water

This experiment can be completed in 30 minutes

Raising water

Aim

The students should be able to understand:

When the temperature increases the pressure will increase. Cause and effect the cause is rising in temperature the effect is pressure increase.

Background for teachers

Gases will expand when it gains energy, when this does happen it will increase volume if at

constant pressure or increase pressure if at constant volume. In this case the volume is

constant and the pressure will increase. This experiment shows exactly that and a bit more.

Firstly you will see bubbles near the opening on the cup when the candle is lit on the inside.

Why? Because the gases inside are expanding and there is not much room for them so they

push through the water and into the atmosphere, hence the bubbles. When the candle goes

out the water will rise up. The gas molecules are now cooling down therefore contracting

decreasing in size. Now the pressure inside the cup is not equal to the pressure in the

atmosphere around you but it wants to be. So the outside atmosphere pushes the water up

into the cup and now we have equal pressure.

Background for students

On a hot day at people dont like to sit close to each other because its too hot and on a cold

day people sit closer to each other because its cold. These people are like gas molecules. On

hot days gas molecules expand making other molecules further away and on cold days gas

molecules contract coming closer to other molecules.

Materials

A tall glass cup A tray A candle Water Color dye Blue tack Two pencils


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Method

1. Place a candle into the middle of a tray using blue tack.2. Pour water half way into the tray. Colored dye can be added so the water is easier to

see

3. Place two pencils on the bottom of the tray laying down parallel to each other.4. Light the candle5. Place the cup over the candle and let it sit on the two pencils making sure the cup is

not just sitting flat on the tray.

6. Wait and observe.Questions

1. What do you think will happen? (pre-question)2. What happened?3. Did any water go into the cup when it was first placed into the water?4. What happened to the fire? And what happened after that?5. Why were there bubbles on the rim of the glass?


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Experiment 2 (BnB) bottle and balloon

This experiment can be completed in 30minutes

Aim

From this experiment students should understand;

If temperature is increased the volume will increase as well Cause an effect because the temperature is increasing the effect is the volume will

increase.


This area shows the children a physical example of the ideal gas laws PV=nRT. In this

example we are working with temperature and volume. Looking back on the formula

PV=nRT we can omit the pressure, mole and gas constant assuming they are all constantsand be left with V =T. Charles law states that if there is an increase in temperature there

will be an increase in volume. Lets say the temperature was to rise up by a number,

mathematically the volume will increase as well. How this works, lets say we have a

balloon and there are air molecules inside. When these air molecules receive energy in this

case heat energy they expand. The expanding of the air molecules will increase the volume

of the balloon. This also works when temperature is decreased which means the volume

will be decreased because the molecule is losing the energy.


Once upon a time ago Mr. Charles had an idea and that idea was if the temperature was to

be increased the volume will be increases as well. Why? All around you there are gas

molecules and when gases get hot they expand.

Materials

A glass bottle with a mouth small enough to fit a balloon around A balloon A hot plate A bucket of cold iced water Water


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Method

1. Fill the glass bottle with water one-quarter of the way up and wrap the balloonaround the mouth of the bottle.

2. Prepare a tray or bucket of cold iced water.3. Heat the bottle with the balloon on top and observe. Make sure the balloon does not

get two big because the heat of the air inside will make it burst.

4. After the balloon expanded, make sure it is not to big use heat proof gloves totransport the bottle to the bucket of cold iced water.

5. Reheat the bottle and this time when it expands turn off the heat and let it sit thereto cool.

Extra

The bottle can be pre heated before the balloon is wrapped on top and placed into the iced

water.

Questions

1. What happened when the bottle was heated with the bottle on top?2. What happened when it was cooled?3. What would happen if the bottle was not taken off the heat source?


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Experiment 3 Its getting hot

This experiment needs a nice sunny day and about 45 minutes to complete

Aim

By the end of this student should be able to understand;

That in an environment with more greenhouse gases (in this case carbon dioxide)the temperature of the environment will be hotter.

Cause and effect because of the green house gases the effect is the environmentincreases in temperature.

The polluted atmosphere caused by cars, factory and live stock is contributing to thegreenhouse effect.


Greenhouse gases such as carbon dioxide are making the earth hotter. The sun supplies

heat and light energy to the earth. Then the earth reflects back the energy to space,

however because of greenhouse gases the heat energy is absorbed and stays in the

environment which makes the environment hotter.


Greenhouse gases which comes from burning fossil fuels like coal, cows farting and car

exhausts is making earth a hotter place. The sun gives the earth energy such as light and

heat and the earth reflects it back into space, but because of the greenhouse gases theenergy does not make it all the way into space they are trapped here in the atmosphere

making earth hotter place.

Materials

Two jars equal size with lids Baking soda Vinegar A jug

Two thermometers Sticky tape A marker(pen) Lamp


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Methods

1. Place the thermometers into the jars2. Label the jar carbon dioxide (CO2) and the other air.3. In the jug prepare the carbon dioxide by using a table spoon of baking soda and

around 100ml of vinegar. It should foam up and carbon dioxide it produced.4. Carbon dioxide is heavier than air it will sit and the bottom of the jug.5. Pour the carbon dioxide air into the jug which is labeled CO2.6. Repeat as many times as necessary to fill up the CO2 jar completely with carbon

dioxide.

7. Close the jars with the lid and place outside in the sun.8. Note down the temperature every minute for 30 minutes.9. If the weather is not being nice place the two jars under a lamp and note down the

temperature every one minute for 30minute.

Question

1. Which jar was hotter in the end?2. Which jar increased in temperature faster?


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Experiment 4 Glasshouse effect

This experiment needs a nice sunny day and about 45 minutes to complete

Aim

Students will understand;

That an environment which does not allow energy or heat to be release will behotter than one that does.

Cause and effect the cause is not allowing heat or energy to be released from earthand the effect is earths temperature will gradually increase.

The greenhouse gases are making a like a blanket for earth and this is not a goodthing.

The effects of greenhouse gases and relate the relevance of science to themselvesand other people.


This experiment is used to demonstrate the effects of greenhouse gases. The experiment

has two scenarios. The first one is with the open jar this is show that the heat and light

energy going into the jar can get out of the jar. The second one is that the jar is covered

with glad wrap this will demonstrate that the heat energy cannot escape the jar therefore

being much hotter compared to the other jar. Relating this to the earth, greenhouse gases

are making earth like the jar with the glad wrap because it is keeping in most of the heat

from the sun.


Have you ever seen a glasshouse? Do you know what a glasshouse can do? Earth is slowly

turning into a giant glasshouse because of the greenhouse gases. A glasshouse receives

sunlight from the sun but keeps in the heat.

Materials

Two jars Water Ice Glade wrap Two thermometer


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Method

1.Fill both jars up with water half way and put in equal amount of ice.2.Glad wrap one of the jars up. Make sure no air can enter or leave the jar.3.Leave out in the sun for an hour and measure the temperature of the water in bothjars.

Question

1.Which one was hotter at the end?2.Why did this occur?3.What would happen if this was to take place on earth?


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Experiment 5 acid on bones

This experiment needs to be left overnight to be completed.

Aim

To make student understand:

Acids are dangerous and can effect things over time. The acid reacts with the calcium changing the structure of the bone.


Acid rain is caused by pollution in the air caused from cars, factories and other things

which releases waste into the air. Acid rain occurs because of pollutants such as sulfur

dioxide and nitrogen oxide which can rise into the atmosphere and react with the water,

oxygen and other chemicals to from acid pollutants. This example shows how acid canchange the structure of bone.

Background for students:

Acid can do some pretty nasty things to plants and animals, in this experiment we are going

to see what it does to bone.

Materials

Left over chicken bones A bowl or jar Vinegar

Method

1. Put the chicken bones into the bowl/jar.2. Fill up into it covers the chicken bones3. Leave over night


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Glossary of terms

Molecules - Chemistry, Physics . the

smallest physical unit of an element or

compound, consisting of one or more like

atoms in an element and two or more

different atoms in a compound.

Pollutants - any substance, as certain

chemicals or waste products, that renders

the air, soil, water, or other natural

resource harmful or unsuitable for a

specific purpose.

Acid - Chemistry . a compound usually

having a sour taste and capable ofneutralizing alkalis and reddening blue

litmus paper, containing hydrogen that

can be replaced by a metal or an

electropositive group to form a salt, or

containing an atom that can accept a pair

of electrons from a base. Acids are proton

donors that yield hydronium ions in

water solution, or electron-pair acceptors

that combine with electron-pair donors orbases.

Volume - the amount of space, measured

in cubic units, that an object or substance

occupies.

Pressure - the exertion of force upon a

surface by an object, fluid, etc., in contact

with it: the pressure of earth against a

wall.

Moles - The mole is a unit of

measurement for the amount of

substance or chemical amount. It is one of

the base units in the International System

of Units, and has the unit symbol mol.

Temperature - a measure of the warmth

or coldness of an object or substance with

reference to some standard value. The

temperature of two systems is the samewhen the systems are in thermal

equilibrium.

Energy - Physics . the capacity to do

work; the property of a system that

diminishes when the system does work

on any other system, by an amount equal

to the work so done; potential energy.

Symbol: E

Earth - the planet third in order from the

sun, having an equatorial diameter of

7926 miles (12,755 km) and a polar

diameter of 7900 miles (12,714 km), a

mean distance from the sun of 92.9

million miles (149.6 million km), and a

period of revolution of 365.26 day.

Atmosphere - the gaseous envelope

surrounding the earth; the air.

React chemistry. To undergo or cause

to undergo a chemical reaction


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Word find - Easy

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