I.
Grade Level/Unit Number:
9-12 /Unit 10
II.
Unit Title:
Kinetic Molecular Theory
III.
Unit Length:
5 days
IV.
Major Unit Goal / Learning Outcomes:
Students should be able to:
 Know characteristics of ideal gases
 Apply general gas solubility characteristics
Students should be able to use the following formulas and concepts of
kinetic molecular theory:
 1 mole of any gas at STP=22.4 L
 Ideal gas equation (PV=nRT),
 Combined gas law (P1V1/T1 = P2V2/T2) and applications holding one
variable constant
 (PV=k), P1V1 = P2V2 Boyle’s Law
 (V/T=k), V1/T1= V2/T2 Charles’ Law
 (P/T=k), P1/T1 = P2/T2 Gay-Lussac’s Law
o (Note: Students should be able to derive and use these gas
laws—Boyle’s, Charles, Gay-Lussac’s—but are not necessarily
expected to memorize their names.)
 Avogadro’s Law (n/V=k), n1/V1 = n1/V2
 Dalton’s Law (Pt=P1+P2+P3 …)
 Vapor pressure of water as a function of temperature (conceptually)
V.
Content Objective (with RBT tags):
Objective
Content Objective
Number
2.05
Analyze the basic assumptions of kinetic
molecular theory and its applications:
 Ideal Gas Equation.
 Combined Gas Law.
 Dalton’s Law of Partial Pressures.
RBT Tag
C3
VI.
English Language Development Objectives (ELD) Included:
NC English Language Proficiency (ELP) Standard 4 (2008) for Limited
English Proficiency Students (LEP)- English Language learners communicate
information, ideas, and concepts necessary for academic success in the content
area of science.
Chemistry- Unit 10
DRAFT
1
Suggestions for modified instruction and scaffolding for LEP students and/or
students who need additional support are embedded in the unit plan and/or are
added at the end of the corresponding section of the lessons. The amount of
scaffolding needed will depend on the level of English proficiency of each LEP
student. Therefore, novice level students will need more support with the
language needed to understand and demonstrate the acquisition of concepts
than intermediate or advanced students.
VII. Materials/Equipment Needed:
Activity
Materials
Demo #1
2 600mL beakers
Methylene Blue
Hot water
Wide Rubber bands (1 per student)
Demo #2
Ping pong paddle and ball
Boyle’s Law: Pressure-Volume
LabPro or CBL 2 interface
Relationship in a Gas
TI Graphing Calculator
Vernier Gas Pressure Sensor or
Pressure Sensor
DataMate Program
20-mL gas syringe
Dalton’s Law Demonstration
Erlenmeyer flask
one hole stopper
glass tubing (bent)
Rubbing tubing
large test tube
large container of water
3M HCl
Zinc (mossy)
index card
VIII.
Detailed Content Description:
Please see the detailed content description for each objective in the chemistry
support document. The link to this downloadable document is in the Chemistry
Standard Course of Study at:
http://www.ncpublicschools.org/curriculum/science/scos/2004/24chemistry
Chemistry- Unit 10
DRAFT
2
IX.
Unit Notes:
This unit is focused on the concept of the kinetic molecular theory and its
applications. More specifically, students should be able to relate the pressure,
volume and temperature of a gas using Boyle’s law, Charles’ law and the
combined gas law. They will use the Ideal gas law to relate pressure, volume,
temperature and moles of a gas. Students will be able to use Dalton’s law of
partial pressures to relate the total pressure of a mixture of gases to the partial
pressure of the component gases.
In each unit, Goal 1 objectives which relate to the process of scientific
investigation are included. In each of the units, students will be practicing the
processes of science: observing, hypothesizing, collecting data, analyzing, and
concluding. The Goal 1 Objectives are as follows:
COMPETENCY GOAL 1: The learner will develop abilities necessary to do
and understand scientific inquiry.
This goal and these objectives are an integral
1.01 Design, conduct and
analyze investigations part of each of the other goals. In order to
to answer questions
measure and investigate scientific phenomena,
related to chemistry.
students must be given the opportunity to design
and conduct their own investigations in a safe
 Identify questions
laboratory. The students should use questions
and suggest
and models to formulate the relationship
hypotheses.
identified in their investigations and then report
 Identify variables.
and share those finding with others
 Use a control when
Students will be able to:
appropriate.
 Identify questions and suggest hypotheses.
 Select and use
 Identify variables.
appropriate
 Use a control when appropriate.
measurement tools.
 Collect and organize  Select and use appropriate measurement
tools.
data in tables, charts
and graphs.
 Collect and organize data in tables, charts and
graphs.
 Analyze and interpret
data.
 Analyze and interpret data.
 Explain observations.  Explain observations.
 Make inferences and  Make inferences and predictions.
predictions.
 Use questions and models to determine the
 Explain the
relationships between variables in
relationship between
investigations.
evidence and
 Identify how scientists share findings.
explanation.
 Identify how
scientists share
findings.
Chemistry- Unit 10
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3
X.
Global Content: 21st Century Skills
One of the goals of the unit plans is to provide strategies that will enable
educators to develop the 21st Century skills for their students. As much as
students need to master the NCSOS goals and objectives, they need to master
the skills that develop problem solving strategies, as well as the creativity and
innovative thinking skills that have become critical in today’s increasingly
interconnected workforce and society. The Partnership for 21st Century Skills
website is provided below for more information about the skills and resources
related to the 21st Century classroom.
http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=2
7&Itemid=120
NC SCS
Chemistry
1.01 & 2.05
21st Century Skills
Communication Skills
Conveying thought or opinions effectively
Activity







1.01 & 2.05
1.01 & 2.05
When presenting information,
distinguishing between relevant and
irrelevant information
Explaining a concept to others




Chemistry- Unit 10
DRAFT
KMT Practice
Questions
Introducing Direct
and Indirect
Relationships
Boyle’s, Charles’ &
Combined Gas Law
Problems
Boyles’ Law Lab
Exploring Ideal Gas
Law
Ideal Gas law
Problems
Dalton’s Law
Practice Problems
KMT Practice
Questions
Introducing Direct
and Indirect
Relationships
Boyle’s, Charles’ &
Combined Gas Law
Problems
Boyles’ Law Lab
4



1.01 & 2.05
1.01 & 2.05
1.01 & 2.05
1.01 & 2.05
Interviewing others or being interviewed
Computer Knowledge
Using word-processing and database
programs
Developing visual aides for presentations
Using a computer for communication
Learning new software programs
Employability Skills
Assuming responsibility for own learning



1.01 & 2.05
1.01 & 2.05
1.01 & 2.05
2.05
Persisting until job is completed
Working independently
Developing career interest/goals
Responding to criticism or questions
Information-retrieval Skills
Searching for information via the
computer
Searching for print information
Searching for information using
community members
Language Skills - Reading
Following written directions
Chemistry- Unit 10
DRAFT
Exploring Ideal Gas
Law
Ideal Gas law
Problems
Dalton’s Law
Practice Problems
Introducing Direct
and Indirect
Relationships
Boyles’ Law Lab
Exploring Ideal Gas
Law
Most of the activities can
be presented as
opportunities for students
to follow written directions.
The teacher will have to
work with most students to
develop this skill over
time. The following
activities are well suited to
developing skills in
following directions:
 KMT Practice
Questions
5






2.05
Identifying cause and effect relationships



1.01 & 2.05
Summarizing main points after reading
Locating and choosing appropriate
reference materials
Reading for personal learning
Language Skill - Writing
Using language accurately
Organizing and relating ideas when
writing



1.01 & 2.05
1.01 & 2.05
1.01 & 2.05
1.01 & 2.05
1.01 & 2.05
Introducing Direct
and Indirect
Relationships
Boyle’s, Charles’ &
Combined Gas Law
Problems
Boyles’ Law Lab
Exploring Ideal Gas
Law
Ideal Gas law
Problems
Dalton’s Law
Practice Problems
Introducing Direct
and Indirect
Relationships
Boyles’ Law Lab
Exploring Ideal Gas
Law
Introducing Direct
and Indirect
Relationships
Boyles’ Law Lab
Exploring Ideal Gas
Law
Proofing and Editing
Synthesizing information from several
sources
Documenting sources
Developing an outline
Writing to persuade or justify a position
Creating memos, letters, other forms of
correspondence
Teamwork
Taking initiative
Working on a team
Thinking/Problem-Solving Skills
Identifying key problems or questions
Evaluating results
Chemistry- Unit 10
DRAFT
6
Developing strategies to address
problems
Developing an action plan or timeline
ENGAGE: (30 Minutes)
Kinetic Molecular Theory
The teacher should use the demonstrations to pique the students’ curiosity as
they are introduced to the Kinetic Molecular Theory. Introduce the Kinetic
Molecular Theory with one or two demonstrations that show students that
molecules move. Possible demonstrations: (adapted from
http://www.iit.edu/~smile/ch93eg.html)
DEMO #1:
Fill one 600mL beaker with 500mL of cold water. Fill the other with 500mL of hot
water. Set the beakers aside so that any motion in the water comes to rest. Now
sprinkle equal quantities of Methylene Blue on the water in both beakers. Twenty
or thirty crystal grains are all that is needed. The blue dye will diffuse through the
hot water faster than it will in the cold water. Something moves the dye around
so it gets spread out evenly throughout both beakers. However the spreading
out, mixing, or diffusing is not done at the same rate of speed. Hot water gets
the mixing done faster than cold.
Give each student a wide rubber band and have them hold it close to their upper
lip. Instruct the students to quickly pull the rubber band apart and immediately
place it against their upper lip. The rubber band should feel warm.
Instruct the students to bring the ends of the rubber band back together, and
once again hold it against their lip. The rubber band feels cooler.
Explanation:
The rubber band got hotter or cooler depending on the speed of the molecules
that made it up. When we stretched out the rubber band we decreased the
volume for the molecules, (modeled by lowering the paddle). When we allowed
the rubber band to return to its original shape, we increased the volume for the
molecules, (modeled by raising the paddle). When the volume of the rubber
band was decreased, (stretched out), the molecules moved faster and resulted in
the warmer band you felt against your lip. When the rubber band returned to its
original shape, the molecules had more room. This is why they slowed and
cooled down.
Chemistry- Unit 10
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7
DEMO #2:
Materials:
ping pong paddle and ball
Use a ping pong paddle and ball. Get the ping pong ball bouncing rhythmically
between the paddle and the desk top. If you now quickly lower the paddle, you
will see and hear a rapid increase in the ping pong ball collisions. If you, on the
other hand, raise the paddle, the number of collisions will decrease.
Relate to the students that the ping pong ball and paddle are only a model of
what occurs on a molecular level in matter. If temperature is the average kinetic
energy of moving molecules, then the faster the molecules move the warmer the
substance gets. Conversely, the slower the molecules move the cooler the
substance gets.
DEMO #3:
You are invited to an M. C. Hammer concert. During the concert Hammer says
he is going to test a new men's cologne called "Hammer". He has secretly
hidden the cologne under one section of seats and in order to see how strong it
is, will perform the following test at the concert:
1. The cologne is opened in one section of the stands.
2. As soon as you smell the cologne raise your hand.
3. Time how long the cologne odor takes to travel to all concert goers.
Your challenge is to draw a diagram to show how the concert goers will raise
their hands. In addition to the diagram, tell me how the molecular kinetic theory
causes the molecules to move. How will the results of Hammer's test be affected
by the temperature at the concert? Will it make a difference if he has an indoor
or outdoor concert?
EXPLAIN:
Have students to present their answers and diagrams to the class. Instruct them
to explain their reasoning.
Enrichment Activity (SAS in School)
Web Inquiry: Why do helium balloons shrink faster than air-filled balloons?
http://www.sasinschool.com/ProductEntrance/Launch/launch.jsp?unit=59
Other Demo Sources
http://www.iit.edu/~smile/ch9707.html
Animations
Chemistry- Unit 10
DRAFT
8
http://www.chm.davidson.edu/ChemistryApplets/KineticMolecularTheory/BasicCo
ncepts.html
http://www.preparatorychemistry.com/Bishop_KMT_frames.htm
http://www.visionlearning.com/library/module_viewer.php?mid=120
Essential Question:
How would you describe the assumption of the Kinetic Molecular Theory?
ELABORATE: (15 minutes)
Following the demonstration, the teacher should begin by discussing the
assumptions of the KMT. Explain that these assumptions hold true for ideal
gases. Distinguish between ideal gases and real gases and the
temperature/pressure conditions for both. Complete the table during the class
discussion.
Ideal Gases vs. Real Gases
Ideal Gas
Real Gas
particles occupy NO volume
collisions between particles
are perfectly elastic
Chemistry- Unit 10
DRAFT
9
there are no attractive forces
among particles
EVALUATE: (15 minutes)
This activity will allow students to evaluate their understanding of the Kinetic
Molecular Theory with guided and independent practice. After students have
completed the activity, the teacher will assess students’ understanding by going
over the questions with the students.
Practice Questions:
Kinetic Molecular Theory
Indicate whether, according to kinetic molecular theory, the statement is true (T)
or false (F).
1. When gas molecules collide with their container, they transfer energy to T
it that is proportional to their velocity.
F
2. Gas molecules of different compounds have the same average kinetic
energy at the same temperature.
T
F
3. Gas molecules of different compounds have the same average velocity T
at the same temperature.
F
4. When two gas molecules collide, they don’t usually form a new
compound.
T
F
5. Gas molecules aren’t very attracted to one another under
standard conditions.
T
F
6. A pure sample of gas molecules will have the same average kinetic
energy at all temperatures and pressures.
T
F
7. The average kinetic energy of gas molecules depends on both
surrounding temperature and the molecular weight.
T
F
Chemistry- Unit 10
DRAFT
10
Additional Questions
http://misterguch.brinkster.net/kineticmoleculartheory.pdf
ELABORATE: (30 minutes)
Temperature and Pressure Conversion PowerPoint:
The teacher will need to reinforce temperature conversions from Unit 1 and
conversion factors. The PowerPoint provides examples and practice problems.
The teacher will use the PowerPoint to show students how to perform
Celsius/Kelvin temperature conversions and pressure conversions.
Include in the discussion:
 Where to go on the Chemistry Reference Tables to find the equation for
converting Celsius to Kelvin.
 Where to find information relating to pressure conversions in their
Chemistry Reference Tables.
Essential Question:
What information do you need to perform pressure and temperature
conversions?
Language (ELP) Objectives for LEP Students:
 Verbally or written in paragraph form, describe the process of
converting temperatures from Celsius to Kelvin and give specific
examples.
 Verbally or written in paragraph form explain the process of
pressure conversion
Chemistry- Unit 10
DRAFT
11
Slide 1
Temperature and Pressure
Conversions
Slide 2
Temperature Conversions
• Convert 25.0°C to Kelvin
• Convert 375 K to degrees
Celsius
• Convert -50°C to Kelvin
Slide 3
Pressure Conversions
• Convert 0.875 atm to
mmHg
• Convert 745.0 mmHg to
atm
• Convert 0.955 atm to kPa
Chemistry- Unit 10
DRAFT
12
Slide 4
Pressure Conversions
• Convert 98.35 kPa to atm
• Convert 740.0 mmHg to
kPa
• Convert 99.25 kPa to
mmHg
EXPLORE: (30 minutes)
Direct and Indirect Relationships
This activity is designed for students to explore the relationship between volume
and pressure (Boyle’s Law) and volume and temperature (Charles’ Law). The
students will make graphs from data provided.
Essential Questions:
How would you describe the relationship between volume and pressure of a gas?
How would you describe the relationship between volume and temperature of a
gas?
Language (ELP) Objectives for LEP Students:
 In paragraph form, compare and contrast Boyle’s Law and Charles’ Law.
Give specific examples for each law.
 Discuss in paragraph form and with a partner the direct vs. indirect
relationships and how those relationships relate to the gas laws.
Introducing Direct and Indirect Relationships
Part 1. Graph the following pressure vs. volume data. Make your graph as large
as possible. Title your graph and label each axis with the proper variable and
unit.
Chemistry- Unit 10
DRAFT
13
Volume
(mL)
Pressure
(psi)
29.60
17.38
25.00
20.58
19.20
26.80
14.40
35.73
9.60
53.59
Part 2. Convert the temperature in oC to Kelvin (K = oC + 273). Graph the
temperature in Kelvin vs. volume data. Make your graph as large as possible.
Title your graph and label each axis with the proper variable and unit.
Temperature
(oC)
Temperature
(Kelvin)
320
338
388
262
235
Volume
(cm3)
27.9
29.5
33.8
22.9
20.5
Part 3: Cause & Effect
1. Write a cause and effect statement that describes what happens to the
volume of a gas when the pressure is changed.
2. Write a cause and effect statement that describes what happens to the
volume of a gas when the temperature is changed.
3. Predict what would happen to the volume of a gas when the pressure is
doubled.
4. Predict what would happen the pressure of a gas when the volume is
reduced by 1/3.
5. Predict what would happen to the volume of a gas when the temperature
in Kelvin is reduced by 1/2.
Chemistry- Unit 10
DRAFT
14
6. Predict what would happen to the temperature of a gas when the volume
is increased
by 3.
7. Write brief narrative (3- 4 sentences) that describes the cause and effect
relationship between pressure and volume that would help someone that
is not very scientifically minded to understand this relationship. BE
CREATIVE!
8. Write brief narrative (3- 4 sentences) that describes the cause and effect
relationship between temperature and volume that would help someone
that is not very scientifically minded to understand this relationship. BE
CREATIVE!
ELABORATE: (30 mins)
Boyle’s Law and Charles’ Law
The teacher should build on the previous activity by explaining the gas laws.
Animation links are provided to supplement the discussion.
Provide the formula for the combined gas law and show students how to derive
Boyle’s Law, Charles’, and Gas-Lussac’s Law. The focus should be placed on
the relationships rather than the names.
 It is important for students to know where to find the equation in the
Chemistry Reference Tables.
 The teacher will model for students how to solve Boyle’s law, Charles’ law
and Combined Gas Law problems.
Animations on the Web:
Boyle’s Law
http://www.lerc.nasa.gov/WWW/K-12/airplane/aboyle.html
Charles’ Law
http://www.lerc.nasa.gov/WWW/K-12/airplane/aglussac.html
Essential Question:
How are the pressure, volume, and temperature of a gas related?
Language (ELP) Objectives for LEP Students:
 Describe Boyle’s Law and Charles Law in students’ own words and
provide specific examples of each law.
Chemistry- Unit 10
DRAFT
15
EVALUATE:
The practice problems will allow students to evaluate on their understanding of
Boyle’s law, Charles’ law and the Combined gas law with guided and
independent practice. After students have completed these problems, the
teacher will assess students’ understanding by going over the problems with the
students.
Essential Question:
How are the pressure, volume, and temperature of a gas related?
Language (ELP) Objectives for LEP Students:
 Describe Boyle’s Law and Charles Law in students’ own words and
provide specific examples of each law.
Boyle’s Law Worksheet
Abbreviations
atm - atmosphere
mm Hg - millimeters of mercury
torr - another name for mm Hg
Pa - Pascal (kPa = kilo Pascal)
K - Kelvin
°C - degrees Celsius
Conversions
K = °C + 273
1 cm3 (cubic centimeter) = 1 mL (milliliter)
1 dm3 (cubic decimeter) = 1 L (liter) = 1000 mL
Standard Conditions
0.00 °C = 273 K
1.00 atm = 760.0 mm Hg = 101.325 kPa = 101,325 Pa
Example #1: 2.00 L of a gas is at 740.0 mmHg pressure. What is its volume at
standard pressure?
Answer: this problem is solved by inserting values into P1V1 = P2V2.
(740.0 mmHg) (2.00 L) =(760.0 mmHg) (x)
Chemistry- Unit 10
DRAFT
16
Problems:
1. A gas occupies 12.3 liters at a pressure of 40.0 mm Hg. What is the volume
when the pressure is increased to 60.0 mm Hg?
2. If a gas at 25.0 °C occupies 3.60 liters at a pressure of 1.00 atm, what will be
its volume at a pressure of 2.50 atm?
3. A gas occupies 1.56 L at 1.00 atm. What will be the volume of this gas if the
pressure becomes 3.00 atm?
4. A gas occupies 11.2 liters at 0.860 atm. What is the pressure if the volume
becomes 15.0 L?
5. 500.0 mL of a gas is collected at 745.0 mm Hg. What will the volume be at
standard pressure?
6. Convert 350.0 mL at 740.0 mm of Hg to its new volume at standard pressure.
7. Convert 338 L at 63.0 atm to its new volume at standard pressure.
Charles’ Law Practice
Abbreviations
atm - atmosphere
mm Hg - millimeters of mercury
torr - another name for mm Hg
Pa - Pascal (kPa = kilo Pascal)
K - Kelvin
°C - degrees Celsius
Conversions
K = °C + 273
1 cm3 (cubic centimeter) = 1 mL (milliliter)
1 dm3 (cubic decimeter) = 1 L (liter) = 1000 mL
Standard Conditions
0.00 °C = 273 K
1.00 atm = 760.0 mm Hg = 101.325 kPa = 101,325 Pa
Example #1: 4.40 L of a gas is collected at 50.0°C. What will be its volume upon
cooling to 25.0°C?
Chemistry- Unit 10
DRAFT
17
First of all, 2.20 L is the wrong answer. Sometimes a student will look at the
temperature being cut in half and reason that the volume must also be cut in half.
That would be true if the temperature was in Kelvin. However, in this problem the
Celsius is cut in half, not the Kelvin.
Answer: convert 50.0°C to 323 K and 25.0°C to 298 K. Then plug into the
equation and solve for x, like this:
1. Calculate the decrease in temperature when 2.00 L at 20.0 °C is compressed
to 1.00 L.
2. 600.0 mL of air is at 20.0 °C. What is the volume at 60.0 °C?
3. A gas occupies 900.0 mL at a temperature of 27.0 °C. What is the volume at
132.0 °C?
4. What change in volume results if 60.0 mL of gas is cooled from 33.0 °C to 5.00
°C?
5. Given 300.0 mL of a gas at 17.0 °C. What is its volume at 10.0 °C?
6. A gas occupies 1.00 L at standard temperature. What is the volume at 333.0
°C?
7. At 27.00 °C a gas has a volume of 6.00 L. What will the volume be at 150.0
°C?
8. At 225.0 °C a gas has a volume of 400.0 mL. What is the volume of this gas at
127.0 °C?
Combined Gas Law Practice
Example #1: This type of combined gas law problem (where everything goes to
STP) is VERY common:
2.00 L of a gas is collected at 25.0°C and 745.0 mmHg. What is the volume at
STP?
STP is a common abbreviation for "standard temperature and pressure."
You have to recognize that five values are given in the problem and the sixth is
an x. Also, remember to change the Celsius temperatures to Kelvin.
Chemistry- Unit 10
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18
When problems like this are solved, I write a solution matrix, like this:
and fill it in with data from the problem.
Here is the right-hand side filled in with the STP values:
You can be pretty sure that the term "STP" will appear in the wording of at least
one test question. It is recommended that you memorize the various standards
conditions. Here's the solution matrix completely filled in:
Insert the values in their proper places in the combined gas law equation:
P1V1 / T1 = P2V2 / T2
and solve for x.
Problems:
Abbreviations
atm - atmosphere
mm Hg - millimeters of mercury
torr - another name for mm Hg
Pa - Pascal (kPa = kilo Pascal)
K - Kelvin
°C - degrees Celsius
Conversions
K = °C + 273
1 cm3 (cubic centimeter) = 1 mL (milliliter)
1 dm3 (cubic decimeter) = 1 L (liter) = 1000 mL
Chemistry- Unit 10
DRAFT
19
Standard Conditions
0.00 °C = 273 K
1.00 atm = 760.0 mm Hg = 101.325 kPa = 101,325 Pa
1. A gas has a volume of 800.0 mL at minus 23.00 °C and 300.0 torr. What would
the volume of the gas be at 227.0 °C and 600.0 torr of pressure?
2. 500.0 liters of a gas are prepared at 700.0 mm Hg and 200.0 °C. The gas is
placed into a tank under high pressure. When the tank cools to 20.0 °C, the
pressure of the gas is 30.0 atm. What is the volume of the gas?
3. What is the final volume of a 400.0 mL gas sample that is subjected to a
temperature change from 22.0 °C to 30.0 °C and a pressure change from 760.0
mm Hg to 360.0 mm Hg?
4. What is the volume of gas at 2.00 atm and 200.0 K if its original volume was
300.0 L at 0.250 atm and 400.0 K.
5. At conditions of 785.0 torr of pressure and 15.0 °C temperature, a gas
occupies a volume of 45.5 mL. What will be the volume of the same gas at 745.0
torr and 30.0 °C?
6. A gas occupies a volume of 34.2 mL at a temperature of 15.0 °C and a
pressure of 800.0 torr. What will be the volume of this gas at standard
conditions?
7. The volume of a gas originally at standard temperature and pressure was
recorded as 488.8 mL. What volume would the same gas occupy when subjected
to a pressure of 100.0 atm and temperature of minus 245.0 °C?
8. At a pressure of 780.0 mm Hg and 24.2 °C, a certain gas has a volume of
350.0 mL. What will be the volume of this gas under STP
EXPLORE: (60 minutes)
In this activity, students will explore pressure volume relationships as they collect
data using the Calculator-Based Labs by Vernier. The student will manipulate
the volume of a certain amount of air and determine how the pressure is affected
by these changes in volume. A graph will be generated on the calculator.
 Students will see how to generate the graph experimentally and find that
the relationship between volume and pressure is inverse as previously
discussed.
Chemistry- Unit 10
DRAFT
20
 After the activity, the teacher should tie this lab back to the activity “Direct
and Indirect Relationships.”
Essential Question:
How would you describe the relationship between volume and pressure?
Boyle’s Law: Pressure-Volume
Relationship in Gases
© 2008 Vernier Software & Technology
The primary objective of this experiment is to determine the relationship between
the pressure and volume of a confined gas. The gas we use will be air, and it will
be confined in a syringe connected to a Pressure Sensor (see Figure 1). When
the volume of the syringe is changed by moving the piston, a change occurs in
the pressure exerted by the confined gas. This pressure change will be
monitored using a Pressure Sensor. It is assumed that temperature will be
constant throughout the experiment. Pressure and volume data pairs will be
collected during this experiment and then analyzed. From the data and graph,
you should be able to determine what kind of mathematical relationship exists
between the pressure and volume of the confined gas. Historically, this
relationship was first established by Robert Boyle in 1662 and has since been
known as Boyle’s law.
Figure 1
MATERIALS
LabPro or CBL 2 interface
TI Graphing Calculator
Vernier Gas Pressure Sensor or Pressure
Sensor
DataMate Program
20-mL gas syringe
PROCEDURE
1. Prepare the Pressure Sensor and an air sample for data collection.
a. Plug the Pressure Sensor into Channel 1 of the LabPro or CBL 2 interface.
Use the link cable to connect the TI Graphing Calculator to the interface.
Firmly press in the cable ends.
Chemistry- Unit 10
DRAFT
21
b. With the 20-mL syringe disconnected from the Pressure Sensor, move the
piston of the syringe until the front edge of the inside black ring (indicated
by the arrow in Figure 1) is positioned at the 10.0 mL mark.
c. Attach the 20-mL syringe to the valve of the Pressure.
 Newer Vernier Gas Pressure Sensors have a white stem protruding from
the end of the sensor box—attach the syringe directly to the white stem
with a gentle half-turn.
 Older Vernier Pressure Sensors have a 3-way valve at the end of a
plastic tube leading from the sensor box. Before attaching the 20-mL
syringe, align the blue handle with the stem of the 3-way valve that will
not have the syringe connected to it, as shown in the figure at the right—
this will close this stem. Then attach the syringe directly to the remaining
open stem of the 3-way valve.
2. Turn on the calculator and start the DATAMATE program. Press
reset the program.
CLEAR
to
3. Set up the calculator and interface for a Gas Pressure Sensor or Pressure
Sensor.
a. Select SETUP from the main screen.
b. If the calculator displays a Pressure Sensor set to kPa in CH 1, proceed
directly to Step 4. If it does not, continue with this step to set up your
sensor manually.
c. Press ENTER to select CH 1.
d. Select PRESSURE from the SELECT SENSOR menu.
e. Select the correct pressure sensor (GAS PRESSURE SENSOR or
PRESSURE SENSOR) from the PRESSURE menu.
f. Select the calibration listing for units of (KPA).
4. Set up the data-collection mode.
a. To select MODE, press
once and press ENTER .
b. Select EVENTS WITH ENTRY from the SELECT MODE menu.
c. Select OK to return to the main screen.
5. You are now ready to collect pressure and volume data. It is best for one
person to take care of the gas syringe and for another to operate the
calculator.
a. Select START to begin data collection.
b. Move the piston so the front edge of the inside black ring (see Figure 2) is
positioned at the 5.0-mL line on the syringe. Hold the piston firmly in this
position until the pressure value displayed on the calculator screen
stabilizes.
c. Press ENTER and type in “5”, the gas volume (in mL) on the calculator. Press
ENTER to store this pressure-volume data pair.
Chemistry- Unit 10
DRAFT
22
Figure 2
d. To collect another data pair, move the syringe to 7.5 mL. When the
pressure reading stabilizes, press ENTER and enter “7.5” as the volume.
e. Continue with this procedure using volumes of 10.0, 12.5, 15.0, 17.5, and
20.0 mL.
f. Press STO when you have finished collecting data.
6. Examine the data pairs on the displayed graph. As you move the cursor right
or left, the volume (X) and pressure (Y) values of each data point are
displayed below the graph. Record the pressure (round to the nearest 0.1
kPa) and volume data values in your data table.
7. Based on the graph of pressure vs. volume, decide what kind of mathematical
relationship exists between these two variables, direct or inverse. To see if
you made the right choice:
a. Press ENTER , then select ANALYZE from the main screen.
b. Select CURVE FIT from the ANALYZE OPTIONS menu.
c. Select POWER (CH 1 VS ENTRY) from the CURVE FIT menu. The linearregression statistics for these two lists are displayed for the equation in the
form
y = ax^b
where x is volume, y is pressure, a is a proportionality constant, and b is
the exponent of x (volume) in this equation. Note: The relationship between
pressure and volume can be determined from the value and sign of the
exponent, b.
d. To display the regression curve on the graph of pressure vs. volume, press
ENTER . If you have correctly determined the mathematical relationship, the
power regression line should very nearly fit the points on the graph (that is,
pass through or near the plotted points).
8. (optional) Print a graph of pressure vs. volume, with a regression line
displayed.
9. (optional) If directed by your instructor, proceed directly to the Extension that
follows Processing the Data.
Chemistry- Unit 10
DRAFT
23
DATA and Calculations
Volume
(mL)
Pressure
(kPa)
Constant, k
(P / V or P • V)
PROCESSING THE DATA
1. If the volume is doubled from 5.0 mL to 10.0 mL, what does your data show
happens to the pressure? Show the pressure values in your answer.
2. If the volume is halved from 20.0 mL to 10.0 mL, what does your data show
happens to the pressure? Show the pressure values in your answer.
3. If the volume is tripled from 5.0 mL to 15.0 mL, what does your data show
happened to the pressure? Show the pressure values in your answer.
4. From your answers to the first three questions and the shape of the curve in
the plot of pressure versus volume, do you think the relationship between the
pressure and volume of a confined gas is direct or inverse? Explain your
answer.
5. Based on your data, what would you expect the pressure to be if the volume
of the syringe was increased to 40.0 mL. Explain or show work to support
your answer.
6. Based on your data, what would you expect the pressure to be if the volume
of the syringe was decreased to 2.5 mL.
7. What experimental factors are assumed to be constant in this experiment?
8. One way to determine if a relationship is inverse or direct is to find a
proportionality constant, k, from the data. If this relationship is direct, k = P/V.
If it is inverse, k = P•V. Based on your answer to Question 4, choose one of
these formulas and calculate k for the seven ordered pairs in your data table
(divide or multiply the P and V values). Show the answers in the third column
of the Data and Calculations table.
9. How constant were the values for k you obtained in Question 8? Good data
may show some minor variation, but the values for k should be relatively
constant.
Chemistry- Unit 10
DRAFT
24
10. Using P, V, and k, write an equation representing Boyle’s law. Write a verbal
statement that correctly expresses Boyle’s law.
EXTENSION
1. To confirm that an inverse relationship exists between pressure and volume,
a graph of pressure vs. reciprocal of volume (1/volume or volume-1) may also
be plotted. To do this using your calculator:
a. Press ENTER , then return to the main screen.
b. Select QUIT to quit DATAMATE program. (Then press ENTER on a TI-83
Plus or TI-73).
c. Create a new data list, reciprocal of volume, based on your original volume
data.
TI-73 Calculators
d. To view the data lists, press LIST .
e. Move the cursor up and to the right until the L3 heading is highlighted.
f. Create a list of 1/volume values in L3. First press 2nd [STAT], and select
L1. Then press 2nd [x–1] ENTER .
TI-83 and TI-83 Plus Calculators
d. To view the data lists, press STAT to display the EDIT menu, and select
Edit.
e. Move the cursor up and to the right until the L3 heading is highlighted.
f. Create a list of 1/volume values in L3 by pressing 2nd [L1] x –1 ENTER .
TI-86 Calculators
d. To view the data lists, press 2nd [STAT] and select <EDIT>.
e. Move the cursor up and to the right until the L3 heading is highlighted.
f. Create a list of 1/volume values in L3 by pressing <NAMES> <L1> 2nd
[x–1] ENTER .
g. Press 2nd [QUIT] when you are finished with this step.
TI-89, TI-92, and TI-92 Plus Calculators
d. Press APPS , then select Home.
e. On a TI-89 calculator, create a list of 1/volume values in L3 by pressing
CLEAR
ALPHA [L]
ALPHA [L]
ENTER . On a TI-92
STO
3
1
1
STO
L
L
3
1
1
or TI-92 Plus, press CLEAR
ENTER .
2. Follow this procedure to calculate regression statistics and to plot a best-fit
regression line on your graph of pressure vs. 1/volume:
a. Restart the DATAMATE program.
b. Select ANALYZE from the main screen.
c. Select CURVE FIT from the ANALYZE OPTIONS menu.
Chemistry- Unit 10
DRAFT
25
d. Select LINEAR (CH1 VS CH2). Note that CH1 is pressure and CH2 is
1/volume. The linear-regression statistics for these two lists are displayed
for the equation in the form:
y = ax + b
where x is 1/volume, y is pressure, a is a proportionality constant, and b is
the y-intercept.
e. To display the linear-regression curve on the graph of pressure vs.
1/volume, press ENTER . If the relationship between P and V is an inverse
relationship, the plot of P versus 1/V should be direct; that is, the curve
should be linear and pass through (or near) the origin. Examine your graph
to see if this is true for your data.
3. (optional) Print a copy of the graph of pressure vs. 1/volume, with the linear
regression curve displayed.
NOTE: For those who do not have access to the CBL materials in order to do
the above activity with their classes, an alternate activity follows:
Alternative to Boyle’s Law CBL Lab
The teacher should provide the Data Set to students. Students should be
instructed to graph the data manually or input the data into graphing calculators
or Excel and generate a graph. Students should be asked to analyze the data to
determine the relationship between volume and pressure.
Trial
1
2
3
4
5
Pressure
100 kPa
50 kPa
200 kPa
400 kPa
25 kPa
Volume
40 cm3
80 cm3
20 cm3
10 cm3
160 cm3
EXPLAIN:
Have students to present their answers to Processing the Data to the class.
Instruct them to explain their reasoning.
EXPLORE: (45 minutes)
Ideal Gas Law
In this activity, students will EXPLORE the graphical relationships among the
following data:
o pressure vs. volume
o volume vs. temperature
o pressure vs. temperature
Chemistry- Unit 10
DRAFT
26
o volume vs. moles
The teacher should choose between Option 1 and Option 2 for this activity.
Option 1 is a computer-based activity that requires internet access through SAS
in Schools. In Option 2, the teacher provides sample data rather than obtaining it
through the SAS activity.
Essential Question:
How are the pressure, volume, temperature, and moles of a gas related?
Language (ELP) Objectives for LEP Students:
 Explain verbally or in written form the difference between the following:
 pressure vs. volume
 volume vs. temperature
 pressure vs. temperature
 volume vs. moles
Option 1
 Collect pressure, volume, temperature, and mole data using the SAS in
Schools Gas Law Interactivity. This may be done as a class or individually
depending on computer availability.
o http://www.sasinschool.com/ProductEntrance/Launch/launch.jsp?u
nit=8
o Students will place data in the data table and generate a graph for
each experiment.
o Students will answer the questions and complete the analysis table.
o Following the activity, the teacher should help the students derive
the Ideal Gas Equation.
Option 2
 In option 2, the teacher will provide the data for the table rather than using
SAS to collect the data. Sample data is provided below:
Data Table
Gas Identity: Argon
Experiment 1
Trial Pressure Vol.
(atm)
(L)
1
0.9
25
2
0.8
28
3
0.7
32
4
1.1
20
5
1.2
19
6
1.4
16
Chemistry- Unit 10
Experiment 2
Volume Temp.
(L)
(K)
23
250
18
200
27
300
37
400
41
450
46
500
Experiment 3
Pressure Temp.
(atm)
(K)
0.90
500
0.80
450
0.50
275
0.95
525
0.85
475
0.75
425
DRAFT
Experiment 4
Volume Quantity
(L)
(moles)
46
1.00
41
0.90
37
0.80
32
0.70
29
0.65
34
0.75
27
Ideal Gas Law
Data Table
Gas Identity: Helium
Experiment 1
Trial Pressure Vol.
(atm)
(L)
1
0.75
34
2
0.85
30
3
1.10
23
Experiment 2
Volume Temp.
(L)
(K)
22
400
19
350
15
275
Experiment 3
Pressure Temp.
(atm)
(K)
1.1
550
0.9
450
0.8
400
Experiment 4
Volume Quantity
(L)
(moles)
30
0.75
38
0.93
45
1.10
Graph the data from the table for each Experiment.
Questions:
a. What does each graph indicate about the relationship between the variables?
b. For each pair of variables, write a statement that describes their relationship
and indicates the conditions for validity. For example, x and y are directly
proportional, if a and b remain constant.
c. The four relationships you just described are expressed as laws. Using the
following information, label each statement from questions b with its correct
name (Avogadro’s law, Boyle’s law, or Charles’ law, and Gay-Lussac’s law.)
Analysis Table
Trial
PxV
(Pressure
times volume)
V/T
(Volume divided
by temperature)
P/T
(Pressure
divided by
temperature)
V/n
(Volume
divided by gas
quantity)
1
2
3
4
5
6
Chemistry- Unit 10
DRAFT
28
ELABORATE:
After completing Option 1 or Option 2, the teacher should show students where
the Ideal Gas Law is located in their Chemistry Reference Tables.
Be sure to show students where to find the values for Standard Temperature &
Pressure and Gas Constant are on their Chemistry Reference Tables.
 Model for students how to work problems with different pressure units,
showing students the use of the three gas constant values.
 Animation web links are provided to supplement the discussion.
Ideal Gas Law
http://www.lon-capa.org/~mmp/applist/pvt/pvt.htm
http://www2.wwnorton.com/college/chemistry/gilbert/tutorials/ch8.htm
Essential Question:
How are the pressure, volume, temperature, and moles of a gas related?
EVALUATE: (30 minutes)
The Ideal Gas Law Problems will allow students to evaluate their understanding
of the Ideal gas law with guided and independent practice. After students have
completed these problems, the teacher will assess students’ understanding by
going over the problems with the students.
Essential Question:
How are the pressure, volume, temperature, and moles of a gas related?
Ideal Gas Law Problems
1. A chemical reaction produces 0.0680 mol of oxygen gas. What volume in
liters is occupied by this gas sample at STP?
2. A chemical reaction produced 98.0 mL of sulfur dioxide at STP. What was
the mass (in grams) of the gas produced?
3. What is the pressure in mm Hg exerted by a 0.500 mol sample of nitrogen
gas in a 10.0 L container at 25oC?
4. What mass of chlorine gas, in grams, is contained in a 10.0 L tank at 27 oC
and 3.50 atm of pressure?
5. How many moles of oxygen gas, O2, are contained in 750.0 cm3 at 27oC and
a pressure of 1.2 atm?
Chemistry- Unit 10
DRAFT
29
6. A sample of hydrogen iodide occupies 400.0 cm3 at STP. How many moles
are in the sample?
7. At 0oC, 0.75 moles of a gas occupies a volume of 5 L. What is the pressure
(in kPas) exerted by the gas?
8. 1.5 L of gas exerts a pressure of 96.8 kPa at 12oC. How moles of the gas are
in the sample?
Ideal Gas Law
Practice
http://dbhs.wvusd.k12.ca.us/webdocs/GasLaw/WS-Ideal.html
http://chemsite.lsrhs.net/gasses/handouts/Ideal_Problems.pdf
Interactive Ideal
Gas Law
Calculations
http://www.ausetute.com.au/idealgas.html
ENGAGE: (15 minutes)
The Dalton’s Law Demonstration should use this demonstration to engage
students as they are introduced to the Dalton’s Law of Partial Pressures.
Essential Question:
How is the total pressure of a sample of gases related to the partial pressure of
each gas in the sample?
Language (ELP) Objectives for LEP Students:
 In paragraph form, summarize the teacher demonstration for collecting a gas
over water. Use key vocabulary terms.
 Describe what you need to do to find vapor pressures and appropriate
temperatures for solving the gas law problems.
Dalton’s Law Demonstration
Materials:
Erlenmeyer flask
Rubbing tubing
3M HCl
one hole stopper
large test tube
Zinc (mossy)
glass tubing (bent)
large container of water
index card
Procedure:
Chemistry- Unit 10
DRAFT
30
1. Fill a large container with water. Fill a test tube to the rim with water. Place
the index card over the test tube and invert into the large container of water.
Remove the index card. If any air bubbles gets into the test tube, try again.
2. In the Erlenmeyer flask, conduct a reaction between one piece of zinc and
HCl. Stopper the flask with the rubber tubing.
3. Insert the rubber tubing in the test tube and allow the H2 gas to displace the
water. This will show students how a gas can be collected over water.
4. Ignite the gas. There will be a small “poof”.
Following the demonstration, the teacher should explain to students that gas
collection over water is an essential technique used when studying Dalton’s Law.
This will serve as transition to the next segment of the lesson (ELABORATE).
ELABORATE: (15 minutes)
The teacher should then introduce and explain Dalton’ Law of Partial Pressures.
It is important to show students where the equation for Dalton’s law is located in
the Chemistry Reference Tables. The teacher should instruct students how to
solve Dalton’s law problems by working examples of partial pressure problems
including solving problems for gases collected over water. Students will need to
understand where to find vapor pressures at certain temperatures when working
these problems. There will be chart in the textbook. When showing student s
the chart, make sure they understand the relationship between temperature and
vapor pressure.
Essential Question:
How is the total pressure of a sample of gases related to the partial pressure of
each gas in the sample?
EVALUATE: (30 minutes)
The Dalton’s Law of Partial Pressures activity will allow students to evaluate their
understanding of the Ideal gas law with guided and independent practice. After
students have completed these problems, the teacher will assess students’
understanding by going over the problems with the students.
Essential Question:
How is the total pressure of a sample of gases related to the partial pressure of
each gas in the sample?
Chemistry- Unit 10
DRAFT
31
Dalton’s Law Problems
1. A mixture of neon and argon gases exerts a total pressure of 2.39 atm. The
partial pressure of the neon alone is 1.84 atm, what is the partial pressure of the
argon?
2. A 450 cm3 sample of hydrogen is collect over water at 12oC. The pressure of
the hydrogen and water vapor mixture is 78.5 kPa. What is the partial pressure
of the dry hydrogen gas? (look up the vapor pressure of water at 12oC)
3. 888 cm3 of oxygen are collected over water with a temperature of 27oC. The
total pressure of the gases is 55.8 kPa. What is the partial pressure of the dry
gas?
4. What is the total pressure of a mixture of gases made up of CO2, O2 and H2 if
the partial pressures are 22.3 kPa, 44.7 kPa and 112 kPa respectively?
5. A quantity of Helium is collected over water at 70oC, and the mixture has a
pressure of 89.9 kPa. What is the partial pressure of the water vapor?
6. A sample of hydrogen is collected by displacing a sample of water with a
temperature of 35oC. The mixture has a total pressure of 114 kPa. What is the
partial pressure of the dry hydrogen?
A web resource is provided for additional student practice.
Dalton’s Law
Practice
Chemistry- Unit 10
http://www.fordhamprep.org/gcurran/sho/sho/lessons/lesson74.htm
http://dbhs.wvusd.k12.ca.us/webdocs/GasLaw/WS-Dalton.html
DRAFT
32
EVALUATE:
Sample Assessment Questions for Unit 10
Unit
10
Goal/
RBT
Tag
2.05
C3
Questions
1. A 2.00 L flask is filled with propane gas, C3H8, at 1.00
atm and -15.0 oC. What is the mass of the propane in the
flask?
A.
B.
C.
D.
C3
3.72 g
4.16 g
71.5 g
466.0 G
2. A sample of nitrogen gas is stored in 500.0 mL flask at
108 kPa and 10 oC. The gas is transferred to a 750.0 mL
flask at 21 oC. What is the pressure of the nitrogen gas in
the second flask?
A.
B.
C.
D.
69.3 kPa
74.8 kPa
151.2 kPa
112.2 kPa
EVALUATE: (45 minutes)
Following are sample test items obtained from the WIZARD test bank developed
by eduware™ that can be used to allow students to assess their understanding
and abilities and allow the teacher to evaluate the students understanding of key
concepts and skill development for this unit.
Chemistry- Unit 10
DRAFT
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Chemistry- Unit 10
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Chemistry- Unit 10
DRAFT
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Chemistry- Unit 10
DRAFT
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Chemistry- Unit 10
DRAFT
37