COLEGIO NUEVA GRANADA

CHEMISTRY
www.cng.edu/science/chemistry

GASES PROJECT
NAME:___________________________________________________________ PERIOD:______

GENERAL COMMENTS:
1.
2.
3.
4.
5.

This is a constructivist unit, which means that students, guided by the teacher, will construct their own knowledge based on
experiences and activities.
No traditional evaluations will be used to assess this unit.
Learning is a student responsibility.
Providing teaching experiences is a teacher responsibility.
Plan ahead of time. Write down any procedure youll follow. Do not improvise, think twice.
GUIDELINES:

1.
2.
3.

The entire material produced has to be filed in an individual folder, from now on called portfolio. This portfolio will be turned
in to the teacher whenever he asks for it. There are no specific deadlines. It can be class by class, every two classes. Etc. This
project has an estimated length of 3 weeks.
Each class, the student performance will be evaluated. Both self-evaluation and teacher evaluation.
The portfolio should have the following:
3.1 Front page: Title of the unit, name, school,
3.2 Index: page by page (numbered).
3.3 Grades sheet (sheet where scores will be recorded).
3.4 Content:
3.4.1
A letter signed by you, where you commit yourself to successfully complete all the activities and work with
responsibility and honesty to master the unit contents. (3 points)
3.4.2
An in-depth explanation of activities you performed to understand gases and its variables. No more than 1 page
per activity. The least you can have is the answers to each of the questions in the activity. (15 points)
3.4.3
A drawing of the activity that you liked the most. (5 points)
3.4.4
A further investigation about 1 of the activities you performed. (1 page). (5 points)
3.4.5
A letter signed by your parents where your explain to them 2 gas laws and they certify understanding of what you
told them. Include email address and telephone number in case of doubt. (15 points)
3.4.6
2 explained and solved exercises about each of the gas laws. They can be taken from chemistry books. (10
points)
3.4.7
2 problems taken from textbooks and 2 personal created exercises about each of the gas laws. (20 points).
3.4.8
An appendix that includes some aspects about pressure and volume unit and conversion of units. (2 points)
3.4.9
Your homework. (10 points)
3.4.10 A 1 page personal reflection about your own understanding of gases including problems and difficulties during
the process. (15 points)

GRADES SHEET
Item

Students grade

Teachers grade +
Signature

Overall

3.4.1
3.4.2
3.4.3
3.4.4
3.4.5
3.4.6
3.4.7
3.4.8
3.4.9
3.4.10
Class 1
Class 2
Class 3
Class 4
Class 5
Class 6
Class 7
Class 8
Class 9
Class 10
To evaluate your class performance, the following aspects will be considered:
1) Student is on task 100% of the time and finishes activities.
2) Cooperates and promotes a working environment within the group and the class.
3) Student has no call of attentions.
4) Student works properly, conscientiously, quietly and also follows safety rules.
Your final grade will be Class performance 20%, Portfolio 60%, Student self-evaluation 10%, Teacher evaluation 10%. However,
class performance will be considered as a partial evaluation or quiz grade.
OVERALL GRADE 1
QUIZ (Class performance)

__________

Class performance
Portfolio
Self-evaluation
Teacher evaluation

__________
__________
__________
__________

OVERALL GRADE 2

OVERALL

__________

GASES
At this point, you have answered your investigation question and already know something about gases. With the following
activities we will lead you into the world of gases, its variables and laws. In order to do this, you will perform a series of activities
to prove hypothesis, state laws and devise formulas.
You dont necessarily have to begin with activity 1. There are not enough materials for every group, so you have to share. The only
materials available are those supplied by the lab technician, you have to use only those, unless you bring your own. We trust you
and believe that all the material supplied will be brought back to the workstation as soon as you are finished. In addition, delicate
material will be used accordingly and no dangerous lab setups will be tried.
ACTIVITY 1
General properties of a gas (Mass and volume)
A) Write you personal definition for a gas.
B) Compare your definition to one found in a chemistry book.
C) Devise and perform your own experiment to prove that gases have mass and occupy the volume of the container where they
are placed in.
ACTIVITY 2
General properties of a gas (pressure)
A) Describe Torricelis experiment to explain pressure.
B) What units can be used to express pressure? How do you convert from pascals to mm Hg, from mm Hg to Atm.
C) Devise and perform an experiment to illustrate Torricelis experiment. Use water instead of Hg. Can you explain the difference
in results?
ACTIVITY 3
Volume Temperature relationship
A) What would happen to the volume of a gas in a closed expandable container if its temperature is doubled. What variables
remain constant.
B) Devise and perform your own experiment to find out the relationship between the volume of the gas and the temperature. With
your experiment you should be able to collect some data, plot results and devise a formula.
C) A gas at 300 K has a volume of 3 L, what would be new volume if it is heated up to 500 K. Will the result be different if oC is
used instead of Kelvin? What temperature unit should be used? Why? Use general equation for straight line to explain.
D) What does the speed of the particles in a gas have to do with its temperature?
ACTIVITY 4
Volume Pressure relationships
A) What would happen to the volume of a gas in an expandable closed vessel if the pressure is increased? What variables remain
constant?
B) Devise and perform your own experiment to find out the relationship between the volume of the gas and the pressure. With
your experiment you should be able to collect some data, plot results and devise a formula.
C) A gas at 300 K with a volume of 3 L, exerts a pressure of 0.5 atm. What would be new volume if the pressure is increased to 1
atm? What does the temperature has to do with this problem? Would the answer be the same if the pressure units are changed
to Pascals?
D) What does the speed of the particles in a gas have to do with its temperature?
ACTIVITY 5
Volume-Pressure-Temperature relationships
A) A rigid container contains 5 liter of oxygen at 2.5 atm pressure and 25 oC? What would happen to the volume and pressure if
the temperature is quadruplicated?
B) Devise and perform your own experiment to find out what happens to the pressure of the gas when temperature is increased
and volume is kept constant. With your experiment you should be able to collect some data, plot results and devise a formula.
C) What is the new volume of nitrogen at 30 oC and 1 atm pressure, if it initially had a volume of 200 mL at 10 oC and 0.8 atm
pressure?

ACTIVITY 6
Ideal gas law
A) What is the ideal gas law? Why is it called ideal?
B) Find 3 solved exercises where this law is applied.
C) Solve 5 exercises where different variables are asked. (i.e. 1 for volume, 1 for pressure, 1 for number of moles, 1 for
temperature, 1 for molar mass, etc.)
D) Devise and perform an experiment where it is possible to measure the gas released by a chemical reaction. With this volume
you have to be able to find the number of moles and maybe the molar mass.
E) What is the difference between R in energy units and R in moles units? Where do they apply?
ACTIVITY 7
Diffusion of Gases
A) Define the following terms: Diffusion Effusion. What is the main different between both terms?
B) Devise and perform an experiment to show the diffusion of gases.
C) What factors affect the rate of diffusion in gases?
ACTIVITY 8
Partial pressures
A) Devise an perform an experiment to prove that the total pressure of a mixture of gases is the addition of the partial pressure of
individual gases.