Lab5 Report

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Georgia Institute Of Technology *

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Chemistry

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Oct 30, 2023

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Exploring Gas Laws 2/15/2023 Tryston P. Schmitt CHEM 1310 Laboratory Methods To answer the research question “ What is the relationship between pressure and volume while temperature and number of moles are held constant, ” our group followed the following method: We used a 20mL syringe and fully extended it as to capture 20mL of air. We then attached this syringe to an Erlenmeyer flask using a stopper with holes for both the syringe and a pressure sensor. We then measured the pressure reading at this initial volume. Then, we moved the syringe as to only have 19mL of volume and measured the associated pressure. We repeated this step for volumes 18mL, 16mL, 15mL, 13mL, 10mL, and 9mL. To answer the research question “ What is the temperature to pressure relationship when volume and moles are held constant, ” our group followed the following method: We used the same pressure sensing apparatus as before, but submerged the Erlenmeyer flask in water and added a temperature probe to chart the temperature of the water as a reaction occurred. Approximately 3.25 mL of 3% hydrogen peroxide was added to the flask, and around 1 mL of 3M Iron (III) Nitrate was sucked into the syringe. A LabQuest was used to plot both the temperature and pressure of this initial, non-reacting solution. The syringe was then emptied into the container, and the hydrogen peroxide began to rapidly decompose. The LabQuest measured the associated temperature and pressure of the surrounding water bath and inside of the Erlenmeyer flask as the reaction occurred. These measurements were taken for 500 seconds. To answer the research question “ What is the temperature to volume relationship when moles and pressure are held constant, ” our group followed the following method: We first measured approximately 5.429 mL of 3% hydrogen peroxide solution and placed it into an Erlenmeyer flask. We then measured around 5mL of 3M Iron (III) Nitrate solution and placed it inside of a balloon, careful not to spill any of it. We then attached the balloon to the flask and added the two solutions. A reaction quickly occurred filling the balloon with around 0.0025 moles of pure oxygen gas. We then measured the volume of the slightly inflated balloon at this room temperature value by submersing it in a large beaker of water and measuring how much it displaced the water. Next, we placed the reaction apparatus in heated water to heat it to a temperature of 45.0 degrees Celsius, making sure to let the temperature equalize between water and balloon, and we once again measured the volume using the same method. We then repeated this once more while the gas was at 49.0 degrees Celsius.
Data and Results Table 1: Volume VS Pressure While Temperature and Moles are Constant Syringe Reading (mL) Pressure (Atm) 20.0 1.004 19.0 1.057 18.0 1.100 16.0 1.228 15.0 1.293 13.0 1.475 10.0 1.850 9.0 2.060 Figure 1: Volume VS Pressure While Temperature and Moles are Constant This plot shows that pressure and volume are inversely proportional to one another, and that this relationship is somewhat linear in an ideal gas. y = -0.093x + 2.7779 R² = 0.9575 0.000 0.500 1.000 1.500 2.000 2.500 5.0 7.0 9.0 11.0 13.0 15.0 17.0 19.0 21.0 Pressure (Atm) Volume (mL)
Table 2: Temperature VS Pressure While Moles and Volume are Constant Pressure (Atm) Temperature (Degrees Celsius) 0.9631 21.8 1.1937 22.0 1.2234 22.0 1.2234 22.2 1.2234 22.1 1.2139 22.0 1.2063 22.0 1.2063 22.0 Figure 2: Temperature VS Pressure While Moles and Volume are Constant This plot shows that our data relating pressure to temperature doesn ’ t show a conclusive relationship between the two. 21.8 21.8 21.9 21.9 22.0 22.0 22.1 22.1 22.2 22.2 22.3 0.9000 0.9500 1.0000 1.0500 1.1000 1.1500 1.2000 1.2500 Temperature (Degrees Celsius) Pressure (Atm)
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Table 3: Temperature VS Volume While Moles and Pressure are Constant Temperature (Degrees Celsius) Volume (mL) 25.7 26.1 45.0 32.3 49.1 36.1 Figure 3: Temperature VS Volume While Moles and Pressure are Constant This plot shows that volume and temperature are directly proportional to one another, and that they follow a somewhat linear curve in an ideal gas. Table 4: Class Findings on Specific Correlations Group P and T P and V T and V 1 Directly Inversely Proportional Directly Proportional 2 No Correlation Inversely Proportional No Correlation 3 No Correlation Inversely Proportional Directly Proportional 4 Inversely Proportional No Correlation n and V n and P No Data No Data No Data Directly Proportional No Data y = 0.3941x + 15.761 R² = 0.9519 20.0 22.0 24.0 26.0 28.0 30.0 32.0 34.0 36.0 38.0 20.0 25.0 30.0 35.0 40.0 45.0 50.0 55.0 Volume (mL) Temperature (Degrees Celsius)
There was some conflict between whether or not there was actually a correlation between temperature and volume, and pressure and temperature. This inconclusion may be due to experimental error and differences encountered by different groups, such as the way they decided to conduct the experiment as opposed to a different group, or how accurately they measured certain variables within the experiment. Conclusion The data presented makes it apparent that at least temperature and volume, pressure and volume, and number of moles and volume are somehow related to one another. Through our results, we can see that the relationship between pressure and volume, while temperature and number of moles are held constant, is that pressure and volume are inversely proportional to one another. This is directly proven by our data, as when the volume of the syringe was decreased, the pressure subsequently increased as a result. For instance, at the baseline 20 mL volume, the pressure was 1 Atm, but as soon as the volume was decreased to 9 mL, the pressure spiked to around 2 Atm. This relationship is also supported by the visual model developed in class: In which, as the volume of the syringe decreased, collisions between particles occur more frequently, and collisions with the walls of the container occur mor frequently, leading to a higher pressure overall. This is also supported by the mathematical model the class developed: 𝑃𝑉 = 𝑛𝑅𝑇 where pressure and volume are on the same side of the equation, indicating that as one increases, the other must decrease as the other side of the equation is held constant. Both of these models are supported by our data and its associated graph on which the slope is positive and linear. In the second experiment, we derived an experiment to determine the relationship between temperature and pressure, while moles and volume were held constant. The answer supported by our data is that there is no conclusive relationship between these two variables, as while pressure was increasing, the temperature was remaining relatively stagnant. For instance, the pressure at 22 degrees Celsius was both 0.96 Atm and 1.26 Atm at different time intervals.
This goes against the visual model developed in class: In this visual model, the temperature (the average kinetic energy of the molecules in the gas) increases, resulting in faster moving particles. These faster particles collide with each other and the walls of the container more, resulting in a higher pressure overall. This visual model is consistent with the class mathematical model of 𝑃𝑉 = 𝑛𝑅𝑇 as well, where temperature and pressure are on opposite sides of the equation, indicating that as one increases, so must the other. Our data may have diverged from this supposed law due to the fact that the temperature of the solution didn ’ t increase as significantly as was expected. Additionally, the reaction was not complete when the data was being recorded, resulting in the moles of gas not being constant during the data collection period. In the final experiment, the experiment used to test the relationship between temperature and volume resulted in the conclusion that temperature and volume are directly proportional to one another. For instance, the volume of the balloon was approximately 26.1 mL at 25.7 degrees Celsius, and 49.1 mL at 36.1 degrees Celsius. This indicated that as the temperature increased, so did the volume of the balloon.
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This supports the visual model composed in class: In this visual model, as the temperature increases, and the particles begin to collide with each other and the container walls more often, the balloon ’ s volume expands to keep the pressure constant. This also supports the class mathematical model 𝑃𝑉 = 𝑛𝑅𝑇 where pressure and temperature are on opposite sides of the equation, indicating that as one increases the other must increase as well while other factors are constant. Both of these models are directly supported by our data, and the associated graph which has a positive linear slope.

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