Ideal gases
slowly pass by this gives people time to
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. Let’s
just say in a gymnasium there are five of
the same people running around. In this
case 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
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.
Boyle’s law states that if there is an
increase 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)
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 to
produce 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 of earth’s
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 earth’s
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. The
greenhouse effect is like a big glass shield
around the earth.
Science - Level 4

Standards

Science knowledge and understanding

At Level 4, students explain change in terms of cause and effect. They identify the
characteristics of physical 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 the
relationships 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 Earth’s 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 people’s lives. They explain how
sustainable 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
effect when discussing and drawing conclusions from the data they collect.
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.

Experiment – It’s 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 environment
increases in temperature.
 The polluted atmosphere caused by cars, factory and live stock is contributing to the
greenhouse effect.

Experiment – Glasshouse effect

 That an environment which does not allow energy or heat to be release will be
hotter than one that does.
 Cause and effect – the cause is not allowing heat or energy to be released from earth
and the effect is earth’s temperature will gradually increase.
 The greenhouse gases are making a like a blanket for earth and this is not a good
thing.
 The effects of greenhouse gases and relate the relevance of science to themselves
and 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.
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 don’t like to sit close to each other because it’s too hot and on a cold
day people sit closer to each other because it’s 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
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 candle
5. 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?
Experiment 2 – (B’n’B) 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.

Background for teachers

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 constants
and be left with V =T. Charles law states that if there is an increase in temperature there
will be an increase in volume. Let’s say the temperature was to rise up by a number,
mathematically the volume will increase as well. How this works, let’s 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.

Background for students

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
Method

1. Fill the glass bottle with water one-quarter of the way up and wrap the balloon
around 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 to
transport 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 there
to 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?
Experiment 3 – It’s 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 environment
increases in temperature.
 The polluted atmosphere caused by cars, factory and live stock is contributing to the
greenhouse effect.

Background for teachers

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.

Background for students

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 the
energy 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
Methods

1. Place the thermometers into the jars

2. 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?
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 be
hotter than one that does.
 Cause and effect – the cause is not allowing heat or energy to be released from earth
and the effect is earth’s temperature will gradually increase.
 The greenhouse gases are making a like a blanket for earth and this is not a good
thing.
 The effects of greenhouse gases and relate the relevance of science to themselves
and other people.

Background for teachers

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.

Background for students

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
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 both
jars.

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?
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.

Background for teachers

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 can
change 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 bones
3. Leave over night
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 of
neutralizing 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 or
bases.
Volume - the amount of space, measured
in cubic units, that an object or substance
occupies.
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 same
when 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

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.
Word find - Easy