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the behaviour of
gases
Learning outcomes
use a particle model to describe solids, liquids, gases & changes of
state
explain gas pressure and thermal expansion in terms of kinetic theory
describe how a barometer measures atmospheric pressure
estimate the height of the atmosphere using a physical model
recall and use the gas laws to make quantitative predictions
relate the gas laws & absolute zero of temperature to the behaviour
of ideal gases
illustrate how science works through historical case studies
introduce microscopic atoms and molecules through reasoning based
on careful observation of macroscopic behaviour
use apparatus for relevant demonstration and class experiments
convert temperatures between Celsius & Kelvin scales
Misconceptions
Students often think that particles
• have the properties of bulk matter (particles change in size as
the temperature changes, particles can melt and solidify)
• diffusion: solid into solid, solid into liquid, gas into gas
• Brownian motion
See the Practical Physics website, ‘Molecules in motion’ collection
Many states of matter
solid, liquid, gas, plasma …
change of momentum
with each collision
(mv) mv
mv - (-mv) = 2mv F
t t
The speed of gas molecules
Ways of estimating an average speed in air
- from the speed of sound (340 ms-1 at s.t.p.)
- thought experiment: a molecule falls freely from the top of the
atmosphere
v 2 u 2 2as
u0
v 2as
Direct measurement: Zartman (1931) experiment to find the
distribution of molecular speeds in a beam emitted from an oven
opening. Average speed of N2 at room temperature ~ 500 ms-1
Distribution of particle speed for 106 oxygen particles
at -100, 20 and 600 oC.
The size of a molecule
oil film experiment
Devised by John William Strutt, Lord Rayleigh, who also explained
why the sky looks blue, and many other things! Nobel prize-
winner 1904.
The size of atoms
‘If an apple were
magnified to the size
of Earth, the atoms in it
would each be about
the size of a regular
apple.’
Richard Feynman
In pairs:
Explore SPT Forces episode 8.
(25 min)
An empirical law
temperature constant re-plot to show inverse proportionality
Direct proportionality if
temperature scale is redefined.
T in kelvins, where
K = oC + 273
Other gas laws
microscopi c macroscopi c
1 2 3
mv kT k = 1.38 x 10-23 J K-1 (Boltzmann constant)
2 2
Gas properties
PhET simulation Gas properties
Pump gas molecules to a box and see what happens as
you change the volume, add or remove heat, change
gravity, and more.
Measure the temperature and pressure, and discover
how the properties of the gas vary in relation to each
other.
Phase diagrams
A phase diagram (p - T) shows
boundaries between phases
of matter.
• At the triple point, all 3 phases co-
exist.
• Beyond the critical point, there is
no distinction between gas and
liquid phases.
PhET: phase change simulation
Speed of sound
When a sound wave travels in a medium, particles in the medium
are subjected to varying stresses, with resulting strains.
force change in length (vol) stress
stress , strain , E
area original length (vol) strain
The speed of sound is partly affected by the elasticity (stiffness) of
the medium, E, and partly by the density, , of the medium.
E
v
In a gas, the sound (pressure) wave is an adiabatic process (no
thermal transfers), so cp
E ( )p
c V
Physics of society?
measuring society e.g.
• Thomas Hobbes (1651) Leviathan. political philosophy (science)
based on ‘natural philosophy’
• Enlightenment (especially in France): social statistics to measure
society (large numbers: order emerges from random behaviour)
physics e.g.
• kinetic theory & phases changes (statistical mechanics)
• growth and form in nature – fractal patterns, chaos theory
physics-based modelling human behaviour e.g.
• modelling geography – e.g. growth of cities, transport networks
• modelling road traffic – changes of state
• financial forecasting
Philip Ball (2004) Critical mass: how one thing leads to another
Educational constructivism
Four valuable ideas:
• the importance of the pupil’s active involvement in thinking, if
anything like understanding is to be reached
• the importance of respect for the child and for the child’s own
ideas
• that science consists of ideas created by human beings
• that the design of teaching should give high priority to making
sense to pupils, capitalising and using what they know and
addressing difficulties that may arise from how they imagine
things to be
‘To make knowledge one’s own is crucial for satisfying learning,
though not at all a simple or quick process.”
Ogborn J (1997) ‘Constructivist Metaphors of Learning Science’,
Science and Education 6:121-133