1. hobbies and interests
2. arts and crafts
3. pottery

Beaker & Flask Accuracy Lab
NAME:______________________________DATE:_____________PERIOD:_______
Question:
Are the volume lines on beakers and Erlenmeyer flasks reliable enough to measure
out liquids in a laboratory experiment?
Hypothesis:
Sketch and label a beaker, an Erlenmeyer flask and graduated cylinder
below.
Procedure:
1) Obtain the following four beaker sizes: 50-mL, 100-mL, 150-mL, 250-mL
2) Obtain the following four flask sizes: 50-mL, 125-mL, 250-mL, 500-mL
3) Fill each one to the first listed volume line with water. For example, the first
volume line from the bottom on the 50-mL beaker is 10-mL.
4) Record the value for the first volume line of each beaker or flask in the
appropriate column. For the 50-mL beaker that value would be 10-mL.
5) Transfer the water from the flask or beaker into the 100-mL graduated
cylinder and record this value in the graduated cylinder column.
Data and Calculations:
Beaker First Volume Volume in
or
Line
Graduated
Flask
Cylinder
(OBSERVED) (ACTUAL)
50-mL
Beaker
100-mL
Beaker
150-mL
Beaker
250-mL
Beaker
50-mL
Flask
125-mL
Flask
250-mL
Flask
500-mL
Flask
© DY Teacher Friendly Chemistry
Absolute
Error
Percent
Error
Percent
Accuracy
Useful Equations:
Absolute error = ⎪Actual − Observed⎪
Record to one decimal place.
Percent Error = ⎪Actual-Observed⎪ x 100
Actual
Show work for Absolute Error for the 50-mL beaker.
Record to one decimal place.
Show work for Percent Error for the 125-mL flask.
What piece of glassware (beaker, flask, graduated cylinder) should be used to
accurately measure out liquids? ________________________
Conclusion:
Station # 1 Identification of Glassware
Write the name of the glassware in the appropriate blank below.
1) _________ 2) ____________ 3) __________ 4) __________ 5) __________
Station # 2 Reading the Volume
Read the volume of the colored water in each piece of glassware and list below.
GLASSWARE
READING
Beaker
Erlenmeyer flask
Volumetric flask
Buret
Graduated cylinder
Give an appropriate laboratory use for each of the following:
Graduated cylinder
© DY Teacher Friendly Chemistry
Beaker
Teacher Notes: Beaker and Flask Accuracy Lab
At each lab station:
4 50-mL beakers
4 100-mL beakers
4 150-mL beakers
4 250-mL beakers
4 50-mL E. flasks
4 125-mL E. flasks
4 250-mL E. flasks
4 500-mL E. flasks
2 100-mL graduated cylinders
At a central location:
Station 1:
Obtain the following pieces of glassware and place the appropriate numbered label
on each.
# 1 E. Flask
# 2 Beaker
# 3 Buret
# 4 Volumetric Flask
# 5 Pipet
Station 2:
Place colored water into each of the following pieces of glassware.
150-mL Beaker
Fill with colored water to the 80mL line.
250-mL E. Flask
Fill with colored water to the 150mL line.
100-mL Volumetric Flask
Fill with colored water to the etched line.
50-mL Buret
Fill with colored water to the 25.0mL line.
25-mL Grad. Cylinder
Fill to the 20mL line.
Teaching Tips:
This activity is used at the very beginning of school to help students learn the
different types of glassware and how to read the volume. The only safety concern
for this lab is the amount of glassware that will be out and the breakage that could
occur.
Before the lab:
Discuss with students how to read the meniscus by either using a practice
worksheet, a drawing on the chalkboard, a demonstration or a PowerPoint
presentation. A PowerPoint made by taking close-up pictures of glassware
containing colored water is a great way to introduce and review. However a
chalkboard drawing, explanation and a few example pieces of glassware at the
teacher’s lab desk would be sufficient. If this method is used, tell the students to
come up and check the samples after being dismissed to the lab. Have 3-5 pieces
of glassware as sample readings. Use colored water and have a paper showing the
correct volume to be read. This will help the students build confidence in their
reading.
© DY Teacher Friendly Chemistry
Beaker & Flask Accuracy Lab
NAME:______________________________DATE:_____________PERIOD:_______
Question:
Are beakers and Erlenmeyer flasks accurate enough to measure out liquids in a
laboratory experiment?
Hypothesis:
I believe the beakers and Erlenmeyer flasks are accurate enough because they both
have volume measurement lines.
Sketch and label a beaker, an Erlenmeyer flask and graduated cylinder
below.
Beaker
E. Flask
Graduated cylinder
Procedure:
1) Obtain the four different beaker sizes listed below in the data table.
2) Obtain the four different flask sizes listed below in the data table.
3) Fill each one to the first listed volume line with water.
4) Record the value for the first volume line of each beaker or flask in the
appropriate column.
5) Transfer the water from the flask or beaker into the 100-mL graduated
cylinder and record this value in the graduated cylinder column.
Data and Calculations:
Beaker First Volume Volume in Absolute
Percent
Percent
or
Line
Graduated
Error
Error
Accuracy
Flask
Cylinder
(OBSERVED) (ACTUAL)
50-mL
10mL
9mL
1mL
11.1%
88.9%
Beaker
100-mL
20mL
22mL
2mL
9.1%
90.9%
Beaker
150-mL
20mL
21mL
1mL
4.8%
95.2%
Beaker
250-mL
50mL
49mL
1mL
2.0%
98.0%
Beaker
50-mL
20mL
19mL
1mL
5.3%
94.7%
Flask
125-mL
50mL
51mL
1mL
2.0%
98.0%
Flask
250-mL
50mL
58mL
8mL
13.8%
86.2%
Flask
500-mL
100mL
102mL
2mL
2.0%
98.0%
Flask
© DY Teacher Friendly Chemistry
Useful Equations:
Absolute error = ⎪Actual − Observed⎪
Record to one decimal place.
Percent Error = ⎪Actual-Observed⎪ x 100
Record to one decimal place.
Actual
Show work for Absolute Error for the 50-mL beaker.
Absolute error = / 9mL- 10mL / = 1-mL
Show work for Percent Error for the 125-mL flask.
Percent error = / 51mL – 50mL / x 100 = 1.96 Æ 2.0%
51mL
What piece of glassware (beaker, flask, graduated cylinder) should be used to
accurately measure out liquids? ___graduated cylinder_______
Conclusion:
The readings from the four different beakers and flasks did not always match the
reading on the graduated cylinder. Although the beakers and flasks have volume
markings on them, they are not accurate enough to use in the lab to measure
liquids.
Station # 1 Identification of Glassware
Write the name of the glassware in the appropriate blank below.
1) _E. flask____ 2) __Beaker____ 3) __Buret___ 4) __Vol Flask__ 5) _Pipet____
Station # 2 Reading the Volume
Read the volume of the colored water in each piece of glassware and list below.
GLASSWARE
READING
Beaker
80mL
Erlenmeyer flask
Volumetric flask
150mL
100mL
Buret
Graduated cylinder
25mL
20mL
Give an appropriate laboratory use for each of the following:
Graduated cylinder
To measure the volume of liquids.
© DY Teacher Friendly Chemistry
Beaker
To hold, transfer or mix liquids.
Beaker & Flask Accuracy Lab Quiz
NAME:______________________________DATE:_____________PERIOD:_______
True (A) or False (B)
Place either an “A” or a “B” in the blank provided.
1) Flasks and beakers are more accurate than graduated cylinders.
________
2) The following picture shows a graduated cylinder.
________
3) The following picture shows a beaker.
________
Use the following data to answer questions 4-7.
Data: Beaker & Flask Accuracy
Size of
Beaker or flask
Graduated cylinder
container
measurement (mL)
measurement (mL)
500-mL beaker
25
50
250-mL beaker
50
100
125-mL beaker
50
50
50-mL beaker
45
50
500-mL flask
29
50
250-mL flask
110
100
125-mL flask
45
50
50-mL flask
45
50
4) The 500-mL beaker had a percent error of…
a. 5%
b. 50%
c. 25%
d. 75%
e. none of these
5) The 250-mL flask had a percent error of…
a. 50%
b. 100%
c. 10%
d. 25%
e. none of these
6) Absolute error for the 125-mL flask was…
a. 50-mL
b. 0-mL
c. 21-mL
e. none of these
d. 5-mL
7) The 50-mL beaker had an accuracy of…
a. 80%
b. 90%
c. 10%
d. 100%
© DY Teacher Friendly Chemistry
e. none of these
Beaker & Flask Accuracy Lab Make-up
NAME:______________________________DATE:_____________PERIOD:_______
Question:
Are beakers and Erlenmeyer flasks accurate enough to measure out liquids in a
laboratory experiment?
Hypothesis:
Sketch and label a beaker, an Erlenmeyer flask and graduated cylinder
below.
Procedure:
1) Obtain the four different beaker sizes listed below in the data table.
2) Obtain the four different flask sizes listed below in the data table.
3) Fill each one to the first listed volume line with water.
4) Record the value for the first volume line of each beaker or flask in the
appropriate column.
5) Transfer the water from the flask or beaker into the 100-mL graduated
cylinder and record this value in the graduated cylinder column.
Data and Calculations:
Beaker First Volume Volume in Absolute
Percent
Percent
Line
Graduated
Error
Error
Accuracy
or
Flask
Cylinder
(OBSERVED) (ACTUAL)
50-mL
10mL
9mL
Beaker
100-mL
20mL
22mL
Beaker
150-mL
20mL
21mL
Beaker
250-mL
50mL
49mL
Beaker
50-mL
20mL
19mL
Flask
125-mL
50mL
51mL
Flask
250-mL
50mL
58mL
Flask
500-mL
100mL
102mL
Flask
© DY Teacher Friendly Chemistry
Useful Equations:
Absolute error = ⎪Actual − Observed⎪
Record to one decimal place.
Percent Error = ⎪Actual-Observed⎪ x 100
Record to one decimal place.
Actual
Show work for Absolute Error for the 50-mL beaker.
Show work for Percent Error for the 125-mL flask.
What piece of glassware (beaker, flask, graduated cylinder) should be used to
accurately measure out liquids? __________________________
Conclusion:
Station # 1 Identification of Glassware
Write the name of the glassware in the appropriate blank below.
1) _E. flask____ 2) __Beaker____ 3) __Buret___ 4) __Vol Flask__ 5) _Pipet____
Station # 2 Reading the Volume
Read the volume of the colored water in each piece of glassware and list below.
GLASSWARE
READING
Beaker
80mL
Erlenmeyer flask
Volumetric flask
Buret
Graduated cylinder
150mL
100mL
25mL
20mL
Give an appropriate laboratory use for each of the following:
Graduated cylinder
© DY Teacher Friendly Chemistry
Beaker
Nomenclature and Household Items
NAME:______________________________DATE:_____________PERIOD:_______
Background:
Many household items contain chemicals that are commonly used in everyday life.
Some chemicals are edible while other compounds would be poisonous to consume.
Many non-edible household chemicals are used as cleaners. Soaps, detergents,
drain-openers, countertop sprays, oven sprays, furniture polish, air fresheners and
floor cleaners are examples of chemical substances that are commonly used inside
the home. Other chemicals are edible and can be used for cooking or in medication.
Baking soda, sugar, salt and baking powder are all edible substances commonly
used in cooking. Antacids, aspirin and vitamin C are edible substances that are used
as medicines.
Household items can be classified as acids (pH<7), bases (pH>7) or neutral
(pH=7). Soaps, detergents, drain-openers, antacids and ammonia can be classified
as bases. Antacids contain carbonates, bicarbonates and hydroxides to neutralize
the hydrochloric acid in the stomach. Aspirin (acetyl salicylic acid), Vitamin C
(ascorbic acid) and vinegar (solution of acetic acid) can be classified as acidic.
Product containers list valuable information such as ingredients, warnings, customer
service numbers and expiration dates. The chemical name listed first on the
ingredient list is the main component of that substance. The warning label will vary
with the chemical hazard of the main ingredient. In this lab many household items
will be viewed to obtain the chemical name. The chemical name will then be used
to write the formula of the compound.
Procedure:
1) Visit each lab station and copy down the name of the substance.
2) Decide the main use for the substance (cooking, cleaning, medicine) and write
in the usage column.
3) Look on the ingredient list to find the main component of the substance. Write
the name of the main component in the appropriate column.
4) Looking at the name of the main component, write the formula of the
substance.
5) Look to see if the substance has a warning or hazard listed. Write “Yes” if the
substance has a hazard or warning. Write “No” if the substance does not list a
hazard or warning.
© DY Teacher Friendly Chemistry
Data:
Substance
Substance
Usage
Name of
main
component in
substance
Formula of
main
component in
substance
Hazard
or
Warning
1
2
3
4
5
6
7
8
9
10
11
12
Conclusion:
True or False
1) Warning labels occur mainly on substances that are used for cooking. ________
2) NaCl and NaHCO3 are edible compounds used in cooking. __________________
3) Sodium hypochlorite is used for soaking sore feet. ________________________
4) Magnesium sulfate heptahydrate is used to bleach material. ________________
5) The compound listed first on the ingredient list is the main component in that
substance. ________________________________________________________
6) The main component in shampoo is water. ______________________________
7) Household substances can be classified as acidic, basic or neutral. ___________
8) Ammonia, antacids and aspirin are acidic compounds. _____________________
9) Antacids can contain OH-1, CO3-2, HCO3-1 ions. ___________________________
10)Table salt and baking soda both contain a sodium ion. _____________________
© DY Teacher Friendly Chemistry
Teacher Notes: Nomenclature and Household Items
Set-up:
Obtain 12 note cards and write numbers # 1-12. Evenly space cards around the lab
tables. Tape the cards to the table.
Take the twelve items and write numbers #1-12 on each with a permanent marker.
Place the item by the appropriate card.
Items:
Items will vary by brand names. When looking for items to purchase, look on the
back of the product label to make a match to the main ingredient. This activity can
be stored from year to year in a box since the containers are never opened.
The purpose of this activity is not only to transfer names to formulas but also to
allow students to see household items in the lab and to make the association that
everything is made up of chemicals.
© DY Teacher Friendly Chemistry
Nomenclature and Household Items
NAME:______________________________DATE:_____________PERIOD:_______
Background:
Many household items contain chemicals that are commonly used in everyday life.
Some chemicals are edible while other compounds would be poisonous to consume.
Many non-edible household chemicals are used as cleaners. Soaps, detergents,
drain-openers, countertop sprays, oven sprays, furniture polish, air fresheners and
floor cleaners are examples of chemical substances that are commonly used inside
the home. Other chemicals are edible and can be used for cooking or in medication.
Baking soda, sugar, salt and baking powder are all edible substances commonly
used in cooking. Antacids, aspirin and vitamin C are edible substances that are used
as medicines.
Household items can be classified as acids (pH<7), bases (pH>7) or neutral
(pH=7). Soaps, detergents, drain-openers, antacids and ammonia can be classified
as bases. Antacids contain carbonates, bicarbonates and hydroxides to neutralize
the hydrochloric acid in the stomach. Aspirin (acetyl salicylic acid), Vitamin C
(ascorbic acid) and vinegar (solution of acetic acid) can be classified as acidic.
Product containers list valuable information such as ingredients, warnings, customer
service numbers and expiration dates. The chemical name listed first on the
ingredient list is the main component of that substance. The warning label will vary
with the chemical hazard of the main ingredient. In this lab many household items
will be viewed to obtain the chemical name. The chemical name will then be used
to write the formula of the compound.
Procedure:
1) Visit each lab station and copy down the name of the substance.
2) Decide the main use for the substance (cooking, cleaning, medicine) and write
in the usage column.
3) Look on the ingredient list to find the main component of the substance. Write
the name of the main component in the appropriate column.
4) Looking at the name of the main component, write the formula of the
substance.
5) Look to see if the substance has a warning or hazard listed. Write “Yes” if the
substance has a hazard or warning. Write “No” if the substance does not list a
hazard or warning.
© DY Teacher Friendly Chemistry
Data:
Substance
Substance
Usage
1
Soaking
salts
Medicine
2
Cleaning
3
Drain
opener
Antacid
Medicine
4
5
6
Vinegar
Ammonia
Salt
Cooking
Cleaning
Cooking
7
8
Shampoo
Baking Soda
Cleaning
Cooking
9
Hydrogen
peroxide
Concrete
cleaner
Bleach
Medicine
Root and
algae killer
Cleaning
10
11
12
Cleaning
Cleaning
Name of
main
component in
substance
Magnesium
sulfate
heptahydrate
Sodium
hydroxide
Calcium
carbonate
Acetic Acid
Ammonia
Sodium
chloride
Aqua
Sodium
bicarbonate
Hydrogen
peroxide
Hydrochloric
acid
Sodium
hypochlorite
Copper II
sulfate
pentahydrate
Formula of
main
component in
substance
Hazard
or
Warning
MgSO4• 7H2O
YES
NaOH
YES
CaCO3
YES
HC2H3O2
NH3
NaCl
NO
YES
NO
H2O
NaHCO3
NO
NO
H2O2
YES
HCl
YES
NaOCl
YES
CuSO4•5H2O
YES
Conclusion:
True or False
1) Warning labels occur mainly on substances that are used for cooking. __False__
2) NaCl and NaHCO3 are edible compounds used in cooking. __________True____
3) Sodium hypochlorite is used for soaking sore feet. ________________False____
4) Magnesium sulfate heptahydrate is used to bleach material. _________False___
5) The compound listed first on the ingredient list is the main component in that
substance. ________________________________________________True____
6) The main component in shampoo is water. ______________________True____
7) Household substances can be classified as acidic, basic or neutral. ____True___
8) Ammonia, antacids and aspirin are acidic compounds. _____________False____
9) Antacids can contain OH-1, CO3-2, HCO3-1 ions. __________________True______
10)Table salt and baking soda both contain a sodium ion. _____________True____
© DY Teacher Friendly Chemistry
Nomenclature and Household Items Quiz
NAME:______________________________DATE:_____________PERIOD:_______
Fill in the blank.
1) ______________________ is the main component in many drain openers.
2) _______________________ is known as table salt.
3) _______________________ is the active ingredient in vinegar.
4) Give the formula for calcium carbonate. ________________________________
5) Give the formula for sodium bicarbonate. _______________________________
6) Give the formula for copper II sulfate pentahydrate. ______________________
7) Give the name for MgSO4• 7H2O. ______________________________________
8) Give the name for NH3. _____________________________________________
9) Give the name for NaOCl. ____________________________________________
True or False
10)____________Substances used for medicating and cleaning often contain a
warning or hazard label.
11)____________Calcium carbonate and sodium bicarbonate are bases used in
antacid tablets.
12)____________Bases have a pH greater than 7 while acids have a pH equal to 7.
© DY Teacher Friendly Chemistry
Nomenclature and Household Items Make-up
NAME:______________________________DATE:_____________PERIOD:_______
Background:
Many household items contain chemicals that are commonly used in everyday life.
Some chemicals are edible while other compounds would be poisonous to consume.
Many non-edible household chemicals are used as cleaners. Soaps, detergents,
drain-openers, countertop sprays, oven sprays, furniture polish, air fresheners and
floor cleaners are examples of chemical substances that are commonly used inside
the home. Other chemicals are edible and can be used for cooking or in medication.
Baking soda, sugar, salt and baking powder are all edible substances commonly
used in cooking. Antacids, aspirin and vitamin C are edible substances that are used
as medicines.
Household items can be classified as acids (pH<7), bases (pH>7) or neutral
(pH=7). Soaps, detergents, drain-openers, antacids and ammonia can be classified
as bases. Antacids contain carbonates, bicarbonates and hydroxides to neutralize
the hydrochloric acid in the stomach. Aspirin (acetyl salicylic acid), Vitamin C
(ascorbic acid) and vinegar (solution of acetic acid) can be classified as acidic.
Product containers list valuable information such as ingredients, warnings, customer
service numbers and expiration dates. The chemical name listed first on the
ingredient list is the main component of that substance. The warning label will vary
with the chemical hazard of the main ingredient. In this lab many household items
will be viewed to obtain the chemical name. The chemical name will then be used
to write the formula of the compound.
Procedure:
1) This is a make-up lab. Take your lab sheet to the grocery store. Find the
substances in the data table and use the label on those substances to fill out the
chart.
2) Decide the main use for the substance (cooking, cleaning, medicine) and write
in the usage column.
3) Look on the ingredient list to find the main component of the substance. Write
the name of the main component in the appropriate column.
4) Looking at the name of the main component, write the formula of the
substance.
5) Look to see if the substance has a warning or hazard listed. Write “Yes” if the
substance has a hazard or warning. Write “No” if the substance does not list a
hazard or warning.
© DY Teacher Friendly Chemistry
Data:
Substance
Substance
3
Soaking
salts
Drain
opener
Antacid
4
Vinegar
5
Ammonia
6
Salt
7
Shampoo
8
Baking Soda
9
Hydrogen
peroxide
Concrete
cleaner
Bleach
1
2
10
11
12
Usage
Name of
main
component in
substance
Formula of
main
component in
substance
Hazard
or
Warning
Root and
algae killer
Conclusion:
True or False
1) Warning labels occur mainly on substances that are used for cooking. ________
2) NaCl and NaHCO3 are edible compounds used in cooking. __________________
3) Sodium hypochlorite is used for soaking sore feet. ________________________
4) Magnesium sulfate heptahydrate is used to bleach material. ________________
5) The compound listed first on the ingredient list is the main component in that
substance. ________________________________________________________
6) The main component in shampoo is water. ______________________________
7) Household substances can be classified as acidic, basic or neutral. ___________
8) Ammonia, antacids and aspirin are acidic compounds. _____________________
9) Antacids can contain OH-1, CO3-2, HCO3-1 ions. ___________________________
10)Table salt and baking soda both contain a sodium ion. _____________________
© DY Teacher Friendly Chemistry
Introduction to Gas Laws Lab
NAME:______________________________DATE:_____________PERIOD:_______
Background:
In a gas, particles are spread far apart; therefore a gas takes up more volume than
a solid or a liquid. For example, water in the form of steam takes up about 2000
times the volume that the same amount of water does in liquid form.
There are many formulas to describe the behavior of a gas under certain
conditions. Boyle’s Law, PV=k, states that the pressure is inversely proportional to
the volume. Charles’s Law, V/T =k, states that volume is directly proportional to the
temperature. Gay-Lussac’s Law, P/T =k, states that pressure is directly proportional
to the temperature. Relationships that are directly proportional produce a straight
line graph, while inversely proportional relationships produce a curve. Applying
these laws to compare gases under two different sets of conditions gives the
formulas: P1V1=P2V2 , V1/T1=V2/T2 , P1/T1 =P2/T2.
These three laws together give the Combined Gas Law: P1V1/T1 =P2V2/T2.
Procedure & Observations:
Part 1
1) Obtain a large beaker (600-1000 mL) and fill 3/4 full of tap water.
2) Obtain an aluminum can and add 7-10 milliliters of water.
3) Place the can on a heating set up (hotplate or wire gauze/ring stand) and heat
until a steady stream of steam flows out of the can.
4) Using beaker tongs, grab the aluminum can near the bottom of the can and
quickly turn it upside down into the beaker of water.
Observation:
When the can was heated, the water turned to ___________, which takes up
________ (more/less) volume than liquid water. When the can was inverted into
the water this created a closed system. The temperature inside the can
___________ (increased/decreased), causing the steam to change from gas state
to ______________state. A partial vacuum was created causing the pressure inside
the can to be ______________ (greater/less) than the pressure outside the can.
Part 2
1) Obtain a small balloon filled with air. Submerge the balloon in a large beaker of
ice water and hold for 3 minutes. Use beaker tongs to keep the balloon
submerged. Observe.
2) Transfer balloon to large beaker of hot water and submerge for 3 minutes.
Observe.
Observation:
As the water temperature increased, the volume of the balloon ______________.
This is an example of _____________ Law.
© DY Teacher Friendly Chemistry
Part 3
1) Obtain a 250-mL Erlenmeyer flask and place 15-20 milliliters of water inside.
2) Place the flask onto a heating setup (hotplate or wire gauze/ring stand) and
heat until a steady stream of steam comes out. DO NOT let the water boil away.
3) Take the flask off of the gauze using flask tongs.
4) While holding onto the neck of the flask using flask tongs, have a lab partner
stretch the mouth of a large balloon over the mouth of the flask. Make sure the
balloon is centered on the opening of the flask. This creates a closed system.
5) Wait 2-3 minutes and observe. Then place the flask into a beaker of ice water.
Observation:
Placing the balloon over the mouth of the flask created a __________ system. As
the ______________ in the flask dropped the steam turned to water. Since water
in the liquid state takes up less _____________ than water in the gas state, a
partial vacuum was created. The greater ____________ outside of the flask pushed
the balloon inside.
Part 4
1) Obtain a 1000 mL beaker / candle set-up.
2) Fill the beaker with water until the water level is halfway up the candle. Light
the candle.
3) Carefully invert a 1000 mL Erlenmeyer flask over the candle. Observe both
candle and the water level.
Observation:
Propose an explanation:
Conclusion:
1) Give the name of the law that relates pressure to volume. __________________
2) Give the name of the law that relates volume to temperature._______________
3) The condensing of steam in a closed system creates a partial ______________.
4) If the volume of a gas is cut by 1/2, the pressure will _____________________
(increase/decrease) by a factor of _________ (2, 1/2) times.
5) If the temperature of a gas is doubled, the volume of the gas will
____________ (increase/decrease) by a factor of ___________ (2, 1/2) times.
6) If the temperature of a gas is tripled, the pressure of the gas will ____________
(increase/decrease) by a factor of _________ (3, 1/3) times.
7) Graphing pressure vs. volume would produce a _______________.
8) Graphing volume vs. temperature would produce a _____________ line.
© DY Teacher Friendly Chemistry
Teacher Notes: Introduction to Gas Laws Lab
At each lab station:
Two Large beakers (600mL or 1000mL)
Aluminum can
Hotplate or wire gauze, ring stand, burner and striker
Beaker tongs
Small filled balloon-must be small enough to fit in large beakers
250-mL flask
Flask tongs
Medium size balloon
1000-mL flask
Candle set-up: A 1000-mL beaker with a candle in the center with aluminum foil
surrounding the base of the candle to keep it stable and centered.
At a central location:
Container of ice
Lighter-This item may be best if kept with the teacher and the teacher comes
around and lights each candle.
Teaching Tips:
This lab is a series of demonstrations that were put together for the student’s
enjoyment. The students are surprised by the can being crushed and will many
times ask for another can to repeat the experiment. This lab will take the student
about 50 minutes to complete.
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Introduction to Gas Laws Lab
NAME:______________________________DATE:_____________PERIOD:_______
Background:
In a gas, particles are spread far apart; therefore a gas takes up more volume than
a solid or a liquid. For example, water in the form of steam takes up about 2000
times the volume that the same amount of water does in liquid form.
There are many formulas to describe the behavior of a gas under certain
conditions. Boyle’s Law, PV=k, states that the pressure is inversely proportional to
the volume. Charles’s Law, V/T =k, states that volume is directly proportional to the
temperature. Gay-Lussac’s Law, P/T =k, states that pressure is directly proportional
to the temperature. Relationships that are directly proportional produce a straight
line graph, while inversely proportional relationships produce a curve. Applying
these laws to compare gases under two different sets of conditions gives the
formulas: P1V1=P2V2 , V1/T1=V2/T2 , P1/T1 =P2/T2.
These three laws together give the Combined Gas Law: P1V1/T1 =P2V2/T2.
Procedure & Observations:
Part 1
1) Obtain a large beaker (600-1000 mL) and fill 3/4 full of tap water.
2) Obtain an aluminum can and add 7-10 milliliters of water.
3) Place the can on a heating set up (hotplate or wire gauze/ring stand) and heat
until a steady stream of steam flows out of the can.
4) Using beaker tongs, grab the aluminum can near the bottom of the can and
quickly turn it upside down into the beaker of water.
Observation:
The can was crushed when placed into the beaker of water.
When the can was heated, the water turned to __steam____, which takes up
_more___ (more/less) volume than liquid water. When the can was inverted into
the water this created a closed system. The temperature inside the can
_decreased__ (increased/decreased), causing the steam to change from gas state
to __liquid_____ state. A partial vacuum was created causing the pressure inside
the can to be _less______ (greater/less) than the pressure outside the can.
Part 2
1) Obtain a small balloon filled with air. Submerge the balloon in a large beaker of
ice water and hold for 3 minutes. Use beaker tongs to keep the balloon
submerged. Observe.
2) Transfer balloon to large beaker of hot water and submerge for 3 minutes.
Observe.
Observation:
The balloon expanded in hot water. The balloon volume was smallest in cold water.
As the water temperature increased, the volume of the balloon __increased___.
This is an example of _Charles’s___ Law.
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Part 3
1) Obtain a 250-mL Erlenmeyer flask and place 15-20 milliliters of water inside.
2) Place the flask onto a heating setup (hotplate or wire gauze/ring stand) and
heat until a steady stream of steam comes out. DO NOT let the water boil away.
3) Take the flask off of the gauze using flask tongs.
4) While holding onto the neck of the flask using flask tongs, have a lab partner
stretch the mouth of a large balloon over the mouth of the flask. Make sure the
balloon is centered on the opening of the flask. This creates a closed system.
5) Wait 2-3 minutes and observe. Then place the flask into a beaker of ice water.
Observation:
The balloon collapsed and then inverted into the flask lining the inside of the flask.
Placing the balloon over the mouth of the flask created a __closed__ system. As the
_temperature__ in the flask dropped the steam turned to water. Since water in the
liquid state takes up less __volume_____ than water in the gas state, a partial
vacuum was created. The greater _pressure__ outside of the flask pushed the
balloon inside.
Part 4
1) Obtain a 1000 mL beaker / candle set-up.
2) Fill the beaker with water until the water level is halfway up the candle. Light
the candle.
3) Carefully invert a 1000 mL Erlenmeyer flask over the candle. Observe both
candle and the water level.
Observation:
The candle went out and the water level increased and went above the candle.
Propose an explanation:
Answers will vary from running out of oxygen to pressure greater outside of flask.
Conclusion:
1) Give the name of the law that relates pressure to volume. ___Boyles_________
2) Give the name of the law that relates volume to temperature. _Charles’s______
3) The condensing of steam in a closed system creates a partial __vacuum______.
4) If the volume of a gas is cut by 1/2, the pressure will _________increase_____
(increase/decrease) by a factor of ___2_____ (2, 1/2) times.
5) If the temperature of a gas is doubled, the volume of the gas will __increase__
(increase/decrease) by a factor of _____2_____ (2, 1/2) times.
6) If the temperature of a gas is tripled, the pressure of the gas will __increase__
(increase/decrease) by a factor of ____3____ (3, 1/3) times.
7) Graphing pressure vs. volume would produce a __curve________.
8) Graphing volume vs. temperature would produce a _straight__ line.
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Introduction to Gas Laws Lab Quiz
NAME:______________________________DATE:_____________PERIOD:_______
True (A) or False (B)
Place either an “A” or a “B” in the blank provided.
1) _____Boyle’s Law states that pressure is inversely proportional to volume.
2) _____Charles’s Law states that volume and temperature are directly
proportional.
3) _____Gay-Lussac’s Law states that pressure and temperature are directly
proportional.
4) If the pressure is increased by a factor of 3 times then the volume will increase
by a factor of 3 times.
5) _____If the temperature is increased by a factor of 2 times then the pressure
will increase by a factor of 2 times.
6) _____Decreasing the volume of a container by ½ will double the pressure.
7) _____A graph of volume vs. temperature will produce a curve.
8) _____A graph of an inversely proportional relationship will produce a straight
line.
9) _____When steam condenses in a closed container a partial vacuum is created.
10)_____The can was crushed by atmospheric pressure.
11)_____A balloon placed into cold will increase in volume.
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Introduction to Gas Laws Lab Make-up
NAME:______________________________DATE:_____________PERIOD:_______
Background:
In a gas, particles are spread far apart; therefore a gas takes up more volume than
a solid or a liquid. For example, water in the form of steam takes up about 2000
times the volume that the same amount of water does in liquid form.
There are many formulas to describe the behavior of a gas under certain
conditions. Boyle’s Law, PV=k, states that the pressure is inversely proportional to
the volume. Charles’s Law, V/T =k, states that volume is directly proportional to the
temperature. Gay-Lussac’s Law, P/T =k, states that pressure is directly proportional
to the temperature. Relationships that are directly proportional produce a straight
line graph, while inversely proportional relationships produce a curve. Applying
these laws to compare gases under two different sets of conditions gives the
formulas: P1V1=P2V2 , V1/T1=V2/T2 , P1/T1 =P2/T2.
These three laws together give the Combined Gas Law: P1V1/T1 =P2V2/T2.
Procedure & Observations:
Part 1
1) Obtain a large beaker (600-1000 mL) and fill 3/4 full of tap water.
2) Obtain an aluminum can and add 7-10 milliliters of water.
3) Place the can on a heating set up (hotplate or wire gauze/ring stand) and heat
until a steady stream of steam flows out of the can.
4) Using beaker tongs, grab the aluminum can near the bottom of the can and
quickly turn it upside down into the beaker of water.
Observation:
The can was crushed when it was inverted into the beaker of water.
When the can was heated, the water turned to ___________, which takes up
________ (more/less) volume than liquid water. When the can was inverted into
the water this created a closed system. The temperature inside the can
____________ (increased/decreased), causing the steam to change from gas state
to ____________state. A partial vacuum was created causing the pressure inside
the can to be ______________ (greater/less) than the pressure outside the can.
Part 2
1) Obtain a small balloon filled with air. Submerge the balloon in a large beaker of
ice water and hold for 3 minutes. Use beaker tongs to keep the balloon
submerged. Observe.
2) Transfer balloon to large beaker of hot water and submerge for 3 minutes.
Observe.
Observation:
The volume decreased in the ice water and increased in the hot water.
As the water temperature increased, the volume of the balloon ______________.
This is an example of _____________ Law.
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Part 3
1) Obtain a 250-mL Erlenmeyer flask and place 15-20 milliliters of water inside.
2) Place the flask onto a heating setup (hotplate or wire gauze/ring stand) and
heat until a steady stream of steam comes out. DO NOT let the water boil away.
3) Take the flask off of the gauze using flask tongs.
4) While holding onto the neck of the flask using flask tongs, have a lab partner
stretch the mouth of a large balloon over the mouth of the flask. Make sure the
balloon is centered on the opening of the flask. This creates a closed system.
5) Wait 2-3 minutes and observe. Then place the flask into a beaker of ice water.
Observation:
The balloon was pushed into the flask and lined the inside of the flask.
Placing the balloon over the mouth of the flask created a __________ system. As
the ______________ in the flask dropped the steam turned to water. Since water
in the liquid state takes up less _____________ than water in the gas state, a
partial vacuum was created. The greater ____________ outside of the flask pushed
the balloon inside.
Part 4
1) Obtain a 1000 mL beaker / candle set-up.
2) Fill the beaker with water until the water level is halfway up the candle. Light
the candle.
3) Carefully invert a 1000 mL Erlenmeyer flask over the candle. Observe both
candle and the water level.
Observation:
The flame went out and then the water level inside the flask increased and went
above the candle.
Propose an explanation:
Conclusion:
1) Give the name of the law that relates pressure to volume. __________________
2) Give the name of the law that relates volume to temperature._______________
3) The condensing of steam in a closed system creates a partial ______________.
4) If the volume of a gas is cut by 1/2, the pressure will _____________________
(increase/decrease) by a factor of _________ (2, 1/2) times.
5) If the temperature of a gas is doubled, the volume of the gas will
____________ (increase/decrease) by a factor of ___________ (2, 1/2) times.
6) If the temperature of a gas is tripled, the pressure of the gas will ____________
(increase/decrease) by a factor of _________ (3, 1/3) times.
7) Graphing pressure vs. volume would produce a _______________.
8) Graphing volume vs. temperature would produce a _____________ line.
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