Test Review and PVTn Tabels

     The main ideas we learned this week were how to answer pressure, volume, temperature, and number of particles word problems using PVTn tables. And, we reviewed all the things we did in Unit 2 for our exam. These relate because PVTn tables are going to be on the test, and PVTn tables help us practice how pressure, volume, temperature, and number of particles connect with each other for the test. One important detail is when doing a table you have to convert all Celsius temperatures into Kelvin. The reason we do that is because we can't measure gas with the Celsius scale because it doesn't use absolute zero as its 0 degrees. To practice for the test we made a white board representation of all the activities we did in Unit 2. We did several worksheets to practice PVTn tables.

PVTn tables-
We used these tables to answer problems that start by giving you P,V,T or n and we had to find the solution. In order to find the solution we had to determine how changing P,V,T, or n will affect our starting quantity. When doing this we kept in mind how P,V,T, n relate to each other and if their relationship is direct or inverse. Also we kept in mind to always change Celsius to Kelvin. To do that you have to add your temperature in Celsius to 273 Kelvin. Then we took the number we wanted to find out and multiplied it by the appropriate factor. To decide the appropriate factor you look at the up or down arrows in the affect box. The variables should cancel themselves out, and you should end up with the right one.

Example of a PVTn table

Test Review-

We made a white board representation to help practice for the test. On the white board we put the many experiments and activities we did. The first thing was a representation of the popcorn experiment. The popcorn experiment was an experiment that tried to prove that gas particles moved. Dr. Finnan opened a bag of popcorn in the corner of the room and we had to raise our hand when we smelled it. Another experiment was the dye experiment where we put dye in hot and cold water to see which moved faster. We also did the hotness meter where we essentially made our own thermometer and tested it in hot and cold water. We watched three videos about solids liquids and gasses and how there particles move. We blew a student up by having her sit on a bag and blowing air in the sides through straws, and lastly we popped a balloon and a popcorn bag by reducing the pressure on the outside.  

Our board

   We came to know and understand what we did this week through doing worksheets and doing white board activities. I sill have questions about why gas can't be measured in Celsius. I think my participation has been good this week. I would rate myself an 9 out of ten on the concepts we learned this week, so I don't need to work on anything in particular. My ideas have changed because now I know the material better.