Movement of Substances

 

 

Gases have no definite volume. They spread out, or diffuse, and occupy all the space available to them. This spreading of gases is

called diffusion. A gas will diffuse even if another gas is present in the same space. The molecules of gases are far enough apart to

allow other gas molecules to fit in between.

Gases diffuse at different rates. Graham's law states that, under equal conditions of temperature and pressure, gases diffuse at rates

inversely proportional to the square roots of their molecular masses. Mathematically this may be stated as

 

 

The term rate implies that something happens in a given period of time. The rate of diffusion of a gas is the distance its molecules travel

per unit time. In an equal period of time, the distances D1 and D2 traveled by molecules of two different gases are related by:

 D1         square M2

------  = -----------------

D2          square M1

 

 This inverse relationship indicates that the distance traveled by the heavier gas (gas with greater molecular mass) will be less than that

traveled by the lighter gas in the same period of time.

In this experiment, two gases (HCl and NH3) will be introduced simultaneously into opposite ends of a glass tube. At the point where the

two gases meet inside the tube, a chemical reaction will occur that produces a white powder. The equation for the reaction is:

HCl(g) + NH3 (g) Þ NH4Cl (s) 

 

Using the point where the powder forms as a reference point, the distance traveled by each gas can be measured. By comparing the

ratio of these distances with the ratio of the square roots of the known molecular masses of the two gases, Graham's law can be verified.

 

PURPOSE
Verify Graham's law by measuring the distances traveled during the same period of time by two different gases of known molecular
mass.
EQUIPMENT
glass tubing, 10 mm x 60 cm metric ruler
dropper pipets (2) safety goggles
cotton swabs lab apron or coat
wax marking pencil
MATERIALS
HCl(con.) NH3 (ammonia)
acetone (for drying test tubes)
SAFETY
Handle both the concentrated HCl and the concentrated NH3 solutions with great care. Avoid getting any of either of these chemicals on
your skin.
PROCEDURE
1. Obtain a 50-cm length of glass tubing (10 mm internal diameter). Make sure it is completely dry. Lay the tubing on your bench.
2. Place one cotton swab in each end of the tubing. Using a marking pencil, mark the glass to indicate the position of the end of
each swab as illustrated in Figure 1.
3. Remove the cotton swabs from the tubing. Mark the stem of one of the swabs with the marker for purposes of identification.
Using dropper pipettes, place about five drops of concentrated HCl on the unmarked cotton swab and five drops of
concentrated NH3 • H20 solution on the marked cotton swab.

CAUTION: Handle these chemicals with care. They can cause painful bums if they come in contact with the skin.

4. Immediately and simultaneously insert the moistened ends of the cotton swabs into opposite ends of the tube, to the lines
previously marked.
5. After several minutes, a white ring will form where the gases HCl and NH3 meet inside the tube to form the white compound
NH4Cl (ammonium chloride). Mark the point on the tube where the white ring is formed.
6. Remove the cotton swabs, rinse them with water, and dispose of them as instructed by your teacher.
7. Measure the distance traveled by each gas.
8. Rinse the tubing with water. It may be dried by rinsing it withacetone. CAUTION: Acetone is highly flammable.
9. The procedure can be repeated if time permits.
OBSERVATIONS AND DATA
                                             Trial 1      Trial 2        Average of 2 trials
Distance traveled by NH3 __________ __________ __________
Distance traveled by HCl __________ __________ __________
Molecular masses are: NH3 = 17 HCl = 36,5

 

 

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Showing 4 results.

Blog
To the Maltese and Italian Students

Dear students,

I see that the Maltese and the Italian students have done two very similar experiments.  The Maltese students performed a simple version where they saw the diffusion of ammonia through the boiling tube when they saw the wet litmus paper changing  colour, and the Italian students used a tube with acid at one end and alkali at the opposite end.  When these two substances diffused, they met and produced neutralisation with the salt having a different state and therefore could be dedected.  Very well done to both Maltese and Italian students.  I would like to see some comments from the students about the two experiments.  Well done.  Keep up the good work both countries.

 

I see that in this project there is a very good collaboration between the two countries because we regularly upload our work and we regularly comment about each others work.  A particular thanks go to the Italian teacher.

 

Best regards to all of you

Josephine Ebejer Grech

Maltese teacher.

The microscope

This is also very good..... good music to go with it too. Thanks for making such a good impression of our school. Well done.

Ms Bugeja

Movement of substances

Well done girls. Keep up the good work.

 

Ms Bugeja

Movement of Substances

Today I started a new topic with my form 3 students.  This topic is "Movement of Substances" where we will be investigating how solids, liquids and gases move in different things e.g. in air, and in cells, and between cells and other places.  Today we did one experiment.  We did not film it today but we will film with with another class.  The students will write their own comments about this experiment soon.

Showing 4 results.

Practical Work:  Observing diffusion of a gas.

Aim:  What is the aim of this experiment?

 

Apparatus:  ______________ , _________________,  ______________
_________________, ______________________, ________________

 

Method: 

1.     Having the above apparatus, how would you design this experiment as to observe diffusion in a gas?

2.    Why do we use red lithmus paper and ammonia?

3.    Do you think ammonia is volatile?

4.    How would you set up the apparatus as to see ammonia gas moving from one place to another?

5.    From which direction to what other direction does ammonia move:  from high concentration to low concentration or from low to high?

 

Results: 

1.     How did you see ammonia travelling?

2.    What was the colour change of red lithmus paper?

 

Conclusions:

1.       Why was it important to wet the lithmus paper before starting the experiment?

2.      What is diffusion?

3.      Did diffusion occur in this experiment?