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By the end of this section, you will be able to:
  • Apply the ideal gas law to situations involving the pressure, volume, temperature, and the number of molecules of a gas
  • Use the unit of moles in relation to numbers of molecules, and molecular and macroscopic masses
  • Explain the ideal gas law in terms of moles rather than numbers of molecules
  • Apply the van der Waals gas law to situations where the ideal gas law is inadequate

In this section, we explore the thermal behavior of gases. Our word “gas” comes from the Flemish word meaning “chaos,” first used for vapors by the seventeenth-century chemist J. B. van Helmont. The term was more appropriate than he knew, because gases consist of molecules moving and colliding with each other at random. This randomness makes the connection between the microscopic and macroscopic domains simpler for gases than for liquids or solids.

How do gases differ from solids and liquids? Under ordinary conditions, such as those of the air around us, the difference is that the molecules of gases are much farther apart than those of solids and liquids. Because the typical distances between molecules are large compared to the size of a molecule, as illustrated in [link] , the forces between them are considered negligible, except when they come into contact with each other during collisions. Also, at temperatures well above the boiling temperature, the motion of molecules is fast, and the gases expand rapidly to occupy all of the accessible volume. In contrast, in liquids and solids, molecules are closer together, and the behavior of molecules in liquids and solids is highly constrained by the molecules’ interactions with one another. The macroscopic properties of such substances depend strongly on the forces between the molecules, and since many molecules are interacting, the resulting “many-body problems” can be extremely complicated (see Condensed Matter Physics ).

This figure illustrates the motion of atoms in a gas. The atoms are illustrated as small spheres, widely separated from each other. Their velocities are represented by arrows. The various velocity have different, random directions and have different lengths.
Atoms and molecules in a gas are typically widely separated. Because the forces between them are quite weak at these distances, the properties of a gas depend more on the number of atoms per unit volume and on temperature than on the type of atom.

The gas laws

In the previous chapter, we saw one consequence of the large intermolecular spacing in gases: Gases are easily compressed. [link] shows that gases have larger coefficients of volume expansion than either solids or liquids. These large coefficients mean that gases expand and contract very rapidly with temperature changes. We also saw (in the section on thermal expansion) that most gases expand at the same rate or have the same coefficient of volume expansion, β . This raises a question: Why do all gases act in nearly the same way, when all the various liquids and solids have widely varying expansion rates?

To study how the pressure, temperature, and volume of a gas relate to one another, consider what happens when you pump air into a deflated car tire. The tire’s volume first increases in direct proportion to the amount of air injected, without much increase in the tire pressure. Once the tire has expanded to nearly its full size, the tire’s walls limit its volume expansion. If we continue to pump air into the tire, the pressure increases. When the car is driven and the tires flex, their temperature increases, and therefore the pressure increases even further ( [link] ).

Questions & Answers

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physiological Psychology
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Communication is effective because it allows individuals to share ideas, thoughts, and information with others.
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Every time someone flushes a toilet in the apartment building, the person begins to jumb back automatically after hearing the flush, before the water temperature changes. Identify the types of learning, if it is classical conditioning identify the NS, UCS, CS and CR. If it is operant conditioning, identify the type of consequence positive reinforcement, negative reinforcement or punishment
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ARC
A child is a member of community not society elucidate ?
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Skinner skipped the whole unconscious phenomenon and rather emphasized on classical conditioning
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Source:  OpenStax, University physics volume 2. OpenStax CNX. Oct 06, 2016 Download for free at http://cnx.org/content/col12074/1.3
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