TVO ILC SCH3U Learning Activity 22

Assessment for feedback and grade: Gases and atmospheric chemistry

Assessment for feedback and grade: Gases and

atmospheric chemistry
Student name: ________________________________________ Date: ______________________

Unit Unit title Level/Mark Percentage of term work

4 Gases and atmospheric ___________/12.5%

chemistry
This unit has three overall expectations:
• I can demonstrate an understanding of the laws that explain the behaviour of gases.
• I can investigate gas laws that explain the behaviour of gases, and solve related
problems.
• I can analyze the cumulative effects of human activities and technologies on air
quality, and describe some Canadian initiatives to reduce air pollution, including
ways to reduce my own carbon footprint.

You will be assessed based on your understanding of these overall expectations

which are equally weighted. Your teacher will provide you with an achievement level
for each overall expectation, and give you feedback about your strengths, needs, and
next steps.

Overall expectation 1: I can demonstrate an understanding of the laws that explain the
behaviour of gases.
1. a) Compare a solid and a gas with respect to the arrangement of their molecules.
Use this comparison to explain how solids exert pressure and how gases exert pressure.
Solid molecules are very close to each other in a geometric pattern. Thanks to this the
attractive force are powerful. Solid molecules vibrate but they don’t change shape. Solids
are hard and rigid, keeps its own shape, keeps its own volume, although turns into a liquid
when heated.
On the other hand, the attractive forces between gas molecules are really weak. Molecules
in gas are very far apart. Gases have no form, can take shape of any object, can easily
change shape, takes volume of the object/container, and can turn into a liquid when cooled.

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TVO ILC SCH3U Learning Activity 22

Assessment for feedback and grade: Gases and atmospheric chemistry

b) Describe condensation (the change from gas to liquid) in terms of the kinetic
molecular theory (KMT).

Condensation occurs when molecules of gas lose energy and their kinetic energy
decreases. When the molecules slows down, they will most probably come in contact with
each other and stick to each other because of the attraction force between the molecules.
When enough molecules stick to each other they form droplets. These droplets are in the
form of liquid and can become bigger when more molecules stick and joins the droplet.

c) Explain, using the KMT, why a gas is compressible and a liquid is not.

Gases are compressible because gas molecules have a lot of space between them
which is why their attraction force is very weak. When compressed gas molecules
come closer to each other. As for liquid, they cannot be compressed as their
molecules are very close together and the attractive force is strong which results in
liquids not being able to compress

2. Driving a car causes the tires to get hot from friction. If you want to check to see if
your tires need air, the service manual of your car warns you against checking the
tire pressure when the tire is hot. Explain why, using your understanding of KMT.

Tires are filled with air; air is gas and when gas is heated the molecules move faster and
push harder on the object. In this case when the tire is hot the air inside is heated causing
the air molecules to move faster and push harder against the inside of the tire. When you
check the tire pressure when the tire is hot you will get an inaccurate reading since once the
tire cools down the pressure will decrease causing you to over inflate the tire. Over inflating
you tire can lead to serious situations and be a major hazard.

3. Explain how and why the number of moles of gas affects the volume of that gas,
assuming that the container volume can change. Is the relationship between number
of moles and volume direct or indirect?

The number of moles of gas can affect the volume the gas occupies because the
increase of number of moles of gas can also bring an increase in the volume of the

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TVO ILC SCH3U Learning Activity 22

Assessment for feedback and grade: Gases and atmospheric chemistry

gas, assuming the container volume can change. The relationship between the
number of moles and volume is direct. This is because when the number of moles
increase the volume will also increase. Same can be said as when the number of
moles decrease, this will also bring a decrease in the volume.

4. Explain how the molar volume of a gas would change as the temperature increases.

When the temperature of the gas increase, the gas molecules move much faster and
gain kinetic energy. This will result in the gas molecules colliding to the container
walls more often. This increases the pressure of the gas and to maintain the
pressure, one mole of the must increase.

Therefore, the molar volume will increase as the temperature increase. This can be
said as a direct relationship between the molar volume and temperature. As
temperature increases, the molar volume increases.

Overall expectation 2: I can investigate gas laws that explain the behaviour of gases, and
solve related problems.
1. A steel container of compressed gas with an initial pressure of 369 kPa is heated from
15.0°C to 42.5°C because of storage in a sunny area. Calculate the new pressure in the
container. Remember that temperature needs to be in Kelvin when working with the gas
laws!

P1 = 369 kPa T1 = 288K T2 = 315.5K P2 = ?

𝑝𝑝1 𝑝𝑝2 𝑝𝑝1𝑇𝑇2

= = 𝑃𝑃2
𝑇𝑇1 𝑇𝑇2 𝑇𝑇1

369 𝑘𝑘𝑘𝑘𝑘𝑘 𝑥𝑥 315.5𝐾𝐾

= 𝑃𝑃2
288 𝐾𝐾

𝑃𝑃2 = 404 𝑘𝑘𝑘𝑘𝑘𝑘

Therefore, the new pressure is about 404 kPa

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TVO ILC SCH3U Learning Activity 22

Assessment for feedback and grade: Gases and atmospheric chemistry

2. What would the volume of air inside a 40.0 L tire under 218 kPa of pressure occupy if it
all escaped into a balloon at 101.3 kPa?

P1V1 = P2V2

V1 = 40.0L P1 = 218 kPa P2 = 101.3 kPa V2 = ?

𝑃𝑃1𝑉𝑉1
= 𝑉𝑉2
𝑃𝑃2

218 𝑘𝑘𝑘𝑘𝑘𝑘 𝑥𝑥 40.0 𝐿𝐿

= 𝑉𝑉2
101.3 𝑘𝑘𝑘𝑘𝑘𝑘

𝑉𝑉2 = 86𝐿𝐿

Therefore, the volume of the air inside a 40.0 L tire is about 86L

3. As a car is driven, the tires heat up and the volume and the pressure change. Calculate
the new pressure of a 30.0 L tire initially at 255 kPa that expands to 32.3 L when it heats
up from 17.0°C to 41.0°C.

V1= 30 L P1 = 255kPa T1 = 290 K T2 = 314 K P2 = ?

𝑃𝑃1 𝑉𝑉1 𝑃𝑃2 𝑉𝑉1

=
𝑇𝑇1 𝑇𝑇2

𝑃𝑃1 𝑉𝑉1 𝑇𝑇2

= 𝑃𝑃2
𝑇𝑇1 𝑉𝑉2

(255𝑘𝑘𝑘𝑘𝑘𝑘) (30𝐿𝐿) (314𝐾𝐾)

= 𝑃𝑃2
(290𝐾𝐾 )(32.3𝐿𝐿)

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TVO ILC SCH3U Learning Activity 22

Assessment for feedback and grade: Gases and atmospheric chemistry

P2 = 256.442kPa

Therefore, the new pressure is approximately 256 kPa.

4. Calculate the partial pressure of oxygen in the air at 100 kPa if nitrogen has a partial
pressure of 82 kPa and carbon dioxide and water combined have a partial pressure of
0.77 kPa.

Pair = 100 kPa

Pnitrogen = 82 kPa

Pmix = 0.77 kPa

100 kPa – 82 kPa – 0.77 kPa

= 17.23 kPa

Therefore, the parallel pressure of the air at 100 kPa is approximately 17.23 kPa

5. A container of compressed helium has in it 15.0 L pressurized to about 2250 kPa at

24.5°C. How many moles of helium are in the container?

𝑘𝑘𝑘𝑘𝑘𝑘∗𝐿𝐿
V = 15.0 L, P = 2,250 kPa, T = 297.5 K, 𝑅𝑅 = 8.31
𝑚𝑚𝑚𝑚𝑚𝑚∗𝐾𝐾
PV = nRT
𝑃𝑃𝑃𝑃
= 𝑛𝑛
𝑅𝑅𝑅𝑅

(2,250𝑘𝑘𝑘𝑘𝑘𝑘)(15.0𝐿𝐿)
𝑘𝑘𝑘𝑘𝑘𝑘 ∗ 𝐿𝐿
= 𝑛𝑛
8.31 (297.5𝐾𝐾)
𝑚𝑚𝑚𝑚𝑚𝑚 ∗ 𝐾𝐾

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TVO ILC SCH3U Learning Activity 22

Assessment for feedback and grade: Gases and atmospheric chemistry

n = 13.7 mols

Therefore, there are approximately 13.7 mols of helium in the container

6. Determine the volume of oxygen gas required to completely combust 5.5 mol of propane
(C3H8) in a barbecue at 101.3 kPa and 28.0°C.

Balanced chemical equation: C3H8 + 5O2  3CO2 + 4H2O

5 𝑚𝑚𝑚𝑚𝑚𝑚 𝑂𝑂2
5.5mol propane x = 27.5 mol O2
1 𝑚𝑚𝑚𝑚𝑚𝑚 𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝
n = 27.5 mols P = 101.3 kPa T = 301 K

PV = nRT

𝑛𝑛𝑛𝑛𝑛𝑛
𝑉𝑉 =
𝑃𝑃

(27.5𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚)(8.31 𝑚𝑚𝑚𝑚𝑚𝑚 ∗ 𝐿𝐿)(301𝐾𝐾)

𝑉𝑉 =
(101.3𝑘𝑘𝑘𝑘𝑘𝑘)𝑚𝑚𝑚𝑚𝑚𝑚 ∗ 𝐾𝐾

V = 679L

Therefore, about 679L of oxygen gas is needed to completely combust 5.5.5 mols of
propane

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TVO ILC SCH3U Learning Activity 22

Assessment for feedback and grade: Gases and atmospheric chemistry

7. What mass of helium would be required to fill a balloon to 6.8 L at 100 kPa and 25°C?

P = 100 kPa T = 298K V = 6.8L

PV = nRT

𝑃𝑃𝑃𝑃
𝑛𝑛 =
𝑅𝑅𝑅𝑅

(100 𝑘𝑘𝑘𝑘𝑘𝑘)(6.8 𝐿𝐿)

𝑛𝑛 = 𝑘𝑘𝑘𝑘𝑘𝑘 ∗ 𝐿𝐿
8.31 (298𝐾𝐾)
𝑚𝑚𝑚𝑚𝑚𝑚 ∗ 𝐾𝐾

𝑛𝑛 = 0.275 𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚

Molar mass of helium = 4.002g/mol

Mass = m x M

Mass = 0.275 mols X 4.002 g/mols

Mass = 1.1 g

Therefore, the mass of helium required to fill up a balloon is approximately 1.1g

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TVO ILC SCH3U Learning Activity 22

Assessment for feedback and grade: Gases and atmospheric chemistry

Overall expectation 3: I can analyze the cumulative effects of human activities and
technologies on air quality, and describe some Canadian initiatives to reduce air pollution,
including ways to reduce my own carbon footprint.
1. During this unit you learned about some of the actions that governments have taken to
help reduce the negative impact of human activity on the atmosphere. The Montreal
Protocol and the Paris Agreement are two examples of global initiatives related to
humans’ influence on the atmosphere.

a) For each global initiative, briefly summarize the problem being addressed, the
resulting actions that governments have taken, and the consequent effects on
individuals.
Global initiative Major atmospheric Actions that Effect of global initiative on
problem being governments and individuals (like you!)
addressed industry have taken
Montreal Protocol Fixing the ozone Banning CFCs from all Because of the banning of
layer products that used it CFCs this will fix the ozone
layer helping people like me
living a better and healthy
life

Paris Agreement Avoid dangerous Limiting global By trying to limit global

climate change warming to below 2 warming this can reduce the
degree Celsius and rate of global warming
trying to limit to 1.5 ensuring the rate of global
degree Celsius warming slows down. If the
rate of global warming slows
down it can help people like
me live a longer and better
life

b) Some people argue that global issues like this are things that individuals do not
have the power to change. Do you think that the actions of individuals can create
meaningful change? Choose a position and defend it. Your response should be no
more than three sentences long.

I believe small actions can create meaningful change. Every big change starts from
small actions, and small actions really do matter. When small actions are taken this
can change a person beliefs and values and can inspire others to also do change
creating a ripple effect.

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TVO ILC SCH3U Learning Activity 22

Assessment for feedback and grade: Gases and atmospheric chemistry

c) Make a list of five actions that an individual (like you!) could take to reduce CO2
emissions.

1: Reduce energy consumption by turning off lights when not needed or unplug things
which aren’t in use
2: Walk or carpool
3: Stop using plastic and switch to reusable
4: Recycling more and reduce waste
5: Try to buy local products

d) Consider the actions you listed in part (c). Rank them from 1 to 5: 1 is for the action
you would personally be most likely to take, while 5 is for the action you would be
least likely to take.

Walk to carpool more often – 1

Reduce energy consumption – 2

Switch to reusable – 3

Recycling more and reduce waste – 4

Try to buy local products – 5

e) For the action you would be most likely to take, write a brief statement explaining
the reasons why it is an attractive option for you.

Since I go out a lot with friends and family and can drive the action, I can take
myself without effecting other people in my household is to walk more often if I’m
going somewhere close or carpool/take a bus if I have to go somewhere reasonably
far. Doing this can also help me daily exercises because I’ll get to walk more too.
Not only will I benefit the environment, but I will also benefit myself too.

2. The Air Quality Health Index is used to inform Canadian citizens about potential health
threats related to the current conditions of the air. There are many people who are not
aware of, or have little interest in, consulting the AQHI, but as you can see in the
following table, even healthy individuals should pay attention to these health
advisories.

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TVO ILC SCH3U Learning Activity 22

Assessment for feedback and grade: Gases and atmospheric chemistry

Health Air Health Messages for At-Risk Health messages for General
Risk Quality Population Population
Health
Index
Low 1-3 Enjoy your usual outdoor Ideal air quality for outdoor activities.
activities.
Moderate 4-6 Consider reducing or No need to modify your usual outdoor
rescheduling strenuous activities activities unless you experience
outdoors if you are experiencing symptoms such as coughing and throat
symptoms. irritation.
High 7-10 Reduce or reschedule strenuous Consider reducing or rescheduling
activities outdoors. Children and strenuous activities outdoors if you
the elderly should also take it experience symptoms such as coughing
easy. and throat irritation.
Very high Above Avoid strenuous activities Reduce or reschedule strenuous
10 outdoors. Children and the activities outdoors, especially if you
elderly should also avoid outdoor experience symptoms such as coughing
physical exertion. and throat irritation.
(Source: https://www.canada.ca/en/environment-climate-change/services/air-quality-health-index/understanding-messages.
html)

a) The AQHI takes into account three major pollutants: ground-level ozone (O3),
nitrogen dioxide (NO2), and fine particulate matter (which may include sulphate and
nitrate particles, elemental and organic carbon, and soil). Some sources of these
pollutants are listed in the following table.

Pollutant Common sources

ground-level ozone (O3) Formed when nitrogen oxides (from coal or gasoline burning)
react with volatile organic compounds (from combustion of
gasoline and wood or the evaporation of liquid fuels and solvents)
in the sunlight.
nitrogen dioxide (NO2) Produced by fuel combustion, mostly from transportation (cars,
trucks, and so on) and from the oil and gas industry.
sulphate particles SO2 from fuel emissions is converted to sulphate in the
atmosphere.
elemental carbon Incomplete combustion of fuels, particularly diesel.

organic carbon Burning of biomass (for example, wood, brush) and fossil fuels.

soil Any form of soil, but particularly in cases where agricultural activity
or deforestation has exposed soil over large areas.

Copyright © 2018 The Ontario Educational Communications Authority. All rights reserved. 10
TVO ILC SCH3U Learning Activity 22

Assessment for feedback and grade: Gases and atmospheric chemistry

Using the information in the table above, evaluate the relative risk for poor outside air quality
for the following pairs of locations in terms of the pollutant sources. Which one do you think
would have better air quality? Why?
i) small village vs. large city ii) cabin in a forest with a wood-burning stove vs.
farmhouse in the middle of the
prairies

i) A small village will have better air quality as there won’t be as many cars/trucks lowering
NO3 compared to a large city causing the air quality to be better

ii) A farmhouse in the middle of the prairies will have better air quality than a forest with a
wood-burning stove. I say this because a farmhouse in the middle of the prairies won’t have
as much organic carbon and ground-level ozone as the cabin in a forest with a wood-burning
stove.

b) A family with small children lives in an area where the AQHI is 7 or greater for most
of the year. The family is aware of the risks and follows the government’s advice
regarding outside activity during these times. What implications does following
these guidelines have for the children’s health? What advice would you give the
family about their children’s long-term health?

Because of the high AQHI, children won’t be able to go outside as often affecting
their mental health and physical health because they won’t be able to do any
activities, for example: running, playing sports, biking, etc.)

I would advice the parents to move from where they live. The kids not being able to
go outside will affect the children long term health. If that isn’t possible than the
parents should allow their kids to play inside the house if there not allowed so they
could get some type of physical activity in everyday. The best option would be to
move from that area.

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TVO ILC SCH3U Learning Activity 22

Assessment for feedback and grade: Gases and atmospheric chemistry

Rubric
Before submitting your tasks, review the rubric below to self-assess. Look at each criterion
that your teacher will follow to assess your work. Using the description, which level is your
work meeting? What can you do to improve your work? Take the time now to make any
improvements to your work before submitting it. Review this Rubric Deconstruction for help
understanding rubrics or levels.
Overall expectation 1: I can demonstrate an understanding of the laws that explain the
behaviour of gases.
Success criteria Related questions Level assigned Comments
L4: 80–100 High degree
L3: 70–79 Considerable
L2: 60–69 Some
L1: 50–59 Limited
Less than 50

Explain the 1, 2 L4: 80–100 High degree

molecular nature of L3: 70–79
solids, liquids, and Considerable
gases according to
the KMT and list L2: 60–69 Some
their common L1: 50–59 Limited
properties with Less than 50
logic and accuracy
(A,C)

Describe Boyle’s 3 L4: 80–-100 High

Law, Charles’s Law, degree

and Gay-Lussac’s
L3: 70–79
Law and apply your
Considerable
understanding of
these laws to the L2: 60–69 Some

behaviour of gases L1: 50–59 Limited

with accuracy and

Less than 50
relevance (A)

Copyright © 2018 The Ontario Educational Communications Authority. All rights reserved. 12
TVO ILC SCH3U Learning Activity 22

Assessment for feedback and grade: Gases and atmospheric chemistry

Explain the concept 4 L4: 80–100 High

of molar volume as degree

it relates to gases L3: 70–79

with clarity and Considerable
relevance (K) L2: 60–69 Some
L1: 50–59 Limited
Less than 50
Describe the 5 L4: 80–100 High

difference in degree

behaviour of real
L3: 70–79
gases vs. ideal
Considerable
gases with accuracy
and logic (K,C) L2: 60–69 Some
L1: 50–59 Limited
Less than 50
Feedback

Strengths Areas for improvement Next steps

Incomplete
Repeat

Overall expectation 2: I can investigate gas laws that explain the behaviour of gases, and
solve related problems.
Success criteria Related Level assigned Comments
questions L4: 80–100 High degree
L3: 70–79 Considerable
L2: 60–69 Some
L1: 50–59 Limited
Less than 50
Apply Boyle’s Law, 1, 2 L4: 80–100 High degree

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TVO ILC SCH3U Learning Activity 22

Assessment for feedback and grade: Gases and atmospheric chemistry

Charles’s Law, and Gay-

L3: 70–79 Considerable
Lussac’s Law to solve
problems related to gases L2: 60–69 Some

with accuracy and relevance L1: 50–59 Limited

(K,A) Less than 50

Use the Combined Gas Law 3 L4: 80–100 High degree

to solve problems related to

L3: 70–79 Considerable
gases that involve a change
in more than one variable L2: 60–69 Some

with accuracy (K, A) L1: 50–59 Limited

Less than 50
Apply the Law of Partial 4 L4: 80–100 High degree

Pressures to determine the

L3: 70–79 Considerable
pressure contributions of
different gases in a mixture L2: 60–69 Some

with accuracy (K, A) L1: 50–59 Limited

Less than 50
Use the Ideal Gas Law to 5 L4: 80–100 High degree

determine pressure, volume,

L3: 70–79 Considerable
temperature, or amount of
a gas, given other known L2: 60–69 Some

variables with accuracy (K, L1: 50–59 Limited

A) Less than 50

Apply my knowledge of 6 L4: 80–100 High degree

both the Ideal Gas Law and

L3: 70–79 Considerable
stoichiometry to
solve problems related to L2: 60–69 Some

chemical reactions involving L1: 50–59 Limited

gases with accuracy (K, A) Less than 50

Copyright © 2018 The Ontario Educational Communications Authority. All rights reserved. 14
TVO ILC SCH3U Learning Activity 22

Assessment for feedback and grade: Gases and atmospheric chemistry

Use molar volume to solve 7 L4: 80–100 High degree

problems related to gas laws L3: 70–79 Considerable
with accuracy (K,T)
L2: 60–69 Some
L1: 50–59 Limited
Less than 50
Feedback

Strengths Areas for Next steps

improvement
Incomplete
Repeat

Overall expectation 3: I can analyze the cumulative effects of human activities and
technologies on air quality, and describe some Canadian initiatives to reduce air pollution,
including ways to reduce my own carbon footprint.
Success criteria Related questions Level assigned Comments
L4: 80–100 High
degree
L3: 70–79
Considerable
L2: 60–69 Some
L1: 50–59 Limited
Less than 50
Identify the 1, 2 L4: 80–100 High

human activities degree

responsible for
L3: 70–79
adding unwanted
Considerable
compounds into
the atmosphere L2: 60–69 Some

with fluency, L1: 50–59

significance, and Limited

logic (K,T, A,C) Less than 50

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TVO ILC SCH3U Learning Activity 22

Assessment for feedback and grade: Gases and atmospheric chemistry

Explain the specific 1 L4: 80–100 High

threat that CFCs degree

presented to the
L3: 70–79
atmosphere, and
Considerable
describe how
decisive action by L2: 60–69 Some

governments helped L1: 50–59

to mitigate this Limited

threat with clarity Less than 50

and relevance (K, T,
A, C)
Describe how the Air 2 L4: 80–100 High

Quality Health Index degree

is used to keep the

L3: 70–79
public informed
Considerable
about air quality,
and explain why this L2: 60–69 Some

is important with L1: 50–59

fluency, relevance, Limited

and logic (K, T, A, C) Less than 50

Feedback

Strengths Areas for Next steps

improvement
Incomplete
Repeat

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