Preview - Ideal Gas Laws - Connected Chemistry 2019

Let's think about the air duster can again

We started this unit with an exploration on how the "air duster can" works. Let's revisit the air duster can again, but this time, about another interesting aspect of air duster cans (and all other spray cans), the warnings:

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Can we use the knowledge we constructed through previous 5 lessons to explain why we need these warning texts on spray cans?

Questions

Please answer the questions below.

What does the phrase "pressurized container" mean? Explain using the concepts from previous lessons (e.g., particles, volume, number of particles). (min. 2 sentences)

Why are we advised to protect it from sunlight and not expose it to temperatures higher than 50 degrees Celsius (≈122 degrees Fahrenheit)? What would happen if we did so? (min 3 sentences)

Note: Try to explain in narrative form (e.g., first ... would happen, then eventually ... happen because, finally .... happen because ...). 

Also note: Try to include both micro-level events and macro-level events.

Re-consider the balloon-on-fire experiment on the right. How do you compare the warnings on an air duster can to this experiment? Are there commonalities? Are there differences? Please elaborate. (min. 3 sentences).

Do you think your understanding of objects like air duster cans, spray bottles, and balloons change after this unit? If yes, briefly explain how? (min. 2 sentences)

Notes

These notes will appear on every page in this lesson so feel free to put anything here you'd like to keep track of.