Gas production and the effects of different gases are key elements in the study of chemistry. Students learning about basic and more advanced chemistry concepts can explore these areas of study with experiments about gas production. For instance, students can attempt to gather carbon dioxide gas by inducing a chemical reaction using three bottles: vinegar, water, yeast and soda. Students place one substance in each bottle, add water, then shake the bottle to extract the gas. After allowing the bottle to sit for 10 minutes, students then collect carbon dioxide in glass jars or with balloons. They can then compare the amount of carbon dioxide produced by each substance.
Gas production can also be studied using yeast to help students explore microbiology. Carbon dioxide is one of the most important gases on the planet, one that life could not survive without. Yeast itself is a microscopic living organism that, when combined with sugar and water, releases carbon dioxide gas. Students exploring biology can compare different conditions of yeast to find the optimum set of conditions for the production of carbon dioxide. Students heat distilled water to 0, 20, 40 and 60 degrees Celsius before combining it with the yeast, then measure the production of carbon dioxide in a graduated cylinder. They then repeat the process using Rapid Rise Yeast.
Evaporation, the process of the surface of a liquid turning into a gas, is an important part of the water cycle, a key concept in environmental science. By studying the conditions or causes of water evaporation, or the gas production of water, students can better understand the complex environmental systems that allow our planet to function. Students can measure the evaporation of two troughs of water -- one with just water, the other with a copper sulfate monolayer -- by weighing the water in the troughs after a week of evaporation. Additionally, students can place the troughs in different conditions -- for instance, in extreme heat or direct sunlight -- and observe the gas production.
Food can also be used to explore the scientific concepts behind gas production. Vinegar is added to three bottles, each filled with either fresh, canned or a frozen vegetable puree. After allowing the vinegar and vegetable puree to sit for 30 minutes, students should add a small amount of baking soda, then put a balloon over the bottle to collect the gas. Each bottle will produce different amounts of gas, and students can hypothesize about what part of the canning or freezing process removes the gas-producing enzymes from preserved vegetables.