Lesson Plan Template



Day 7: Gas Laws Review

Name: Steven Bjankini

Class/Subject: High School Chemistry

Content Standards/Performance expectations

NGSS Standard HS-PS3-2.

Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects). [Clarification Statement: Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above the earth, and the energy stored between two electrically-charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.]

|Student Objectives |Assessment criteria |Where in the lesson is this addressed? |

|(example) Students will develop models of |Studetns models will include X, Y and Z |Activity 2 and wrap up discussion |

|evaporation condenstaion works | | |

|Students will review their conceptual |Module two of the worksheet will be graded |Module two of the worksheet explores the |

|knowledge of kinetic energy and speed as it|according to the key attached to this |relationship between kinetic energy and |

|pertains to gases. |document then returned to the student for |speed. |

|Students will gain experience representing |them to make corrections to. |Module two of the worksheet requires |

|information graphically. |Module two of the worksheet will be graded |students to sketch several graphs and |

|Students will review the Kinetic Molecular |according to the key attached to this |compare them. |

|Theory of Gases and realize the limitations|document then returned to the student for |Module three of the worksheet discusses the|

|its assumptions puts on it. |them to make corrections to. |assumptions kinetic moleuclar theory makes |

|Students will record the relationship |Module three of the worksheet will be |and how the simulation does or does not |

|between variables in the Ideal Gas Law to |graded according to the key attached to |represent them. |

|review the other gas laws and gain |this document then returned to the student |Module four of the worksheet discusses the |

|conceptual understanding of them to match |for them to make corrections to. |relationship between pressure, and volume, |

|the mathamatical understanding they gained |Module four of the worksheet will be graded|volume and temperature, and volume and |

|during day 6. |according to the key attached to this |number of gas particles. |

| |document then returned to the student for | |

| |them to make corrections to. | |

| | | |

Prior Knowledge

Students are expected to be familiar with Boyle’s, Charles’s, Gay Lussac’s and Avogadro’s gas laws as well as the Ideal Gas Law. This activity is meant to be a review.

Materials/Resources/Technology:

1. Computers capable of runing that will be accessable to all students during and after class.

2. Copies of the worksheet for each student.

3. The key to the worksheet for the teacher.

NOTE: The worksheet used in this activity and it’s accompanying key were based on the worksheet provided by Julia Chamberlain, and Ingrid Ulbrich titled Gas Properites Modular Homework Activity found on the same web page as the simulation under the section “Teaching Ideas”.

(additional sections will be added as we move through the course)

Time (this is presented in a table bu need not be done in a table.

|5 min |Start of Class: |

| |How will you start class? |

| |I will explain to the students that the plan for the day is to leave and go to the computer lab or library |

| |(wherever the necessary computers can be accessed) and tell the studetns to pack up and lead them there. Once|

| |there I will pass out the worksheet and explain it is to be done and turned in by the end of class. It will |

| |be graded and returned the next day (day 8) and then due for a grade on (day 9). I will explain that this is |

| |because it is meant to be a final review of gas laws conceptually. |

|5 min |Introduction of Lesson: |

| |How will you hook the students or introduce the lesson activities |

| |I will spend a few minutes guiding the students through loging into the simulation and then encourage them to|

| |spend five minutes just playing around with its features, making sure to familiarize themselves with |

| |measurement tools and adding specific amounts of heavy and light species to the container. I will encourge |

| |them to ask questions of me or their peers during this time. After five minutes I will inform them that they |

| |can begin working on modules two through four and remind them that they can be completed in any order. I will|

| |also remind them that the worksheet is to be collected at the end of class and that it is not essential to |

| |finish it by that time, but that any questions you do answer will be checked and then returned to them |

| |tomorrow so they can make corrections and ask further questions. |

|35 min |Lesson Instruction: |

| |Activity descriptions, questions that you might ask, etc Be detailed here, you will be asked to revise if it |

| |is not detailed enough |

| |The students will spend this time working their way through their worksheets. During this time I will walk |

| |around the computer laboratory and answer any questions they have regarding the operation of the simulation |

| |or what the worksheet is asking. If they have quetsions regarding the worksheet’s questions or gas laws in |

| |general, I will ask them further quetsions to probe their understanding and scaffold them towards the correct|

| |answer. If they are still struggling after that I will get their nearby peers to help them. Only if that |

| |fails will I myself explain the correct answer to them. |

|0 min |Assessments/Checks for Understanding: |

|(coincides |Formal/informal/ etc. You can also have assessments throughout the lesson. You can provide the |

|With lesson |justification/expalnation of the assessments here |

|instruction ) |The worksheet serves as the formal assessment for this lesson, while the questions asked during the lesson |

| |instruction serve as informal assessment. The worksheet will be graded the afternoon/evening after this |

| |school day and returned to the students tomorrow so that we can review gas laws one last time and then |

| |transiton into learning about pressure-volume work in the context of internal combustion engines. |

|5 min |Closure/Wrap-Up/Review: |

| |This section is key!!! How will you end your lesson? What type of meaning making will you do? |

| |When five minutes remain in class I will ask that the students return the worksheets to me completed or not |

| |so that they can be graded and returned tomorrow. Hopefully the worksheet and simulation will have caused the|

| |studetns to make some connections, especially between kinetic energy, temperature, and mass. The real pay off|

| |of this lesson will come tomorrow when the whole class recieves their graded worksheet so that they can make |

| |corrections and we can have a class discussion regarding gas laws. |

|0 min |Self-Assessment (optional): |

|(homework |The self-assessment in this lesson will come the next day when the students are asked to do corrections and |

|for the next |have a chance to see what parts of the gas laws unit they have mastered and what parts they still need to |

|day) |review. |

Rationale for the activity, activity structure, planning etc needs to go here

The rational for the activity was to provide the students with something they couldn’t get without a simuation: a look at how gas particles behave on a molecular scale. This is intended to be the hook that grabs the student’s interest and keeps them engaged. The main reason I chose to give them five minutes to just goof around with the simulation is because I want them to have fun with it. Even if they’re just trying to blas the lid off of it as fast as possible they’re learning something about gas laws in the process. This lesson is meant to be a review of days one through six of the unit plan and allow for a final review of gas laws on day eight followed by a transition from gas laws to pressure-volume work. The worksheet itself is designed to focus on the conceptual aspect of the unit since day six ends with practice math problems. That being said, module four which regards the relationships between variables requries mathamatical thinking in a way that requires conceptual understanding rather than plug and chug problems. Module two which regards kinetic energy and speed also builds math skills by requiring extensive graphing and drawing meaning from graphs and the comparison of graphs, a critical math and science skill.

Worksheet and accompanying key are found below:

NOTE: The worksheet used in this activity and it’s accompanying key were based on the worksheet provided by Julia Chamberlain, and Ingrid Ulbrich titled Gas Properites Modular Homework Activity found on the same web page as the simulation under the section “Teaching Ideas”.

Name:______________________

Gas Properties Simulation Activity

In this activity you’ll use the Gas Properties PhET Simulation to explore and explain the relationships between energy, pressure, volume, temperature, particle mass, number, and speed.

This activity has four modules the last three of which can be completed in any order:

1. Explore the Simulation (Do this first!)

2. Kinetic Energy and Speed

3. Kinetic Molecular Theory of Gases

4. Relationships between Gas Variables

Part I: Explore the Simulation

Take about five minutes to explore the simulation. Note at least two relationships that you observe and find interesting. Make sure you know how to set constant parameters. Practice using the measurement tools and adding specific amounts of heavy and light species to the container. All of these skills will be needed later in the worksheet. If you have any questions, just ask me or your peers!

Part II: Kinetic Energy and Speed

Sketch and compare the distributions for kinetic energy and speed at two different temperatures in the table below. Record your temperatures (T1 and T2), set Volume as a Constant Parameter, and use roughly the same number of particles for each experiment (aim for ~100-200). Use the T2 temperature to examine a mixture of particles. Remember to properly label your graphs!

Tips:

T1 = __________K The Species Information and Energy Histograms tools will help.

T2 = __________K The system is dynamic so the distributions will fluctuate.

Sketch the average or most common distribution that you see.

| |“Heavy” Particles Only |“Light” Particles Only |Heavy + Light Mixture |

|# of particles | | |Heavy (~50-100): |

|(~100-200) | | |Light (~50-100): |

|Kinetic Energy | | | |

|Distribution | | | |

|sketch for T1 | | | |

| | | | |

|Speed Distribution | | | |

|sketch for T1 | | | |

| | | | |

|Kinetic Energy | | | |

|Distribution | | | |

|sketch for T2 | | | |

| | | | |

|Speed Distribution | | | |

|sketch for T2 | | | |

| | | | |

| | | | |

1. Compare the kinetic energy distributions for the heavy vs. light particles at the same temperature. Are these the same or different? What about the speed distributions?

2. Compare the kinetic energy distributions for the heavy vs. light particles at different temperatures. Are these the same or different? What about the speed distributions?

3. Compare the kinetic energy distributions for the mixture to those of the heavy-only and light-only gases at the same temperature. Are these the same or different? What about the speed distributions?

4. Summarize your observations about the relationships between molecular mass (heavy vs. light), kinetic energy, particle speed, and temperature.

Part III: Kinetic Molecular Theory (KMT) of Gases

Our fundamental understanding of “ideal” gases makes the following 4 assumptions.

Describe how each of these assumptions is (or is not!) represented in the simulation.

|Assumption of KMT |Representation in Simulation |

|1. Gas particles are separated by relatively large | |

|distances. | |

| | |

| | |

|2. Gas molecules are constantly in random motion and| |

|undergo elastic collisions (like billiard balls) | |

|with each other and the walls of the container. | |

| | |

|3. Gas molecules are not attracted or repulsed by | |

|each other. | |

| | |

| | |

| | |

|4. The average kinetic energy of gas molecules in a| |

|sample is proportional to temperature (in K). | |

| | |

| | |

| | |

Part IV: Relationships Between Gas Variables

Scientists in the late 1800’s noted relationships between many of the state variables related to gases (pressure, volume, temperature), and the number of gas particles in the sample being studied. They knew that it was easier to study relationships if they varied only two parameters at a time and “fixed” (held constant) the others. Use the simulation to explore these relationships.

|Variables |Constant Parameters |Relationship |Proportionality |

| | | |(see hint below) |

|pressure, volume | | |directly proportional |

| | | |or |

| | | |inversely proportional |

|volume, temperature | | |directly proportional |

| | | |or |

| | | |inversely proportional |

|volume, number of gas particles | | |directly proportional |

| | | |or |

| | | |inversely proportional |

Hint: A pair of variables is directly proportional when they vary in the same way (one increases and the other also increases). A pair of variables is inversely proportional when they vary in opposite ways (one increases and the other decreases). Label each of your relationships in the table above as directly or inversely proportional.

Name:_____KEY____________

Gas Properties Simulation Activity

In this activity you’ll use the Gas Properties PhET Simulation to explore and explain the relationships between energy, pressure, volume, temperature, particle mass, number, and speed.

This activity has four modules the last three of which can be completed in any order:

1. Explore the Simulation (Do this first!)

2. Kinetic Energy and Speed

3. Kinetic Molecular Theory of Gases

4. Relationships between Gas Variables

Part I: Explore the Simulation

Take about five minutes to explore the simulation. Note at least two relationships that you observe and find interesting. Make sure you know how to set constant parameters. Practice using the measurement tools and adding specific amounts of heavy and light species to the container. All of these skills will be needed later in the worksheet. If you have any questions, just ask me or your peers!

2 points:

One point will be awarded for each observation listed.

Part II: Kinetic Energy and Speed

Sketch and compare the distributions for kinetic energy and speed at two different temperatures in the table below. Record your temperatures (T1 and T2), set Volume as a Constant Parameter, and use roughly the same number of particles for each experiment (aim for ~100-200). Use the T2 temperature to examine a mixture of particles. Remember to properly label your graphs!

Tips:

T1 = 1 pt completion K The Species Information and Energy Histograms tools will help.

T2 = 1 pt completion K The system is dynamic so the distributions will fluctuate.

Sketch the average or most common distribution that you see.

| |“Heavy” Particles Only |“Light” Particles Only |Heavy + Light Mixture |

|# of particles |1 pt: # listed between 100 and 200 |1 pt: # listed between 100 and 200 |Heavy (~50-100): 0.5 pt # listed between |

|(~100-200) | | |50 and 100 |

| | | |Light (~50-100): 0.5 pt # listed between |

| | | |50 and 100 |

|Kinetic Energy |1 pt: proper labels of kinetic energy on x|1 pt: proper labels of kinetic energy on x| |

|Distribution |axis and number of particles on y axis |axis and number of particles on y axis | |

|sketch for T1 |1 pt: Bell curve that fits data (should be|1 pt: Bell curve that fits data (should be| |

| |identical to light particles) |identical to heavy particles) | |

|Speed Distribution |1 pt: proper labels of speed on x axis and|1 pt: proper labels of speed on x axis and| |

|sketch for T1 |number of particles on y axis |number of particles on y axis | |

| |1 pt: Bell curve that fits data (should be|1 pt: Bell curve that fits data (should be| |

| |slower than light particles) |higher than heavy particles) | |

|Kinetic Energy |1 pt: proper labels of kinetic energy on x|1 pt: proper labels of kinetic energy on x|1 pt: proper labels of kinetic energy on x|

|Distribution |axis and number of particles on y axis |axis and number of particles on y axis |axis and number of particles on y axis |

|sketch for T2 |2 pts: Bell curve that fits data (should |2 pts: Bell curve that fits data (should |1 pt: Bell curve that fits data (should be|

| |be identical to light particles and if |be identical to light particles and if |identical to light particles and heavy |

| |T2>T1 should be higher KE or vice versa) |T2>T1 should be higher KE or vice versa) |particles) |

|Speed Distribution |1 pt: proper labels of speed on x axis and|1 pt: proper labels of speed on x axis and|1 pt: proper labels of speed on x axis and|

|sketch for T2 |number of particles on y axis |number of particles on y axis |number of particles on y axis |

| |2 pts: Bell curve that fits data (should |2 pts: Bell curve that fits data (should |1 pts: Bell curve that fits data (should |

| |be slower than light particles and if |be faster than heavy particles and if |be between light and heavy) |

| |T2>T1 should be higher speed or vice |T2>T1 should be higher speed or vice | |

| |versa)) |versa) | |

1. Compare the kinetic energy distributions for the heavy vs. light particles at the same temperature. Are these the same or different? What about the speed distributions?

1 pt: Kinetic energy distribuition at the same temperature is the same.

1pt: Speed distribuation at the same temperature is different.

1pt: Lighter particles are faster at the same temperature.

2. Compare the kinetic energy distributions for the heavy vs. light particles at different temperatures. Are these the same or different? What about the speed distributions?

2 pts: Kinetic energy increases with temperature for both types of gas.

2 pts: Spped increases with temeperature for both types of gas.

3. Compare the kinetic energy distributions for the mixture to those of the heavy-only and light-only gases at the same temperature. Are these the same or different? What about the speed distributions?

1 pt: Kinetic energy is the same as light and heavy gas.

1 pt: Speed is between light and heavy gas.

4. Summarize your observations about the relationships between molecular mass (heavy vs. light), kinetic energy, particle speed, and temperature.

1 pt: increasing temperature increases speed.

1 pt: increasing temperature increases kinetic energy.

1 pt: kinetic energy doesn’t depend on the mass of the gas.

1 pt: speed depends on the mass of the gas.

1 pt: lighter gases travel faster than heavier gases when both are at the same temperature.

Part III: Kinetic Molecular Theory (KMT) of Gases

Our fundamental understanding of “ideal” gases makes the following 4 assumptions.

Describe how each of these assumptions is (or is not!) represented in the simulation.

|Assumption of KMT |Representation in Simulation |

|1. Gas particles are separated by relatively large |2 pts: Gas particles are not separated by relatively large distances in the |

|distances. |simulation. They are massively enlarged so that they can be seen. |

| | |

| | |

|2. Gas molecules are constantly in random motion and|2 pts: Gas molecules bounce off of each other and the walls of the container. |

|undergo elastic collisions (like billiard balls) | |

|with each other and the walls of the container. | |

| | |

|3. Gas molecules are not attracted or repulsed by |2 pts: Gas molecules move like balls. They experience no force as a result of |

|each other. |proximity to each other. |

| | |

| | |

| | |

|4. The average kinetic energy of gas molecules in a|2 pts: The greater the temperature the faster the particles move on average. |

|sample is proportional to temperature (in K). | |

| | |

| | |

| | |

Part IV: Relationships Between Gas Variables

Scientists in the late 1800’s noted relationships between many of the state variables related to gases (pressure, volume, temperature), and the number of gas particles in the sample being studied. They knew that it was easier to study relationships if they varied only two parameters at a time and “fixed” (held constant) the others. Use the simulation to explore these relationships.

|Variables |Constant Parameters |Relationship |Proportionality |

| | | |(see hint below) |

|pressure, volume |1 pt: Temperature |2 pts: inversely proportional |directly proportional |

| |1 pt: number of particles | |or |

| | | |inversely proportional |

|volume, temperature |1 pt: Pressure |2 pts: directly proportional |directly proportional |

| |1 pt: number of particles | |or |

| | | |inversely proportional |

|volume, number of gas particles |1 pt: Pressure |2 pts: directly proportional |directly proportional |

| |1 pt: Temperature | |or |

| | | |inversely proportional |

Hint: A pair of variables is directly proportional when they vary in the same way (one increases and the other also increases). A pair of variables is inversely proportional when they vary in opposite ways (one increases and the other decreases). Label each of your relationships in the table above as directly or inversely proportional.

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