ED 3601

Chris Shimbashi

Unit B:Temperature and Pressure Lab

Date: March 23rd, 2012 Subject: Chem 20 Unit B: States of Matter: Gases Length: 60 minutes Topic: Intro to Gases Emphasis: Knowledge General Learning Outcomes: Students will: Students will explain molecular behaviour, using models of the gaseous state of matter.
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

LEARNING OBJECTIVES

ASSESSMENTS
(Observations, Key Questions, Products/Performances)

Students will: 1. Specific Learning Outcomes: Students will: 1. Use gas law formulas 2. Written product student handout (Objective 1 & 2). perform calculations, based appropriately, according to the information presented to them. 3. Oral responses questioning on the gas laws, under 2. Make hypotheses of how during demonstration and miniSTP, SATP and other changing variables of presentation, (Objective 1 & 2). defined conditions temperature, volume, or pressure state hypotheses and make affect a system. predictions based on 3. Use experimental data to information about the pressure, temperature and calculate absolute zero volume of a gas LEARNING RESOURCES CONSULTED 1. Nelson Chemistry: Alberta 20-30, pgs 146-150 2. McGraw-Hill, Inquiry into Chemistry 3. MATERIALS AND EQUIPMENT pop can PowerPoint presentation Jigsaw note paper Handout/worksheet PROCEDURE
Introduction (5 min.):

Attention Getter: Chem 20s Attention Grabber:Hold up pop can Anecdote: Talk about going to scout camp, sometimes we would do dumb things. I.e. throw cans of chunky soup in the fire... Students Explain: Use hacky sack and guided questions. What was happening inside of the can? (Combined gas law equation). What is happening to the speed of the molecules? Increase in pressure? Increase or decrease collisions against the wall? Advance Organizer/Agenda: Tell the students we are going to do an experiment today. Transition to Body: Hold up Vernier equipment.
Body (50 min.): Learning Activity #1 Intro to Lab(10 min.)

ASK: How many of you have used the Vernier equipment before? (The chem teacher in me gets really excited about this). When I was a kid. How do you measure pressure inside a container?
Thermocouples Introduce lab:Stations, Hot to cold (use room temperature bath), groups of 4(some groups of 3), move clockwise around the room, how to man the hot station. Have each set of students set up a station (have water already boiling). How to use equipment (equalize pressure)Why is this important? and data collection. Address one of the questions on the worksheet. Inverse and direct relationships. Learning Activity #2 Students do lab and collect data: (15-20 min.)

Walk around, troubleshoot Learning Activity #3 Work on handout/create excel worksheet.(20-30 min) Explain how we can experimentally try to figure out the temperature of absolute zero. (Draw graph results on the
board. What is absolute zero? When does this occur? When particles stop moving, what will be the pressure inside

ED 3601

Chris Shimbashi

Work through excel with students, step by step. (If not working have students draw and extrapolate from their graphs). Sponge Activity- http://www.wonderhowto.com/how-to-inflate-sealed-balloon-vacuum-chamber-174201 How does this happen? What is going on? Explain how a bell jar works, and how that affects the balloon. -If finished early, do review of combining volumes, KMT, introduce avagrados theory.
Closure (5 min.):

the container? Why is there no pressure?

Reinforcement/Assessment of Learning: Feedback From Students: Exit slips. Feedback to Students: Comment on how the students behaved, give praise if students seem to grasp concepts well. Transition to Next Lesson: Remember that the powerpoint presentations are due on next Wednesday.