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Standards Met
SC.CHE.2.2
SC.CHE.2.2.a
SC.CHE.2.2.b
The kinetic-molecular theory can be used to explain the macroscopic
properties of gases (pressure, temperature and volume) through the motion
and interactions of its particles. When one of the three properties is kept
constant, the relationship between the other two properties can be quantified,
described and explained using the kinetic-molecular theory. Real-world
phenomena (e.g., why tire pressure increases in hot weather, why a hot air
balloon rises) can be explained using this theory. Problems also can be solved
involving the changes in temperature, pressure and volume of a gas. When
solving gas problems, the Kelvin temperature scale must be used since only
in this scale is the temperature directly proportional to the average kinetic
energy. The Kelvin temperature is based on a scale that has its minimum
temperature at absolute zero, a temperature at which all motion theoretically
stops. Since equal volumes of gases at the same temperature and pressure
contain an equal number of particles (Avogadros law), problems can be
solved for an unchanging gaseous system using the ideal gas law (PV = nRT)
where R is the ideal gas constant (e.g., represented in multiple formats, 8.31
Joules / (mole K). The specific names of the gas laws are not addressed in
this course. Deviations from ideal gaseous behavior are reserved for more
advanced study. Explore the relationships between the volume, temperature
and pressure in the laboratory or through computer simulations or virtual
The big idea for this lesson is that students will be able to identify the
different relationships that exist between volume, pressure and temperature
when a gas is being manipulated. The justification for this lesson is to
introduce students to the Gas Laws by having them manipulate a web-based
program that will show them how the variables are related. From this
program the students will be able to determine the relationships that are
Charles, Boyles and Gay-Lussacs Laws. This justification is related to the
overarching concept because per the chemistry content standards for Gas
Laws.
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I felt the technology was received very well. The students have experience
using Gizmos prior for other content being taught in this class. They have
used the Gizmo for Freezing Point Depression, Balancing Chemical
Equations, and Calorimetry. The students seem to enjoy the Gizmo but there
is always some push back when it comes to technology in the classroom. I
think this may be due to the quality of the laptops the students have been
given. Many of them are slow or have short battery life causing them to die
frequently.
One student is continuously excited when we use Gizmos in the classroom.
She is a student who has trouble visualizing concepts that are abstract. Gases
is one of those concepts. We dont physically see the molecules moving
around in space or even think about gases being all around us. The gizmo
gave this student the ability to see the molecules moving and to see how
pressure temperature and volume affect their movement. A different student
on the other hand consistently complains about the use of Gizmos in the
classroom. He is a higher achieving student and doesnt really see the point in
activities like gizmo. He is perfectly fine with listening to a lecture and he is
able to understand the material with very little additional support. The gizmo
is a bit long and some of the questions are in fact redundant so for a student
like him that doesnt need the redundancy or the visual, Gizmos are not
something he enjoys.