unit plan assignment chemistry 20 unit b forms of matter ... · pdf fileunit plan assignment...

Unit Plan Assignment

Chemistry 20

Unit B – Forms of Matter: Gasses

Tina Duan

February 24th, 2014

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Table of Contents

Focusing questions…………………………………………………………………………………… 3

Unit Summary…………………………………………………………………………………………… 3

Rationale…..……………………………………………………………………………………………… 3

Unit Outline …………………………………………………………………………………………….. 4

General and specific learning outcomes…………………………………………………… 5

Unit Assessment Plan……………………………………………………………………………….. 7

Unit Overview…………………………………………………………………………………………… 10

Detailed Lesson Schedule…………………………………………………………………………. 11

Materials and equipment ………………………………………………………………………… 16

Learning resources…………………………………………………………………………………… 17

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Chemistry 20 – Unit B – Forms of Matter: Gasses

Focusing Questions

1. How does the observation of gas relate to the behaviour of gas?

2. What is the relationship between the pressure, temperature, volume and amount of a

gas?

3. How does the behaviour of gasses affect our daily lives and the technology that we use?

Unit Summary

During this unit students will learn the properties and behaviour of gases. Students will

be able to formulate questions and use a variety of tools to conduct investigations to study the

variables that affect the gaseous state of matter. They will develop a better understanding of

modern technologies and natural phenomena that illustrates properties of gas. Students will

also learn theories that describe how pressure, temperature, and volume affect ideal gas and

real gas.

Key concepts

The following concepts are developed in this unit and may also be addressed in other units or in

other courses. The intended level and scope of treatment is defined by the outcomes.

Celsius and Kelvin temperature scales

Absolute zero

Real and ideal gases

Law of combining volumes

Charles’ law

Boyle’s law

Ideal gas law

Standard temperature and pressure (STP)

Standard ambient temperature and pressure (SATP)

Rationale

The purpose of this unit is for students to develop a comprehensive understanding of

the behaviour of gases under different conditions. The scientific study of the properties of gas

has led to many modern technologies that involves gases and to a better understanding of the

natural world. During lesson planning I referred to both the Nelson Chemistry and McGraw-

Hill’s Inquiry into Chemistry to present the unit B outcomes from the Alberta Program of

Studies. For the organization of the information I decided to follow the textbook and began

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with pressure, instead of following the order stated by specific outcomes for knowledge, STS

and skills. I believe this sequence will provide the necessary scaffolding of knowledge for the

students.

At the beginning of the unit I included assessment of previous knowledge activity during

the first lesson. In order to be successful in this unit, the students need to have background

knowledge in calculating moles, unit conversion and Kinetic molecular theory. I will be able to

use this invaluable information to judge how much review the students will need in order to be

successful in learning the new material. Because there is approximately 30% aboriginal student

population at the high school, I included scientific and indigenous knowledge and how it relates

to our understanding of gases in the unit. I also want all the students to form clear relationships

between the theories and real life applications. Therefore I want the students to have in-depth

discussions about real case studies, where the behaviour of gases has real impact. To

consolidate and reinforce their learning, the students also need as much hands-on experience

as possible to develop their scientific inquiry skills.

Graphic Organizer of Knowledge Outcomes

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Chemistry 20 – Unit B: Forms of Matter: Gases

General and Specific Learner Outcomes

General Learner Outcomes

1. Students will explain molecular behaviour, using models of the gaseous state of matter

Specific Outcomes for Knowledge (Foundation 2)

20-B1.1k Students will be able to describe and compare the behaviour of real and idea

gasses in terms of kinetic molecular theory

20-B1.2k Convert between Celsius and Kelvin Temperature scales

20-B1.3k Explain the law of combining volumes

20-B1.4k Illustrate how Boyle’s and Charles’s laws, individually and combined, are related

to the idea gas law

Be able to express pressure in a variety of ways (units of kilopascals,

atmospheres and millimetres of mercury) and perform calculations based on

the gas laws under STP, SATP and other defined conditions

Specific Outcomes for Science, Technology and Society (STS) (Foundations 3)

20-B1.1sts Students will explain that science provides conceptual and theoretical basis for

predicting, interpreting and explaining natural and technological phenomena

(NS5)

describe how the development of technologies capable of precise

measurements of temperature and pressure (such as thermocouples,

thermistors and Bourdon gauges) led to a better understanding of gasses and

to the formulation of the gas laws

20-B1.2sts Students will explain that the goal of science is knowledge about the natural

world (NS1)

describe examples of natural phenomena and processes and products (such

as breathing, diffusion, weather, hot air balloons, scuba diving equipment,

automobile air bags, gas turbines and internal combustion engines) that

illustrate the properties of gases

Specific Outcomes for Skills (Foundation 4)

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Initiating and Planning

20-B1.1s Students will formulate questions about observed relationships and plan

investigations of questions, ideas, problems and issues

State hypothesis and make predictions based on information about the

pressure, temperature and volume of a gas (IP-NS3)

Describe procedures for safe handling, storage and disposal of materials and

be able to reference WHMIS and MSDS (IP-NS4)

Performing and Recording

20-B1.2s Students will conduct investigations into relationships among observable

variables and use a broad range of tools and techniques to father and record

data and information

Perform an experiment, in which variables are identified and controlled, to

illustrate gas laws (PR-NS3, PR-NS5) [ICT C6-4.2, F1-4.2]

Analyzing and Interpreting

20-B1.3s Students will analyze data and apply mathematical and conceptual models to

develop and assess possible solutions

Graph and analyze experimental data that relate pressure and temperature

to gas volume (AI-NS2)

Specific Attitudes Outcomes (Foundations 1)

Communication and Teamwork

20-B1.4s Students will work collaboratively in addressing problems and apply the skills

and conventions of science in communicating information and ideas and in

assessing results

Communicate questions, ideas and intentions and receive, interpret,

understand, support and respond to the ideas of together while collecting

data on gases (CT-NS1)

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Summative Assessment Plan

Learning Outcomes Assessments – Quizzes and Tests – 30%

Quiz #1 Quiz #2 Unit Exam

5% 5% 20%

Describe and compare the behaviour of real and ideal gases using kinetic molecular theory

Convert between Celsius and Kelvin temperatures

Explain the law of combining volumes

Express pressure in a variety of ways, including units of kilopascals, atmospheres and millimetres of mercury

Illustrate how Boyle’s and Charles’s laws, are individually or both related to the idea gas law

Perform calculations, based on the gas laws, under STP, SATP and other defined conditions

Explain that science provides basis for predicting, interpreting and explaining natural phenomena

Explain that the goal of science is knowledge about the natural world

Formulate questions about observed relationships and plan investigations of questions

Conduct investigations into relationships among observable variables and use various tools and techniques to gather and record data

Analyze data and apply mathematical and conceptual models to develop and assess possible solutions

Work collaboratively in addressing problems and applying the skills in communicating information and ideas and in assessing results

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Learning Outcomes Assessments – Assignments – 40%

#1 Combined

gas law questions

#2 Molar volume & combining

volume

#3 Ideal Gas

Law problems

#4 Unit

Review Questions

10% 10% 10% 10%













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Learning Outcomes Assessments – Labs – 30%

Lab #1 Pressure and Volume of a

gas

Lab #2 Temperature

and volume of a gas

Lab #3 Using the ideal gas

law

10% 10% 10%













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Chemistry 20 – Unit B: Forms of Matter: Gases Calendar

March 2014

Monday Tuesday Wednesday Thursday Friday

3. Observation

4. EPOP Session

5. - Classroom expectations and procedures - Pre-assessment/review - Unit Introduction

6. - Pressure - Absolute temperature

7. - Quiz #1 - Boyle’s law - Lab #1 Pressure and Volume of a Gas (completed in class)

10. - Charles’s law - temperature measurement technologies

11. - The combined gas law - compressed gas

12. - Assignment #1 Combined gas problems assignment due - Properties of Gases - Lab #2 Temperature and volume of a gas (completed in class)

13. - Law of combining volumes - Molar volume of gases

14. - Quiz #2 - Assignment #2 Molar volume & combining volume questions due - Ideal gas law

17. - Assignment #3 Ideal Gas questions due - Lab #3 Using the Ideal Gas Law (completed in class)

18. - Assignment #4 Review questions (completed in class) - Review day

19. - Unit test

20. 21.

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Chemistry 20 – Unit B: Forms of Matter: Gases Detailed Unit Schedule

*Classes are 70 minutes long

Lesson Learning Outcome Concept Time Activities and Teaching Strategies Assessment

1 Explain that the goal of science is knowledge about the natural world

Introduction 40 min Teacher introduction and classroom procedures and expectations. Activity to get to know the students better “Just like me”

Observation & Discussion

10 min Unit Overview – key concepts, assignments, quizzes and unit tests due dates

15 min Pre-assessment activity: reviews previous chemistry concepts and math problems (game show format)

Student response

5 min Exit slip – KWL Written, pre-assessment

2 Express pressure in a variety of ways, including units of kilopascals, atmospheres and millimetres of mercury Convert between Celsius and Kelvin temperatures Formulate questions about observed relationships and plan investigations of question

Pressure and absolute temperature scale

15 min Introduction thought experiment – Based on 5 different sets of variables, determine which gas is more likely to explode. Students will work in small groups of 2-3 and then whole class discussion

Observation and discussion

25 min Power point lesson on introducing gas unit, pressure and Absolute temperature. Students will follow with guided notes


15 min Pressure Activity - exploding can. Students will discuss in the small groups based on inquiry questions and then share with whole group


10 min Individual work time – complete comprehension questions assigned from the text book; these questions will reflect quiz and unit exam questions

Student response

5 min Exit slip Student response

3 Illustrate how Boyle’s and Charles’s laws, are

Boyle’s law 10 min Quiz #1 Student response

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individually or both related to the idea gas law Conduct investigations into relationships among observable variables and use various tools and techniques to gather and record data

15 min Power point presentation on Boyle’s law and examples of calculations

Observation and Discussion

15 min Lab #1 Investigating pressure and volume of a gas (works in groups of 2 or 3

Observation

25 min Complete Lab #1 Investigating Pressure and Volume of Gas lab worksheet individually

Student response

5 min Exit slip Student Response

4 Illustrate how Boyle’s and Charles’s laws, are individually or both related to the idea gas law Perform calculations, based on the gas laws, under STP, SATP and other defined conditions Explain that science provides basis for predicting, interpreting and explaining natural phenomena

Charles’s law and temperature measurement technologies

15 min Case study: weather forecasts – Jigsaw activity where students read different case studies on weather forecasts and then work in a group to answer inquiry questions


20 min Power point presentation on Charles’s law and temperature measurement technologies. Students will follow along with guided notes


15 min Rising water activity to demonstrate Charles’s law


15 min Individual work time – complete comprehension questions assigned from the text book; these questions will reflect quiz and unit exam questions

Student response


5 Illustrate how Boyle’s and Charles’s laws, are individually or both

The combined gas law and

5 min Question about comprehension questions Discussion

10 min Review of Boyle’s law and Charles’s law – popcorn activity. Randomly select the first student’s name,

Student Response

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related to the idea gas law Perform calculations, based on the gas laws, under STP, SATP and other defined conditions

compressed gases

students will then popcorn the next person to answer a question

20 min Power point presentation on combined gas law with guided notes. Teacher led discussion on compressed gases and group brainstorming for inquiry questions


30 min Individual work time to complete combined gas problems assignment

Student Response


6 Conduct investigations into relationships among observable variables and use various tools and techniques to gather and record data Work collaboratively in addressing problems and applying the skills in communicating information and ideas and in assessing results

Properties of gasses

5 min Questions about combined gas problems assignment Discussion

10 min Power point presentation on explaining the properties of gases with guided notes – scientific vs indigenous knowledge


20 min Lab #2 Temperature and volume of a gas – conduct experiment to determine what effect does increasing the temperature have on the volume of gas (groups of 2 or 3)

Observation

30 min Complete lab #2 Temperature and volume of a gas worksheet individually

Student Response


7 Explain the law of combining volumes Explain that the goal of science is knowledge about the natural world

Law of combining volumes Molar volume of gases

5 min Q & A time on any question might have regarding the unit so far

Discussion

20 min Power point presentation on Law of combining volumes and molar volume of gases with guided notes


10 min Case study on biological use of gases; students will brainstorm in groups and answer inquiry questions and come back to larger group for class discussion


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30 min Individual work time to complete Assignment #2 on molar volume and law of combining volumes

Student Response


8 Illustrate how Boyle’s and Charles’s laws, are individually or both related to the idea gas Law Describe and compare the behaviour of real and ideal gases using kinetic molecular theory Perform calculations, based on the gas laws, under STP, SATP and other defined conditions

Ideal Gas Law 5 min Questions regarding molar volume and law of combining volumes and questions regarding calculations

Discussion

15 min Quiz #2 Student response

30 min Power point presentation on Ideal Gas Law with guided notes


15 min Individual work time to complete Assignment #3 on Ideal Gas Law Questions

Student Response


9 Illustrate how Boyle’s and Charles’s laws, are individually or both related to the idea gas law Conduct investigations into relationships among observable variables and use

Ideal Gas law 5 min Questions on Ideal Gas Law calculations

Discussion

30 min Lab #3 using the Ideal Gas Law: students will conduct an experiment to determine the molar mass of an unknown gas (groups of 2 or 3)


30 min Students will work individually to complete Lab 3 Ideal Gas Law Write up

Student Response

5 min Exit slip Student

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various tools and techniques to gather and record data

Response

10 Perform calculations, based on the gas laws, under STP, SATP and other defined conditions

Review 70 min Work Period. Students will have the class to complete Assignment #4 Review Questions. They can also use the time to complete previous comprehensions questions. Teacher will be available the whole period to answer questions

Observation, Discussion and Student response

11 Students will explain molecular behaviour, using models of the gaseous state of matter

Unit Test 70 min Unit B Exam will consist of multiple choice and short answers

Student Response

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Materials and Equipment

Pressure Activity

Aluminum can

Heat source – Hot plate

Water

Ice

Rising Water Activity

Tall glasses or Graduated cylinders

Water

Birthday candle

Tape

Match

Flat plastic dish

Lab 1 – Pressure and Volume of a Gas

Eye goggles

Large plastic syringe

Syringe cap, large rubber stopper or support

block

Cork borer

Textbooks or other source of mass (1kg)

Lab 2 – Temperature and Volume of a Gas

Eye goggles

Lab coat

Large plastic syringe (35-60ml)

Cap or stopper for the syringe tip

Burette clamp

Thermometer or temperature probe and

clamp

600ml beaker

Ring stand

Hot plate

Stirring rod

Boiling stones or chips

Lab 3 – Using the Ideal Gas Law

Lab coat

Eye goggles

Lighter (with flint removed) or cylinder of

unknown gas, with tubing

Plastic bucket (4L)

500ml graduated cylinder or 600ml

graduated beaker

Balance

Thermometer or temperature probe

Barometer

Learning Resources

Print Resources

1. Jenkins, Frank. Chemistry: Alberta 20-30. Toronto, ON: Thomson Nelson, 2007. Print.

a. Teacher Manual

2. Chastko, Audrey. Inquiry into chemistry. Toronto: McGraw-Hill Ryerson, 2007. Print.

a. Student Text

b. Teacher Manual

3. Liem, Tik L.. Invitations to science inquiry. 2nd ed. Chino Hills, Calif.: Science Inquiry

Enterprises, 19871992. Print.

4. Alberta Education. (2010). Making a difference: Meeting diverse learning needs with

differentiated instruction. Edmonton, AB: Alberta Education.

Online Resources

Steve Spangler Science Website

http://www.stevespanglerscience.com/

Project Zero – Harvard graduate school of education

http://www.old-pz.gse.harvard.edu/

http://www.bibme.org/




http://www.stevespanglerscience.com/

http://www.old-pz.gse.harvard.edu/

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