Transcript Investigation in Phase Changes

Kinetic-Molecular Model Development
via
Investigations in State Changes
Molecular behavior of the states
of matter
Water and Non-Water Behavior
Introduction
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Phase changes are a cornerstone of the physical
science curricula, and are referenced in almost any
physical science text.
Teachers teaching physical science probably address
this topic at some point in time during the year, and I
believe this unit will help to provide a better conceptual
model of molecular behavior.
The primary enhancement over traditional instruction is
the use of the VMDL, Water and Universal Simulators to
give a visual illustration of abstract, atomic level
interactions.
Intended Audience
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9th grade Physical Science course for nearly all
incoming freshman.
This is a non-leveled course with integrated skill
levels.
The math background of the students varies widely
and wildly.
We are going to a 10th grade graduation test in the
near future and I believe this unit will :
1) Enhance student conceptual understanding, and
therefore it will help their test performance if the test
is developed correctly.
2) If it does not help their test performance, I would
rather positively effect #1.
Placement in the Curriculum
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This unit fits directly into existing curricula but
changes the format and presentation style of
that curricula.
The simulations will be combined with wet labs,
and demonstrations toward the development of
the concept.
Students who have previously used computers
will find their way around the software more
easily my students will have also studied
elementary ideas about physics and the basic
constituents of the atom.
Adjustment & Adaptation
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This information is being adjusted to be used
with 9th grade physical science students, whose
algebra is sketchy at best.
One way to use this unit in a chemistry or
honors/AP course would be to address the
details regarding the mathematical relationships.
Additionally, the instructor could have the
students more specifically articulate the subtle
interactions that are indicated by the
experiments and the computer models.
Goals, Objectives, Activities,
and Evaluation
All of the above are expertly
tabled on the next slide
Improve conceptual understanding of
Goals
Develop, articulate, molecular behavior with respect state.
and use a
functional model of
the KineticMolecular Theory
of Matter to
explain the states
of matter and the
unusual behavior
of water.
Objectives
- Make and evaluate predictions of the
behavior of matter at different
temperatures/states
- Draw accurate molecular depictions
of particle behavior at various
temperatures.
Develop an understanding of the
relationships between particle velocity,
kinetic energy, potential energy, total
energy, temperature, intrermolecular
forces and state of matter.
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Define M.P., B.P., F.P., T.P.
temperature, and K.E. and P.V
and I.F. and explain the
elementary relationships between
them.
Graph the relationships between
temperature and time for freezing,
melting
Interpret the graph of freezing
point and melting point using the
concepts of K.E., I.F. and P.V.
Activities
White board predictions
States of matter simulab.
Solid simulab
Teacher demonstration of melting,
freezing, boiling and evaporation.
Wet lab -Melting point freezing point.
Triple point lab
Simulab Temperature, 12, 13, 14
Whiteboarding
Evaluation
Notebook rubric;
Simulab rubric;
Graph rubric
Hypothesis template rubric
Simulab rubric
Articulate the
reasons for the
unusual behavior of
water with respect
to high boiling point
and low solid
density.
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Create and
interpret
graphs of mp
and bp of
H2O.
- Draw and
construct
models of
IM forces in
water
- Define and
articulate the
influence of
IMF of
water.
Water and universal
labs 1-7,9
MP and BP of water
wet lab
FP and volume wet
lab
Notebook rubric
Graph rubric
Simulab rubric
Time, Resources, Electronic
Equipment, etc. etc. etc.
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The unit will take an ordinary amount of set-up, clean-up time with
respect to the wet labs and then some time to get to the students to
the computer lab or computers to the students. These times should
be consistent with your needs and facilities.
I estimate that the entire unit will take about 3 weeks with about one
week spent on each goal and corresponding set of objectives and
activities.
I envision follow up activities that include explaining the molecular
behavior of some common household or community observations.
The wet labs I will be using require no special apparatus or unusual
supplies. The biggest issue with facilities and equipment will be
access to a classroom set of computers.
Instructional Activities
Week One Chronological Lesson Outline
Day 1
Day 2
The CPSi Message Board :: Index
Day 3
Day 4
Day 5
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Student will be writing and drawing their
current understanding of what is meant by
the states of matter. (See States of Matter
Activity) (20 Minutes).
- Discussion of students original conceptions
(40 minutes).
- Macroscopic demonstrations of state and
state changes performed by instructor.
(Water could be use here but I am choosing
oleic acid, to avoid water, due to its special
case).
- SMD activity States of Matter (See S.O.M.
Activity) (50 minutes). White board discussion
of observations after activity is complete.
(30minutes)
SMD activity Solid (See Solid Activity) (50
minutes). White board discussion of
observations after activity is complete. (30
minutes)
Pre-lab discussion, safety considerations etc.
Wet lab melting point, freezing point (using
stearic acid) (See lab instructions)
Cleanup. (80 minutes)
Create graph of yesterdays’ data using a
spreadsheet. (40 minutes)
Discuss graph using white boards (20 minutes).
Student predictions and demonstrations of ink
in low temperature water and high temperature
water. (20 minutes)
This the End, My only Friend,
The End
Quote by Jim Morrison
Project by Paul Tingler
With special thanks, and apologies to are many
instructors and grad student helpers, whom
everyone knows, do all the work in the University
setting.