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Gases

Gases . Kelly Hwang. Unit Plan Summary .

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Gases

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  1. Gases Kelly Hwang

  2. Unit Plan Summary • Using project-based learning method, students will understand different variables that affect the properties and characteristics of gases. As a group, students will learn to use scientific method to hypothesize, experiment and conclude their thoughts on the topic of gases.

  3. Project-Based Learning in Classrooms • Project based learning is a student-centered, instructional method. • It develops content area knowledge and skills through an extended task that promotes student inquiry and authentic demonstrations of learning in products and performances. • Project-based curriculum is driven by important curriculum-framing questions that tie content standards.

  4. Benefits of Project-Based Learning • Project-based learning involves all kinds of “hand-on” or “mind-on” activities that vary in complexities. • These tasks are very detailed and objective oriented, and are focused to meet standard needs of the subject. • It is an instructional method in which different teaching methods and strategies are incorporated to meet the needs of the individual student.

  5. Curriculum Framing Questions • Essential Question • What is necessary for life? • Unit Questions • What is air? • Why do substances boil? • How do gas particles behave? • Content Questions • What is the basis for combined gas law? • What affect does temperature, volume, pressure and amount of gas affect behavior of gas particles? • What laws are involved in combined gas law?

  6. Content Standard for the Unit 4. The kinetic molecular theory describes the motion of atoms and molecules and explains the properties of gases. As a basis for understanding this concept: a. Students know the random motion of molecules and their collisions with a surface create the observable pressure on that surface. b. Students know the random motion of molecules explains the diffusion of gases. c. Students know how to apply the gas laws to relations between the pressure, temperature, and volume of any amount of an ideal gas or any mixture of ideal gases. d. Students know the values and meanings of standard temperature and pressure (STP). e. Students know how to convert between the Celsius and Kelvin temperature scales. f. Students know there is no temperature lower than 0 Kelvin. g.* Students know the kinetic theory of gases relates the absolute temperature of a gas to the average kinetic energy of its molecules or atoms. h.* Students know how to solve problems by using the ideal gas law in the form PV=nRT. i.* Students know how to apply Dalton’s law of partial pressures to describe the composition of gases and Graham’s law to predict diffusion of gases

  7. Teacher Objective • Students will learn appropriate content standards. • Students will have an opportunity to research and confirm their thoughts and findings by student derived hypothesis and different experiments to confirm their hypothesis. • Promoting higher level thinking by allowing students to incorporate their findings from the research. • Encourage critical and higher level thinking. • Encouraging students to develop their way of confirming their hypothesis.

  8. Student Objectives • Students will use technology and different source of information available to them to explain a situation. • Students will define characteristics of gas in terms of compressibility and density. • Students will be able to calculate the mathematical relationship between pressure, volume, temperature and amount of gas. • Students will define different gas laws.

  9. Gauging Student Needs Assessment • Purpose of the assessment • To obtain information about students background knowledge about the unit and what they wish to know. Also, to find out about what they have learned as well as how much information they have actually obtained so far. • What I want to learn about my students • The level of their understanding. How much students have understood, what they knew before, what they wish to know and what needs to be retaught. • How to promote higher-order thinking • Project-based learning. Providing students with a demonstration and allowing students to collaboratively come up with hypothesis for the explanation as a group. Providing students with a chance to find their own explanation to a situation that involve chemistry.

  10. Gauging Student Needs Assessment • How can the assessment information help me and my students plan for upcoming activities in the unit? • Assessments are an important tool in determining if students are ready to go on to the next level of thinking. Receiving different assessment result, the teacher can have a chance to decide if the material needs to be retaught or students are ready to learn more difficult contents. GSN-Gases.docx

  11. Project Summary • Students will be introduced a demonstration. Students as a group will need to come up with different explanations for the demonstration. Students will derive their own hypothesis using their background knowledge and will need to design an experiment where this hypothesis can be confirmed. Students will need to use their content knowledge as well as their ability to research related information using technology.

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