Digital Unit Plan Template Unit Title: Gases Content Area: Chemistry (Science)

CA Content Standard(s)/Common Core Standard(s): CA Science Standards for Grades 9 12 (Chemistry): 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 Daltons law of partial pressures to describe the composition of gases and Grahams law to predict diffusion of gases. Big Ideas: Essential Question: 1. How does KMT explain the behavior of gases? 2. How does pressure change as volume changes? 3. How does volume relate to temperature? 4. How does pressure relate to temperature Going Back to the Roots: During our lifetime, we have experienced and observed the characteristics of gases. We have seen gases diffuse throughout a room. We understand that gases have no definite shape or volume. Etcetera etcetera. However, what we will definitely "see" is that the nanoscopic behavior of gases accounts for their macroscopic behavior. In other words, what we can readily observe with our eyes is the product of the molecular activity of the gas. Our study on gases will only confirm the fact that things that are seen are made up of things that are unseen. Unit Goals and Objectives: - Students will be able to calculate the change in temperature, pressure, or volume when the conditions of the system are changed. - Students will be able to give an account of nanoscopic activity from observing the changes of a macroscopic event. - Students will be able to convert various units of pressure, temperature, and volume. - Students will be able to find the pressure, volume, temperature, or number of moles of an ideal gas.

Name: Eric In Grade Level: 10, 11, 12

Unit Summary: We experience the effects of gases every second (you're breathing, right?), but how well do we actually understand the chemistry of gases? This unit is all about the physical properties of gases. We know that a gas behaves in the way that it does because of its lack of intermolecular forces, aka IMFs, (the force that holds one molecule to another molecule), but we will be diving in deeper in regards to how a gas' pressure, volume, and temperature plays roles in affecting its molecular activity. Furthermore, we will explore the nature of the relationships that pressure, volume, and temperature share. Finally, we will survey how changing the amount of gas affects its physical properties.

Assessment Plan: Entry-Level: Demo: Drum Implosion Video Demo Students will watch a video of a drum imploding on itself due to the immense pressure exerted onto it. Students will then answer a series of questions regarding what they observed from the video clip. Formative: Pressure Unit Conversion: A drill-and-kill exercise of unit conversions for students to master before diving deeper into the properties of gases. Pressure and Volume Lab: A lab in which students will examine the relationship that volume and pressure share. Students will also familiarize themselves with the pressure sensor and various gas-calibrating equipment (this may come in handy for their inquiry lab, which is to happen later in the unit). Combined Gas Law Activity: Students will use calculations and their knowledge of the various gas laws (Boyles, Charles, and Gay-Lussacs) to find unknown pressures, volumes, or temperatures. Ideal Gas Law Activity: This is similar to the Combined Gas Law Activity, except it utilizes the Ideal Gas Law. Summative: Soda Can Inquiry Lab: Students will develop procedures, hypothesis, a materials list, data, analysis, and conclusions in an effort to find the actual pressure measurements of an ordinary soda can. Unit Test: This is a final test of knowledge on what the students have gained from this unit.

Teacher Lecture Student Learning Objective: Students will be able to convert various units of pressure, temperature, and volume. Students will be able to find the pressure, volume, temperature, or number of Acceptable Evidence: Students will complete the accompanying guided notes. Instructional Strategies: Communication Collection Collaboration Presentation Organization Interaction
Lesson Activities: Lecture on the Ideal Gas Law: The concept of the Ideal Gas Law Practice problems dealing the Ideal Gas Law

moles of an ideal gas. Webquest Student Learning Objective: Students will be able to give an account of nanoscopic activity from observing the changes of a macroscopic event. Graphic Organizer Student Learning Objective: - Students will be able to calculate the change in temperature, pressure, or volume when the conditions of the system are changed. - Students will be able to give an account of nanoscopic activity from observing the changes of a macroscopic event. - Students will be able to convert various units of pressure, temperature, and volume. - Students will be able to find the pressure, volume, temperature, or number of moles of an ideal gas. Unit Resources:
Crash Course Chemistry: Ideal Gas Law Problems Crash Course Chemistry: Real Gases Crash Course Chemistry: Partial Pressures and Vapor Pressures Crash Course Chemistry: Gas Effusion, Diffusion, and Velocity Tyler DeWitt On the Ideal Gas Law Chem4Kids on Gases Purdue on Kinetic Molecular Theory Khan Academy on Ideal Gas Laws Wyzant on Gases

Acceptable Evidence: Students will complete the accompanying Webercise activity.

Instructional Strategies: Communication Collection Collaboration Presentation Organization Interaction Instructional Strategies: Communication Collection Collaboration Presentation Organization Interaction

Lesson Activities: Students will select the three links in the Webercise and watch/read the content on each of these three links. Then students will answer the questions posed in the Webercise handout.

Acceptable Evidence: Students will create 3 thinking maps that categorize and organize 3 different concepts that pertain to gases.

Lesson Activities: Present the rationale behind the Thinking Maps. Present the requirements behind the assignment. Show rubric via overhead projector. Students work on creating their thinking maps.

Chemtutor On Gases

Useful Websites:
Chemtutor Chem Purdue Khan Academy WyzAnt