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Unit 9 introduces kinetics and looks at how molecular motion affects gases. Students learn about collision theory and reaction rates. The teacher demonstrates how substances react with each other, using an antacid tablet immersed in water. The students design their own antacid tablet experiment to determine which conditions create the fastest rate of reaction.

Premiere Date: August 29, 2016 | Runtime: 00:13:02

Unit 9 introduces kinetics and looks at how molecular motion affects gases. Students learn about collision theory and reaction rates. The teacher demonstrates how substances react with each other, using an antacid tablet immersed in water. The students design their own antacid tablet experiment to determine which conditions create the fastest rate of reaction.

Support Materials

Toolkit  
Antacid Demonstration
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Antacid Film Canister
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Unit 9A Note Taking Guide & Segment Questions
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Crosscutting Concepts  
System and System Models

Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering.

Science & Engineering Practices  
Asking Questions and Defining Problems

Students at any grade level should be able to ask questions of each other about the texts they read, the features of the phenomena they observe, and the conclusions they draw from their models or scientific investigations. For engineering, they should ask questions to define the problem to be solved and to elicit ideas that lead to the constraints and specifications for its solution. (NRC Framework 2012, p. 56)

Generating a Hypothesis and Developing a Model

Modeling can begin in the earliest grades, with students’ models progressing from concrete “pictures” and/or physical scale models (e.g., a toy car) to more abstract representations of relevant relationships in later grades, such as a diagram representing forces on a particular object in a system. (NRC Framework, 2012, p. 58)

Planning and Carrying Out Investigations

Students should have opportunities to plan and carry out several different kinds of investigations during their K-12 years. At all levels, they should engage in investigations that range from those structured by the teacher—in order to expose an issue or question that they would be unlikely to explore on their own (e.g., measuring specific properties of materials)— to those that emerge from students’ own questions. (NRC Framework, 2012, p. 61)

Georgia Standards of Excellence  
SC4

Obtain, evaluate, and communicate information about how to refine the design of a chemical system by applying engineering principles to manipulate the factors that affect a chemical reaction.

a

Plan and carry out an investigation to provide evidence of the effects of changing concentration, temperature, and pressure on chemical reactions. (Clarification statement: Pressure should not be tested experimentally.)

b

Construct an argument using collision theory and transition state theory to explain the role of activation energy in chemical reactions.
(Clarification statement: Reaction coordinate diagrams could be used to visualize graphically changes in energy (direction flow and quantity) during the progress of a chemical reaction.)

SC5

Obtain, evaluate, and communicate information about the Kinetic Molecular Theory to model atomic and molecular motion in chemical and physical processes.

a

Plan and carry out an investigation to calculate the amount of heat absorbed or released by chemical or physical processes.
(Clarification statement: Calculation of the enthalpy, heat change, and Hess’s Law are addressed in this element.)

Request Teacher Toolkit  

The Chemistry Matters teacher toolkit provides instructions and answer keys for labs, experiments, and assignments for all 12 units of study. GPB offers the teacher toolkit at no cost to Georgia educators. Complete and submit this form to request the teacher toolkit. You only need to submit this form one time to get materials for all 12 units of study.