This segment dives further into the ideal gas law. It includes the students and teacher discussing the models the student made in segment D to demonstrate the relationship between pressure and volume in gases. The teacher gives the students an engineering and design challenge: create a safe model of an airbag using what they have learned about the behavior of gases.
This segment includes the students and teacher discussing the models the students made in segment D to demonstrate the relationship between pressure and volume in gases. The teacher gives the students an engineering and design challenge: create a safe model of an airbag using what they have learned about the behavior of gases.
Premiere Date: August 28, 2016 | Runtime: 00:16:40
The goal of science is the construction of theories that provide explanatory accounts of the world. A theory becomes accepted when it has multiple lines of empirical evidence and greater explanatory power of phenomena than previous theories.”(NRC Framework, 2012, p. 52)
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)
Using Mathematics and Computational Thinking
Although there are differences in how mathematics and computational thinking are applied in science and in engineering, mathematics often brings these two fields together by enabling engineers to apply the mathematical form of scientific theories and by enabling scientists to use powerful information technologies designed by engineers. Both kinds of professionals can thereby accomplish investigations and analyses and build complex models, which might otherwise be out of the question. (NRC Framework, 2012, p. 65)
activation energy - the minimum amount of energy that reactants must possess in order to undergo a specific reaction.
catalyst - a substance that provides a lower energy pathway for reactants to convert to products without getting used up or changing itself.
collision theory - a theory that states that particles must collide in order to react.
effective collision - collisions that result in a successful reaction.
ideal gas - gas that follows the behavior described by kinetic molecular theory.
ineffective collision - collisions that do not result in a successful reaction.
kinetic energy - the energy of motion.
kinetic molecular theory - A theory of the thermodynamic behavior of matter, especially the relationships among pressure, volume, and temperature in gases, based on the dependence of temperature on the kinetic energy of the particles of a substance.
reaction rate - the change in concentration of a reactant or product over time.
Georgia Standards of Excellence
SC4Obtain, 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.
SC4.aPlan 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.)
SC5Obtain, evaluate, and communicate information about the Kinetic Molecular Theory to model atomic and molecular motion in chemical and physical processes.
SC5.cDevelop and use models to quantitatively, conceptually, and graphically represent the relationships between pressure, volume, temperature, and number of moles of a gas.
SPS5Obtain, evaluate, and communicate information to compare and contrast the phases of matter as they relate to atomic and molecular motion.
SPS5.bPlan and carry out investigations to identify the relationships among temperature,
pressure, volume, and density of gases in closed systems.
(Clarification statement: Using specific Gas laws to perform calculations is beyond the scope of this standard; emphasis should focus on the conceptual understanding of the behavior of gases rather than calculations.)
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.