Scaffolding a Conceptual Understanding of the Gas Phase in General Chemistry Enriched
with Technology
Scott A. Sinex and Barbara A. GageDepartment of Physical Sciences and
EngineeringPrince George’s Community College
Presented at the 230th National Meeting of the American Chemical Society in Washington, DC on 28 August - 1 September 2005.
Your objectives in gases…
• Behavior and properties of gases• Introduce the ideal gas law and
combined gas law• Finding molar mass and gas density• Kinetic-molecular theory• Real gas behavior
...but we don’t want to lecture!
Liquids and IMF’s
What & Why?
• Discovery laboratory experience • Build and extend qualitative into
quantitative mathematical relationships• Extend knowledge from ideal gases
into real gases after covering liquids and intermolecular forces
• All steps enriched by using technology• Student- or learner-centered activities
How? or Technology involved...
• Webpage with links and pdf handouts• Multi-layered Interactive Excel• Animations as
– Flash from Odyssey– NetLogo Java applet– Movie from SnagIt (screen-capture
software)
The complete package of materials:http://academic.pgcc.edu/psc/chm101/ideal_gas
• Laboratory activity (<2.5 hours)
• Macroscopic behavior
• Mostly qualitative relationships
• P-V experimental data collected
The Behavior of Gases
P
V PV = k
Our complete General Chemistry I lab manual.
Discovery-based laboratory activity
Post-laboratory student- centered computer-based activity with discussion
The scaffold...
• Interactive Excel spreadsheet– Graphical analysis and interpretation – Quantitative symbolic relationships (P-V-T-n)– Influence of error
• html document with animations– pdf printable version as handout– Microscopic aspects incorporated using
Odyssey® converted to Flash files and NetLogo Java applet
– Dropdown menu with selected numerical answers
The Ideal Gas Law
Link to web activity
Outcomes for students...
• Many experimental observations and predictions
• Relating macroscopic and microscopic behavior via animations
• Symbolic relationships derived• Many “what if” scenarios via
numerical experimentation• Effects of “constant variables” and
error
Student responses…
• Survey students on the use of the technology
• Pre- and post-assessment of concept understanding
For further information…• The complete activity online - click here
• Constructing an interactive Excel spreadsheet – click here
• Scott Sinex– [email protected]– http://academic.pgcc.edu/~ssinex
• Barbara Gage– [email protected]– http://academic.pgcc.edu/~bgage