Primary Type: Lesson Plan
Status: Awaiting Review
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 35589
Modeling the Kinetic Theory
Students will engage in a directed inquiry lab to model the kinetic theory of matter. In the end, students should have a firm grasp of how matter's
behavior is changed when its structure is changed during phase transitions.
Subject(s): English Language Arts, Science
Grade Level(s): 9, 10, 11, 12
Intended Audience: Educators
Suggested Technology: Computer for Presenter, LCD
Projector, Adobe Acrobat Reader, Microsoft Office, Java
Plugin
Instructional Time: 1 Hour(s) 40 Minute(s)
Freely Available: Yes
Keywords: kinetic theory, solids, liquids, gases, state change, phase change, matter, physical changes
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
The Kinetic Theory of Popcorn Lab.doc
PREQUIZ_Key_revised.docx
PREQUIZ_revised.docx
POSTQUIZ_KEY_revised.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will use the kinetic-molecular theory to explain the physical properties of gases, liquids, and solids.
Students will compare types of intermolecular forces.
Students will explain how kinetic energy and intermolecular forces combine to determine the state of a substance.
Students will describe the role of energy in phase changes, and how substances change from one state to another.
Students will distinguish gases, liquids, and solids in terms of shape, volume and compressibility.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should recall the principles of density, and be able to discuss how particle spacing can affect overall density.
Students should recall what "absolute zero is" - the only point to which there is no particle motion.
Students should have some idea that temperature and energy are related.
Students should understand that as an object is heated, its particles move faster.
Students should understand that energy travels form one object to another. In this process, an object can heat up or cool down.
Students should understand the Celsius temperature scale.
Students should be able to define in their own words: melting, freezing, boiling, condensation.
Students should understand how properties of a substance can be influenced by their structure.
Students should understand briefly the concept of potential (positional) energy and kinetic (moving) energy.
page 1 of 3 This prior knowledge will be assessed through a preliminary quiz as well as through open discussion of the material prior to engaging in the lab activity.
Guiding Questions: What are the guiding questions for this lesson?
1. Water collects on a bathroom mirror as you shower, a full bottle of water shatters in a freezer, and a glass object breaks when it is dropped. What do all of these
have in common?
Answer: They are all physical changes.
2. Why does ice behave differently than its liquid form?
Answer: The arrangement of particles is different, therefore, the properties are different. You will be able to explain such familiar events after you learn more
about the different states of matter.
3. How can the same jacket that warms you up, also cool you down?
Answer: By putting on a jacket, you warm up. By taking off the jacket, you cool down. Energy is just like a jacket. It can be absorbed ("put on") or released
("taken off").
Teaching Phase: How will the teacher present the concept or skill to students?
1. A 20-30 minute note-taking PowerPoint presentation coupled with open question session will precede the lab activity.
2. The teacher will pass out the Pre-Quiz to each student and have them complete it independently. Then together the class and teacher will work through the
answers and students will correct any wrong answers or misconceptions.
3. The teacher will introduce the lab activity: The Kinetic Theory of Pop Corn
4. Each student will receive a copy of the lab handout and work independently through Background Part II; in pairs, students will work together to complete the Activity
III and answer the questions; Part IV will initially be completed independently but then the class will review the correct answers with the teacher.
5. Students can complete the questions in their lab notebook or on a piece of paper.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
The students will complete a lab activity The Kinetic Theory of Pop Corn with guidance from their instructor as they answer the questions as well as carry-out the
actual lab.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Students will write a lab report that includes background research of the topic, data collection, conclusions and questions.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
A post-activity quiz assessment will be given. Students will be allowed to ask any questions they may still have prior to the final assessment.
Important note to communicate to the students: The lab with the popcorn/butter is a nice analogue for the solid and liquid state and the transformation from
one to the other. However, it is an imperfect analog for change of state going from liquid to gas. There is an irreversible change to corn when it is popped. It does
not unpop when cooled.
Summative Assessment
Students will write a lab report that includes background research of the topic, data collection, conclusions and questions. See this lab report rubric from the
National Science Teachers Association for evaluation of work.
The students will take a post-quiz assessment after the lab activity is completed.
Formative Assessment
A preliminary quiz will be administered before instruction. For each question, students will hold up a white board with their answer above their heads (while looking
straight ahead). In this fashion, the teacher can appreciate the scope to which students know the necessary background information for the day's activity, and
students will not be able to see each others' answers. Then together the class and teacher will work through each question and students will correct any wrong
answers or misconceptions.
In addition, the teacher will circulate and pose open-ended questions regarding the lab activity and its relation to phase changes.
Feedback to Students
The students will be given immediate feedback with regards to the preliminary quiz and correct any misconceptions. The teacher will assist students with the lab
activity and make suggestions as needed.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Students will be given accommodations according to their Individualized Education Program (IEP) or 504 Plan.
Auditory and visually impaired students will be placed in the front of the class with direct line of sight to the teacher.
Students with emotional impairments will be given the opportunity to work independently or on an alternative assignment which would still cover and explain the
pertaining material.
ESOL students will be paired with a peer to check their work; they will also be given extended time to complete assignments and/or tasks.
page 2 of 3 In addition, any student will be given a visual representation of the notes/instructions/lesson plan if requested.
Extensions:
The current lab activity is accomplished without the temperature data component. An extension of this exercise could entail recording temperature data and
observations for water. In this fashion, students can readily observe the constant temperature during the phase changes of melting and boiling of water.
Suggested Technology: Computer for Presenter, LCD Projector, Adobe Acrobat Reader, Microsoft Office, Java Plugin
Special Materials Needed:
The teacher should have melted butter and mixed corn kernels ahead of time. The mixture can be poured into an ice cube tray so the students have uniform samples.
This size also reduces mess. Safety goggles and hotplates are the only laboratory equipment needed. It is best to have aluminum foil boats made ahead of time. Total
prep time should not exceed 20 minutes if materials are readily available.
Further Recommendations:
Care should be taken when heating the mixture as oil could spatter. The butter oil is extremely hot when kernels begin to pop. Water should not be used to clean any
spills until AFTER oil has cooled. Conditions are not hygienic in the lab, so students should refrain from eating the popped corn.
SOURCE AND ACCESS INFORMATION
Contributed by: Bryan Wilk
Name of Author/Source: Bryan Wilk
District/Organization of Contributor(s): Seminole
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.912.P.8.1:
Description
Differentiate among the four states of matter.
Remarks/Examples:
Differentiate among the four states of matter (solid, liquid, gas and plasma) in terms of energy, particle motion,
and phase transitions. (Note: Currently five states of matter have been identified.)
Distinguish between endothermic and exothermic chemical processes.
SC.912.P.10.7:
Remarks/Examples:
Classify chemical reactions and phase changes as exothermic (release thermal energy) or endothermic (absorb
thermal energy).
page 3 of 3