Investigating Kinetic Theory: An Inquiry into the Ideal Gas Law
Initial Publication Date: August 3, 2009
Summary
When an overturned beaker is placed on top of a birthday candle in shallow pan of water, the candle will first go out and then water will appear to creep up the sides of the beaker like magic. Student will hypothesize and investigate why this phenomenon occurs. To complete this inquiry, students will work with a partner.
CollapseLearning Goals
This lab will require students to use a higher order thinking and reasoning abilities.
The student will demonstrate the scientific process.
This inquiry will involve concepts dealing with kinetic theory and gas laws.
The student will demonstrate the scientific process.
This inquiry will involve concepts dealing with kinetic theory and gas laws.
Context for Use
This exercise is a lab that will enhance chemistry/physics unit on kinetic theory. When run it should take <60 minutes. Students should have a limited amount of knowledge about the relationship between pressure, volume, and temperature. The lab can be performed in any typical science classroom.
Description and Teaching Materials
This lesson will be used to introduce kinetic theory. Each group will need a shallow pan (pie pan), birthday candle, chunk of clay (enough to hold a birthday candle upright), beaker, and water.
Procedure:
Students will push the candle into the clay. The clay forms a base and the candle will be placed in the pie tin. Then the students will add water to the pie tin (just shy of the top). After lighting the candle, the students will lower the beaker on top of the candle and into the water. While the beaker is on top of the candle students should make observations and record them. They may repeat this procedure many times since it happens very quickly. (Hint: You may want to "influence" them to hold the beaker above the candle for different periods of time.) Student Handout for Mini-Lab: Rising Water Inquiry (Microsoft Word 21kB Aug3 09) Explanation of the Process for Mini-Lab: Rising Water Inquiry (Microsoft Word 37kB Aug3 09)
Procedure:
Students will push the candle into the clay. The clay forms a base and the candle will be placed in the pie tin. Then the students will add water to the pie tin (just shy of the top). After lighting the candle, the students will lower the beaker on top of the candle and into the water. While the beaker is on top of the candle students should make observations and record them. They may repeat this procedure many times since it happens very quickly. (Hint: You may want to "influence" them to hold the beaker above the candle for different periods of time.) Student Handout for Mini-Lab: Rising Water Inquiry (Microsoft Word 21kB Aug3 09) Explanation of the Process for Mini-Lab: Rising Water Inquiry (Microsoft Word 37kB Aug3 09)
Teaching Notes and Tips
There is a big misconception that the reason the water rises in the beaker is to replace the burned oxygen. This can not be the case since oxygen is consumed in the reaction and turned into CO2 and H2O. It is not LOST!!
During the procedure I walk around and give little boost of information to get them thinking along the right lines.
BE SURE TO HAVE PLENTY OF BIRTHDAY CANDLES!!
During the procedure I walk around and give little boost of information to get them thinking along the right lines.
BE SURE TO HAVE PLENTY OF BIRTHDAY CANDLES!!
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Assessment
I am not worried about grading this lab, it is more just to get them thinking about kinetic theory. It also gives me an understanding of their prior knowledge on the subject. I will attain this information from listening to their discussions during the lab and the accompanying worksheet.
Standards
9C.2.1.5.3