Student Directions for States of Matter Gas and Properties: Phase changes, KMT, Diagrams
phet.colorado.edu
BACKPACKS OUTSIDE
Complete #1 on both sides for a stamp, I need quantitative values for size, and velocity of
particles…Finish this activity for a grade.
1.Open Gas Properties and then use the control to put a single particle of gas into the box.
a. Observe gas particles’ behavior.
b.Add a lighter particle record the speed of this particle and talk about the similarities and differences
that you see between heavy and light particle.
c. Add nine more particles, repeat the quantitative data collection- did the speed change
d.Use the simulation to see how changing one variable: temperature, pressure, volume, number of
particles, and gravity. Describe briefly how this affects the behavior of the gas particles.
e. Draw and write a description for a gas based on your observations; include diagrams to help with
your description.
Open States of Matter; use the simulation to determine how well liquids and solids match your description
of gas particles
A. Identifying and Describing Particle behavior as it relates to phase.
1. Describe differences and similarities between monatomic, diatomic, and polyatomic particle
behavior.
2. Describe how the vapor pressure of a liquid or solid is measured.
3. Describe how changing the pressure or temperature can change the state of matter.
4. Given the position on a phase diagram from which the labels are all removed, identify the phase
present and determine the microscopic behavior of molecules. And vice versa.
2.How fast do you think the air particles in this room are moving compared to a car going 50 mph (about
22m/s)? Put your answer is in the form, “a molecule travels ___ as fast as a car"
3.Using the simulation, test your idea from question 2 and give evidence to support or revise your
thoughts. For evidence, include how you used the simulation to collect data, and any calculations.
4.Determine the size of the heavy particle using the simulation tools and then relate molecule size to
something you are familiar with. A common way to relate two things is to say something like: 1000
particles of sand fit in the palm of your hand. Show your calculations with the units clearly labeled.
5.Open States of Matter; use the simulation to determine how well liquids and solids match your
description of gas particles.
2/8/2016 Ors & Curry Pine View Chemistry
*1 nm is (10-9) one billionth of a meter
Student Directions for States of Matter Gas and Properties: Phase changes, KMT, Diagrams
phet.colorado.edu
6.Write a paragraph that explains the differences and similarities between solid, liquid and gas particle
motion; include drawings to help with your explanations; (this is part of the conclusions).
2/8/2016 Ors & Curry Pine View Chemistry
*1 nm is (10-9) one billionth of a meter
Student Directions for States of Matter Gas and Properties: Phase changes, KMT, Diagrams
phet.colorado.edu
Learning Goals: Students will be able to: (2 levels of goals listed)
A. Identifying and Describing Particle behavior as it relates to phase.
5. Describe differences and similarities between monatomic, diatomic, and polyatomic particle
behavior.
6. Describe how the vapor pressure of a liquid or solid is measured.
7. Describe how changing the pressure or temperature can change the state of matter.
8. Given the position on a phase diagram from which the labels are all removed, identify the phase
present and determine the microscopic behavior of molecules. And vice versa.
B. Explaining behavior using Bonding
9. Develop ideas about why there is variation in inter-particle forces (other references will be
needed).
10. Differentiate between non-polar and polar molecular behavior as it relates to phase.
11. Relate changes in the strength of the inter-particle bonding to changes in the phase diagram,
vapor pressure, and transition temperatures.
Directions:
1. For the learning goals in Section A, design experiments to learn 1-4. For your paper, you should
write the learning goal #, a description of the tests that you used, and an explanation of the results
that demonstrate your learning. You may use a set of experiments to learn multiple goals - just
make sure that it is clear. For example you might state: “For goals 2 and 3, we (description of
experiment)”. Then include diagrams and descriptions that demonstrate that you can do goals.
2. For Section B #6, use your text or other resources to
a. Define Dipole-Dipole force and London dispersion forces.
b. Explain which is stronger and why.
c. Describe how the inter-particle forces (strength) of each could vary.
d. Identify which type of bonding each of the example (Ne, Ar, O2, H2O) particles has.
3. For Section B #5-7, design and describe experiments. Then demonstrate your goal proficiency.
You may want to use the simulation Atomic Interactions to help with this section.
2/8/2016 Ors & Curry Pine View Chemistry
*1 nm is (10-9) one billionth of a meter