Lesson Plan | Socioemotional Learning | Gases: Relationship between Mol and Volume at STP

Objectives

Duration: (10 - 15 minutes)

The purpose of this stage is to introduce the lesson topic and establish the cognitive and socio-emotional skills that students should develop. By clearly describing the objectives, the aim is to create a structured and intentional learning environment where students can connect Chemistry content with the development of socio-emotional competencies. This prepares students for a more holistic approach to learning, integrating technical knowledge with interpersonal and intrapersonal skills.

Main Goals

1. Understand the relationship between the volume of one mole of ideal gas at STP and the amount of moles, using the value of 22.4 L.

2. Develop self-awareness and self-control skills by identifying and naming their own emotions during the learning process.

3. Foster social skills and social awareness through collaborative activities that involve discussions and group problem-solving.

Introduction

Duration: (20 - 25 minutes)

Emotional Warm-up Activity

Deep Breathing for Focus

The selected emotional warm-up activity is Deep Breathing. This technique is effective in promoting focus, presence, and concentration among students, emotionally preparing them for the class. Deep breathing involves inhaling slowly through the nose, holding the air for a few seconds, and then exhaling slowly through the mouth. This process helps reduce anxiety and increase mental clarity, creating a state of calm and receptivity to learning.

1. Ask students to sit comfortably in their chairs, with their backs straight and feet flat on the floor.

2. Instruct students to close their eyes or focus their gaze on a point ahead.

3. Guide students to inhale slowly through their nose, counting to four.

4. Ask students to hold their breath for four seconds.

5. Instruct them to exhale slowly through the mouth, counting to six.

6. Repeat the deep breathing cycle for five minutes, encouraging students to focus only on their breathing and set aside any thoughts or concerns.

7. After the breathing session, ask students to slowly open their eyes and do a brief stretch to finish the activity.

Content Contextualization

The study of gases and the relationship between moles and volume at STP (Standard Temperature and Pressure) is fundamental for understanding many natural and industrial processes. For example, by understanding how one mole of gas occupies 22.4 liters at STP, students can visualize how gases behave under different conditions, which is essential for fields such as respiratory medicine, chemical engineering, and meteorology. To connect this concept to the socio-emotional dimension, we can consider how the pressure and volume of gases can serve as a metaphor for our own emotions. Just as gases can expand and contract, our emotions can also expand and contract, and learning to regulate these 'emotional volumes' is crucial for personal and social well-being. Thus, by understanding chemistry concepts, students also learn about the importance of emotional balance and self-regulation.

Development

Duration: (60 - 75 minutes)

Theoretical Framework

Duration: (20 - 25 minutes)

1. Definition of Mole: A mole is a unit of measurement used to express the amount of a substance. One mole of any substance contains exactly 6.022 x 10^23 particles (atoms, molecules, ions, etc.), known as Avogadro's number.

2. Standard Temperature and Pressure (STP): STP is defined as a temperature of 0°C (273.15 K) and a pressure of 1 atm (101.3 kPa). Under these standard conditions, ideal gases follow the relationship between volume and amount of substance.

3. Molar Volume: The molar volume of an ideal gas at STP is 22.4 liters. This means that one mole of any ideal gas occupies 22.4 L under these conditions.

4. Ideal Gas Law: The equation PV = nRT relates pressure (P), volume (V), amount of moles (n), the universal gas constant (R = 0.0821 L·atm/mol·K), and the temperature (T) of an ideal gas. This equation is fundamental for understanding gas behavior.

5. Practical Example: Imagine you have 2 moles of an ideal gas at STP. Using the relation of 1 mole = 22.4 L, we can calculate the total volume occupied by the gas: 2 moles x 22.4 L/mol = 44.8 L.

6. Analogies to Facilitate Understanding: Comparing a mole of gas to a dozen eggs can be helpful. Just like a dozen always contains 12 eggs, a mole always contains 6.022 x 10^23 particles. Similarly, just as eggs take up space, gas particles occupy 22.4 L at STP.

Socioemotional Feedback Activity

Duration: (40 - 50 minutes)

Building Gas Models

In this activity, students will work in groups to build physical models representing different volumes of gases in balloons, using the concept of moles and volume at STP. This will help visualize how the volume of gas relates to the number of moles, promoting theoretical understanding and the development of socio-emotional skills.

1. Divide students into groups of 4 to 5 people.

2. Provide each group with balloons, a hand pump, a ruler, and markers.

3. Ask students to inflate the balloons according to different amounts of moles (for example, 0.5 mol, 1 mol, 2 moles), using the relation of 22.4 L/mol.

4. Instruct groups to measure the volume of the balloons and mark the measurements on the surfaces of the balloons.

5. After inflating and measuring the balloons, ask groups to present their results to the class, explaining how the number of moles influences the volume of gas.

Group Discussion

After the activity, bring students together for a group discussion, using the RULER method to guide reflection on emotions and experiences during the activity. Recognize: Ask students how they felt during the activity. Were they excited, frustrated, curious? Encourage them to recognize those emotions. Understand: Ask students to reflect on the causes of the emotions they felt. Why did they feel that way? Did the group activity influence their emotions? Label: Help students accurately label the emotions they experienced. Use a board to list emotions such as 'joy', 'anxiety', 'excitement', etc. Express: Encourage students to express how these emotions affected their participation in the activity. Were they able to collaborate well with the group? Was there any conflict? Regulate: Discuss strategies for regulating emotions in future situations. How can they deal with frustration or anxiety in other group activities? Suggest techniques like deep breathing or short breaks to help with emotional regulation. This discussion will help students develop a deeper understanding of their own emotions and improve their social skills and group collaboration.

Conclusion

Duration: (15 - 20 minutes)

Emotional Reflection and Regulation

To carry out the reflection and emotional regulation, ask students to write a brief paragraph or participate in a group discussion about the challenges faced during the lesson. Encourage them to think about how they felt, how those emotions affected their participation, and what they could do differently to better manage their emotions in the future. Guiding questions may include: 'What were the biggest challenges you encountered?', 'How did you feel at different moments during the activity?' and 'What strategies did you use to deal with your emotions?'

Objective: The objective of this subsection is to encourage self-assessment and emotional regulation. By reflecting on the challenges faced and how they managed their emotions, students can identify effective strategies for dealing with challenging situations. This not only improves emotional understanding but also strengthens self-awareness and self-control skills, applicable both in academic contexts and personal life.

Closure and A Look Into The Future

To set personal and academic goals related to the lesson content, ask students to think of something they would like to improve or learn more about the topic of gases and the relationship between moles and volume at STP. They can write these goals down on paper or share them with the class. The teacher can then discuss practical ways to achieve these goals, such as studying more about the ideal gas equation or practicing additional problems.

Possible Goal Ideas:

1. Better understand the ideal gas law.

2. Practice more problem-solving involving moles and volume at STP.

3. Develop better strategies for working in groups.

4. Improve emotional regulation skills during challenging activities. Objective: The objective of this subsection is to strengthen student autonomy and the practical application of learning. By setting personal and academic goals, students are encouraged to continue their academic and personal development. This promotes a sense of responsibility and planning, vital for their ongoing growth both inside and outside the classroom.