Lesson Plan | Teachy Methodology | Gases: Relationship between Mol and Volume at STP

Objectives

Duration: 10 to 15 minutes

The purpose of this stage is to guide students about the main objectives of the lesson, so they clearly understand what is expected of them to learn and accomplish throughout the activity. By describing and explaining the topic, a solid foundation is established on which practical activities will be built, promoting deeper and contextualized learning with modern and digital dynamics.

Main Objectives

1. Relate the volume of one mole of ideal gas at standard temperature and pressure (STP) with the number of moles, highlighting that 1 mole of gas at STP has a volume of 22.4 L.

2. Apply this relationship in practical problems, using digital tools to reinforce knowledge.

Side Objectives

1. Become familiar with the use of calculators and online chemistry simulators to solve issues related to ideal gases.

Introduction

Duration: 10 to 15 minutes

The purpose of this stage is to guide students about the main objectives of the lesson, so they clearly understand what is expected of them to learn and accomplish throughout the activity. By describing and explaining the topic, a solid foundation is established on which practical activities will be built, promoting deeper and contextualized learning with modern and digital dynamics.

Warming Up

To start the lesson, explain to students that today they will explore the relationship between moles and the volume of gases at standard temperature and pressure (STP). Highlight how this concept is crucial in various fields of science and industry. Then, ask students to use their phones to research and share an interesting or curious fact about gases at STP. For example, the amount of helium gas that would fill a regular party balloon. Encourage them to share their findings in front of the class.

Initial Reflections

1. What does STP mean and why is it important in chemistry?

2. How many liters of gas are present in 1 mole of any gas at STP?

3. How do you think this relationship between moles and gas volume might be useful in everyday life or in industrial applications?

4. Have you ever heard of any interesting experiments or practical applications that utilize the relationship between moles and gas volume at STP?

Development

Duration: 60 to 70 minutes

This stage aims to provide practical and interactive activities that allow students to deepen their understanding of the relationship between moles and the volume of gases at STP. Utilizing digital technologies and modern contexts, these activities aim to make learning more engaging and relevant to students' realities.

Activity Suggestions

It is recommended that only one of the suggested activities be carried out

Activity 1 -  Digital Chemistry Influencers

> Duration: 60 to 70 minutes

- Objective: Enable students to use their digital skills to teach chemistry concepts, making learning more interesting and connected to their realities.

- Description: Students will create a digital influencer profile on Instagram, aimed at teaching the relationship between moles and the volume of gases at STP to their followers. They must produce content such as stories, posts, and short videos using editing tools available on their phones.

- Instructions:

• Form groups of up to 5 students.

• Each group should choose a popular social media platform to create their digital influencer profile.

• Students must research and produce at least three types of content: one post, one story, and one short video, all explaining the relationship between moles and volume at STP.

• Use image and video editing tools (like Canva, InShot, etc.) to enhance their content.

• Publish the content and present it to the rest of the class.

Activity 2 -  Gamification in Chemistry: Virtual Escape Room

> Duration: 60 to 70 minutes

- Objective: Engage students in a fun and challenging activity, promoting practical application of the content in a collaborative way.

- Description: Students will participate in a chemistry-themed virtual escape room, where they need to solve puzzles related to the relationship between moles and the volume of gases at STP to 'escape' the game.

- Instructions:

• Form groups of up to 5 students.

• Each group will access an online escape room platform (like Google Forms or a specific virtual escape room tool).

• Students will need to solve a series of puzzles and problems related to the topic to progress in the game.

• The puzzles will include calculations and practical applications of the relationship of moles and gas volume at STP.

• The group that completes the escape room in the shortest time will be the winner.

Activity 3 -  Virtual Simulations and Experiments

> Duration: 60 to 70 minutes

- Objective: Provide a practical and interactive experience for students, allowing them to visualize and experiment with the studied content in a dynamic way.

- Description: Students will use online simulators to explore the relationship between moles and the volume of gases at STP. They will conduct a series of virtual experiments and document their observations and conclusions.

- Instructions:

• Form groups of up to 5 students.

• Each group will access online simulators (like PhET Interactive Simulations) to conduct virtual experiments on ideal gases.

• Students must manipulate variables in the simulator to observe how changes in the number of moles affect the gas volume at STP.

• Each group must document their observations and conclusions in an online shared document (like Google Docs).

• Groups should share their results with the class and discuss their findings.

Feedback

Duration: 15 to 20 minutes

The purpose of this stage is to consolidate the knowledge acquired by students through reflection and sharing of experiences. Group discussion and 360° feedback promote self-assessment and the development of critical skills, as well as reinforcing the importance of collaboration and mutual respect in the learning environment.

Group Discussion

Encourage a group discussion where students share their experiences and conclusions regarding the activities conducted. The teacher can start the discussion by asking: 'What were the main challenges you faced when creating the digital content?' and 'How did the simulations and the escape room help you understand the relationship between moles and gas volume at STP?'. Encourage students to reflect on how digital tools contributed to their learning and how they could be applied in other areas of knowledge.

Reflections

1. How did the activities help you better understand the relationship between moles and the volume of gases at STP? 2. What were the main difficulties encountered during the activities and how did you overcome them? 3. How can the digital tools used be applied in other subjects or everyday situations?

360° Feedback

Instruct students to conduct a 360° feedback session, where each student will receive feedback from other group members. Guide the class to ensure this feedback is constructive and respectful, emphasizing positive points and suggesting improvements in a cordial manner. The teacher can suggest that students follow a structure like: 'Something you did well was...', 'Something you could improve is...' and 'A suggestion for next time...'.

Conclusion

Duration: 10 to 15 minutes

 Purpose : This stage aims to consolidate and reinforce students' learning, connecting the addressed content with the real world and its practical applications. Through a playful summary, reflection on the relevance of the topic in the current context, and a critical look at its applications in daily life, the goal is to internalize and further value the acquired knowledge, promoting meaningful and lasting learning.

Summary

 Fun Summary : Imagine that each gas molecule is a magical ball that always occupies the same space at standard temperature and pressure (STP). These magical balls, when there are exactly 1 mole, fill a balloon with 22.4 liters of air. So, if you double the amount of moles, you need double the space to hold all those balls! Magic? No! It's the science of ideal gases! ️

World Connection

 In the Modern World : The relationship between moles and gas volume is like a magic trick that chemists, engineers, and scientists use daily to solve real problems. From calculating the amount of fuel needed for a rocket , to understanding how pollutant gases behave in the atmosphere. We are connected with this knowledge in every breath we take and in every balloon we inflate!

Practical Application

 Applications in Daily Life : Knowing that 1 mole of any gas at STP occupies 22.4 liters is essential, for example, for hospital doctors to calculate the amount of oxygen needed for patients in treatment. It is also vital for chemical engineers in the manufacturing of new materials and to predict how a chemical reaction will behave. This knowledge allows us to foresee and control various crucial processes in our life and industry.