Lifelong Learning Programme

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Teaching Resources

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TEACHING RESOURCES INFORMATION

TITLE OF TEACHING RESOURCE
Construire Une Séquence sur les Gazutilisant un Logiciel de Simulation Atelier Théorie Cinétique des Gaz
IMAGE
NAME OF AUTHOR(S)
F. Chauvet, C. Duprez,
NAME OF PRODUCER
Association Enseignement Public & Informatique
DATE OF PRODUCTION
2004
TYPE OF PRODUCT
Online course, Downloadable software
LEVEL OF CHEMISTRY KNOWLEDGE
Medium, Advanced
PEDAGOGICAL APPROACH
Allosteric teaching model
SUBJECT AREA
Fundamental Chemistry
TARGET GROUP LEVEL
Upper Secondary School
LANGUAGE/S OF TEACHING RESOURCES
French
TUTORIAL SUPPORT
No
DESCRIPTION
The prerequisites
The fundamental requirement is the mastery of a particle model able to interpret physical phenomena.

The contents
The program is presented by a document designed to provide teachers the tools to build a sequence of instructions using a simulation program. The theme of the thermoelastic properties of gases was chosen; it could be addressed to high school, but also used at the University. The attached documents provide the guidance and resources necessary to ensure teachers build their own sequence of instructions, so as to be appropriate to the level of conceptualization of their students.

The aims
.Promote the distinction between the macroscopic (phenomena, Operating temperature and pressure variables, ...) and microscopic (particles and their movements, effect of shocks on the walls)
·Identify the variables corresponding to the microscopic level: mass and velocity of particles.
·Explain the relationship between the properties of the particles of the model and the macroscopic effects provided and viewed in the simulation.
· The experimentation work on the simulated situations would allow to reasoning by analogy between the macro world and micro world to analyze the effects of particle collisions.

Task Description
You should download the program and use it to try to understand its capabilities. The representation of the gas is particle: the particles are in constant chaotic movement. The following parameters can be varied: the type of gas, the speed of the particles (in relation to the temperature assigned to the system), the number of bumps on the parts of the container (in relation to the pressure of the system), the number of gas particles. Morover you can choose to have two containers separated by a wall which may be mobile or bound or even perforated. After each change, both the macroscopic system's and the particles behavior could be viewed dynamically.

How to use it in class
The program allows to set problem situations from which students can leave. This implies pedagogical choices by the teachers. It is expected teachers propose an use of the program that encourages students conceptual restructuring. It is expected, for example, that teachers exploit the program to introduce situations such forecasts-observations-discussion, in order to enable the students to highlight their views. In this way, as a result of verifications allowed by the use of the program, they propose the hypotheses which bring to light unexpected and paradoxical situations able to change their point of view and stimulating discussion.
COMMENTS
Points of strength
The approach to problems, the possibility for each teacher to adapt the use of the program to the level of conceptualization of his students.

Points of weakness
Strengths and weaknesses are explicitly declared in the introductory paper by the authors using the program.

Scientific reliability
Remarkable. The movement of molecules respects the laws of kinetic theory of gases (initial distribution of the velocity according to the Maxwell-Boltzmann law in the case of a vessel only) and mechanics (conservation of energy and the amount of movement during collisions between particles with random trajectories of the particles after the collision)
Pedagogic value
The authors, to promote a pedagogical renovation, express their didactic
NAME OF THE REVIEWING ORGANISATION
University of Genoa

Comments about this Publication

Your comments are welcome


Date: 2012.12.20

Posted by ENCBW-VINCI (Belgium)

Message:  Is the teaching resource described useful for you?
Why? Yes but we were not able to test the resource with a Mac (Safari browser)
 Do you think it can increase the students’ interest toward chemistry?
Why? Yes because it enables to better understand and view from a scientific point of view while remaining rigorous.
 Do you think it can help the students to understand better and faster?
Why? Yes because it enables to better understand and view from a scientific point of view while remaining rigorous.
 Do you think it proposes an innovative didactical approach?
Why? It respects the current tendencies in chemistry teaching.

National Reports on successful experiences to promote lifelong learning for chemistry The national reports on chemistry successful experiences to promote lifelong learning for chemistry are now available on the related section of the project portal. The reports presents examples of successful experiences in the partner countries and the results of testing of ICT resources with science teachers.

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