Planning for Technology Teach-In

Currently in my classroom we are beginning a unit on chemical bonding, and soon will be moving into intermolecular forces. Each of these topics are fairly abstract topics for students to grasp strongly, and in my own experiences in the high school chemistry classroom, typically learned through rote memorization. However, in my placement classroom we attempt to make abstract concepts easier for students to visualize by incorporating online simulations. 

For this particular lesson I am planning on having students use a PhET simulation called "States of Matter." 

Students have had experience working with this same simulation when learning about how molecules move upon being heated/cooled and therefore what it looks like at the molecular level when a substance is a solid, liquid, or gas. The general goal of this particular lesson is to bring together students' knowledge of molecules and intermolecular forces. In prior lessons they discovered what certain intermolecular forces are, such as, dipole-dipole interaction and london dispersion forces, and now they will use this simulation to gain a physical perspective of the strengths of these various forces.

Prior to starting this lesson, students will complete a warm-up activity reviewing the various types of intermolecular forces, then they will be introduced to the daily objective, and given a brief overview of how to use the simulation. Then the class will travel to the computer lab and begin the simulation activity.

Students will use a provided handout to guide them through the use and concepts involved in the simulation. Students will first complete the simulation with Neon, a nonpolar substance, and then compare the the same properties (such as boiling point) for oxygen and water. Each of these substances are included in this particular simulation.

Students will compare the mountain-valley-hill diagram, more formally known as a potential energy diagram, for these three substances, in addition to determining important phase change values, such as the melting and boiling points. By comparing these properties, students will be able to determine the strength of various intermolecular forces using their understanding of the compounds as nonpolar or polar.

 Students will find that it takes the most energy (heat) to overcome hydrogen bonding (polar molecules), followed by dipole-dipole interactions, and then london dispersion forces. After completing this simulation the class will discuss and explain their results in a debrief session.

Using this particular online tool through PhET will allow students to gain a molecular understanding of the strength of various intermolecular forces, an abstract and microscopic topic that is generally hard to visualize. This simulation will serve as a basis for future understandings centered on this important chemistry topic.

Please let me know if you can think of any improvements to the simulation activity. My students are used to working in the computer lab on similar types of activities, but I am interested in exploring different ways to debrief the content. Typically we have a teacher-centered discussion in which the teacher asks questions and uses sticks with student names to elicit student responses. I am interested in increasing the responsibility of my students and think that some kind of group presentations to the class in which each group explains their results (perhaps dividing by different substances tested). However, we have never completed this type of activity in my mentor teacher's classroom and I would appreciate any advice, ideas, or suggestions. Thank you for you help in advance!