Physics 7A DL 12 Overview DL 12
Brief Overview
All three of these activities focus on using key concepts and relationships from multiple models you now
know a lot about: Energy-Interaction Model, Three-Phase Model of Matter, and especially, the Particle
Model of Matter and the Particle Model of Thermal Energy. You will use these relationships and
constructs to develop explanations of thermal processes involving thermal energies of various substances
and explanations of observed values of molar values of heat capacity and the observed trends of these
values across types of substances.
Activities
Activity 3.12 Applying the Models: FNTs
Purpose:
• Practice using the constructs and relationships of the Particle Model of Thermal Energy to develop
answers and explanations related to phenomena involving thermal energy.
Learning Outcomes:
• Understand the constructs and relationships of the Particle Model of Thermal Energy at an
intuitive level.
• Increased understanding of what it means to construct explanations using model relationships.
• Practice knowing which of the given information is relevant and which one is irrelevant when
answering a question.
Activity 3.13 Using the Particle Model of Thermal Energy to Understand the
Microscopic Basis of Heat Capacity
Purpose:
• Develop a connection between the number of modes and molar heat capacity.
• Practice using empirical data to determine molar heat capacities in various phases and relating
these values to values predicted by the Particle Model of Thermal Energy.
Learning Outcomes:
• Develop a solid understanding of the connection between heat capacity, modes, and the Particle
Model of Thermal Energy.
• Learn how to determine heat capacity using a graph of energy added vs. temperature.
Activity 3.14 Making Sense of Heat Capacity Data
Purpose:
• Opportunity to become familiar with the fact that molar heat capacities at constant volume are very
similar within a given type of substance and phase, e.g., diatomic gas at room temperature.
• Opportunity to compare these trends in the values of molar heat capacities to predictions of the
Particle Model of Thermal Energy.
Learning Outcomes:
• Ability to explain the observed values of heat capacities in various classes of substances using the
Particle Model of Thermal Energy.
• Know that some modes are only activated at high temperatures.
• Be able to explain the effect of activating additional modes on the heat capacity of a substance.
Unit 3: Applying Particle Models to Matter DL 12
, Physics 7A Activity 3.12 DL 12
Applying the Models: FNTs
A) FNT 1: Two containers, one a liquid and one a gas:
1) List specific concepts that you would need to use to construct a complete logical response to part
a) this previously used quiz question.
2) Now combine the ideas from 1) to construct a complete logical response to the question regarding
the average translational molecular speed.
Whole Class Discussion
B) FNT 2: 10 moles v. 1 mole:
Think, Discuss, Write on the Board:
1) Does this FNT require the same set of ideas to respond to as A)? In what ways is it different from
A)?
2) Construct a response to this FNT. Is there any extra information given in this question?
3) What kind of question could be asked that would need to make use of the extra information that
was given in the statement of the question? Give an example.
Whole Class Discussion
C) FNT 3: Adding energy to the two containers considered in A):
1) List specific concepts that you used to construct a complete logical response to this previously
used quiz question.
2) Does your response in 1) tell you anything about the size of the change in the temperature of the
contents of the two containers relative to each other? What do you need to know to find the change
in temperature?
3) What made this particular question hard (perhaps you would say “tricky”) initially? What can you
do to guide you to using the appropriate set of ideas to respond to a question such as this?
Whole Class Discussion
D) FNT 4: The effect of the real bonds on thermal energy:
Does your response, according to the Particle Model of Thermal Energy, trouble you? Does it seem
un-intuitive? Why? How can you help a student who just can’t accept this result make sense of it?
Whole Class Discussion
E) FNT 5: Counting Modes:
Using methods developed in Activity 3.10, count the number of modes for a linear triatomic molecule.
Discuss your FNT answers.
Whole Class Discussion
Unit 3: Applying Particle Models to Matter DL 12
Brief Overview
All three of these activities focus on using key concepts and relationships from multiple models you now
know a lot about: Energy-Interaction Model, Three-Phase Model of Matter, and especially, the Particle
Model of Matter and the Particle Model of Thermal Energy. You will use these relationships and
constructs to develop explanations of thermal processes involving thermal energies of various substances
and explanations of observed values of molar values of heat capacity and the observed trends of these
values across types of substances.
Activities
Activity 3.12 Applying the Models: FNTs
Purpose:
• Practice using the constructs and relationships of the Particle Model of Thermal Energy to develop
answers and explanations related to phenomena involving thermal energy.
Learning Outcomes:
• Understand the constructs and relationships of the Particle Model of Thermal Energy at an
intuitive level.
• Increased understanding of what it means to construct explanations using model relationships.
• Practice knowing which of the given information is relevant and which one is irrelevant when
answering a question.
Activity 3.13 Using the Particle Model of Thermal Energy to Understand the
Microscopic Basis of Heat Capacity
Purpose:
• Develop a connection between the number of modes and molar heat capacity.
• Practice using empirical data to determine molar heat capacities in various phases and relating
these values to values predicted by the Particle Model of Thermal Energy.
Learning Outcomes:
• Develop a solid understanding of the connection between heat capacity, modes, and the Particle
Model of Thermal Energy.
• Learn how to determine heat capacity using a graph of energy added vs. temperature.
Activity 3.14 Making Sense of Heat Capacity Data
Purpose:
• Opportunity to become familiar with the fact that molar heat capacities at constant volume are very
similar within a given type of substance and phase, e.g., diatomic gas at room temperature.
• Opportunity to compare these trends in the values of molar heat capacities to predictions of the
Particle Model of Thermal Energy.
Learning Outcomes:
• Ability to explain the observed values of heat capacities in various classes of substances using the
Particle Model of Thermal Energy.
• Know that some modes are only activated at high temperatures.
• Be able to explain the effect of activating additional modes on the heat capacity of a substance.
Unit 3: Applying Particle Models to Matter DL 12
, Physics 7A Activity 3.12 DL 12
Applying the Models: FNTs
A) FNT 1: Two containers, one a liquid and one a gas:
1) List specific concepts that you would need to use to construct a complete logical response to part
a) this previously used quiz question.
2) Now combine the ideas from 1) to construct a complete logical response to the question regarding
the average translational molecular speed.
Whole Class Discussion
B) FNT 2: 10 moles v. 1 mole:
Think, Discuss, Write on the Board:
1) Does this FNT require the same set of ideas to respond to as A)? In what ways is it different from
A)?
2) Construct a response to this FNT. Is there any extra information given in this question?
3) What kind of question could be asked that would need to make use of the extra information that
was given in the statement of the question? Give an example.
Whole Class Discussion
C) FNT 3: Adding energy to the two containers considered in A):
1) List specific concepts that you used to construct a complete logical response to this previously
used quiz question.
2) Does your response in 1) tell you anything about the size of the change in the temperature of the
contents of the two containers relative to each other? What do you need to know to find the change
in temperature?
3) What made this particular question hard (perhaps you would say “tricky”) initially? What can you
do to guide you to using the appropriate set of ideas to respond to a question such as this?
Whole Class Discussion
D) FNT 4: The effect of the real bonds on thermal energy:
Does your response, according to the Particle Model of Thermal Energy, trouble you? Does it seem
un-intuitive? Why? How can you help a student who just can’t accept this result make sense of it?
Whole Class Discussion
E) FNT 5: Counting Modes:
Using methods developed in Activity 3.10, count the number of modes for a linear triatomic molecule.
Discuss your FNT answers.
Whole Class Discussion
Unit 3: Applying Particle Models to Matter DL 12
