Professional Documents
Culture Documents
Grade level:
Presented by:
Length of Unit:
7th Grade
Robin Joyce, Michael Willsea, and Christine Spangler, Platte River Academy,
Highlands Ranch, CO
21 Lessons
I.
ABSTRACT
Not Just History is a cross-curricular social studies unit that uses math and science to complement
the teaching of the Great War. Students will participate in class discussions, hands-on activities,
role-playing, and integrated projects.
II.
OVERVIEW
A. Concept Objectives
1.
Students will understand that the First World War incorporates more topics than just
history.
2.
Students will appreciate the role of science, mathematics, and social studies in a better
understanding of the great world war.
3.
Students will develop a sense of historical empathy and perspective.
B. Content from The Core Knowledge Sequence
1.
World War One: The Great War, 1914-1918
a. National pride and greed as causes
b. Entangling defense treaties
c. The Western Front and Eastern Front
d. War of attrition and scale of loses
2.
Chemical Bonds and Reactions
a. How chemists describe reactions by equations
3.
Modern understanding of chromosomes and genes
4.
Working with data
a. Proportions
b. Statistics
c. Probability
C. Skill Objectives
1.
Students will be able to complete a family tree.
2.
Students will understand the terms genotype, phenotype, carrier, and pedigree.
3.
Students will learn about inheritance through the study of the hemophilia in the family of
Queen Victoria.
4.
Students will label the genotype of each member of Queen Victorias family.
5.
Students will be able to determine probability of outcomes from Punnett squares.
6.
Students will know the meaning of nationalism, militarism, and colonialism.
7.
Students will research a given topic and will speak in front of the class and report on
material found.
8.
Students will create a map of the colonization of Africa.
9.
Students will research the Berlin Conference.
10. Students will be able to write ratios.
11. Students will be able to complete proportions.
12. Students will complete a World War One timeline.
13. Students will develop a graphic organizer of the Plan.
14. Student will use graphic organization for note taking.
15. Students will utilize a flow chart as a note-taking tool.
16. Students will create a map from data.
2001 Conference
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
LESSONS
Lesson One:
The Royal Family
A. Daily Objectives
1.
Concept Objective
a. Students will understand that the First World War incorporates more topics than
just history.
2.
Lesson Content
a. Creating a family tree
3.
Skill Objective
a. Students will be able to complete a family tree.
B. Materials
1.
Appendix A (students)
2.
Overhead of Appendix A
3.
Appendix A with answers for teacher
C. Key Vocabulary
1.
Pedigree A family tree that include the genetic make-up of individuals
2.
Family Tree The lineage of a family, showing generations, and offspring
3.
Hemophilia A blood disorder passed through recessive genes
D. Procedures/Activities
1.
Introduce students to the WWI unit by asking what they already know.
2001 Conference
2.
3.
4.
E.
Tell students tensions for the war were building 20 to 30 years before the war started.
Ask students Who was a dominant world power in the early 1900s? (England)
Ask students How do you think a small island came to be such a world power? (A
large navy, many colonies, and strong leadership)
5.
Tell the students that today, they will be studying the family tree of the British family
and drawing conclusions about how the family relationships helped to lead to war.
6.
Pass out Appendix A. Help the students fill it out (using Appendix A with answers).
7.
While filling out the tree, remind or inform the students about the hemophilia that ran in
the queens family (see Lesson Two). Tell students they will be creating a pedigree in
science for the British Family.
8.
Discuss with students how they think arranged marriages to foreign rulers complicated
relations between countries and led to WWI.
Assessment/ Evaluation
1.
Check family trees
Lesson Two:
Gene tics in the Great War
A. Daily Objectives
1.
Concept Objective
a. Students will understand the role of science in the Great War.
2.
Lesson Content
a. Inherited traits are controlled by genes (now known to be DNA)
3.
Skill Objective
a. Students will understand the terms genotype, phenotype, carrier, and pedigree.
b. Students will learn about inheritance through the study of the hemophilia in the
family of Queen Victoria.
c. Students will label the genotype of each member of Queen Victorias family.
B. Materials
1.
Family tree of English Royalty at the time of World War I (one per student) Appendix A
C. Key Vocabulary
1.
Genotype Genetic makeup of an organism
2.
Phenotype Outward appearance of an organism
3.
Carrier An individual that carries a trait, but it is not expressed because it is masked by
a dominant trait
4.
Dominant trait Expresses itself if present
5.
Recessive trait Is hidden if a dominant trait is present
6.
Punnett Square Chart that lists the possible outcomes that will result when the trait of
the parents are combined
D. Procedures/Activities
1.
Explain the passing of genetic material from one generation to the next. Each parent
passes one of their chromosomes to their child. The child will then have two
chromosomes.
2.
Create various Punnett squares of known genotypes, determine the probability of each
offspring type.
3.
Create Punnett squares to determine the genotype of the second generation when the first
and third generation genotypes are known.
E. Assessment/Evaluation
1.
Short review at the beginning of next class
2001 Conference
2001 Conference
5.
E.
Ask students what her motives may have been for inviting all the navies (Queen Victoria
may have felt threatened by the increasing power of all the new countries. At this time,
sea power equaled world power and the queen may have wanted to assess the power of
the other countries.)
6.
Set students up to have their own jubilee. Select students to be representatives from
various countries:
a. England: Queen Victoria
b. Italy: Guseppe Garibaldi
c. Germany: Otto von Bismarck and Kaiser Wilhelm II
d. France: Louis Napoleon and Joseph Joffre
e. Russia: Tsar Nicholas II
7.
Students should be prepared to answer the following:
a. Who are they and what country they represent
b. What important thing did they do for their country
c. A brief history of their country (nationalism, so only the good stuff)
d. The state of their military (militarism)
e. List of lands they can claim (colonialism)
8.
When students have researched their parts, hold the Diamond Jubilee. An assistant to
Queen Victoria should announce each country and ask:
a. What is the state of your country and what have you done to help your country
progress?
b. What is the state of your military?
c. What lands have you conquered?
9.
Students should respond to each question while the class takes notes (see Appendix D).
10. When all students have presented, treat the students to tea and English treats.
Assessment/Evaluation
1.
Assess the student presentations for content of Nationalism, Militarism, and Colonialism
Lesson Five:
The Stanley and Livingstone Game
A. Daily Objectives
1.
Concept Objective
a. Students will understand that the First World War incorporates more topics than
just history.
2.
Lesson Content
a. To know who Stanley and Livingstone are
3.
Skill Objectives
a. Students will understand colonialism.
B. Materials
1.
Stanley and Livingstone game board
2.
Appendix E
3.
Questions to ask the students (you can develop questions based on what they learned at
the Diamond Jubilee or do more general questions)
4.
Game pieces and dice
C. Key Vocabulary
1.
David Livingstone A Scottish missionary who explored Africa
2.
Henry Stanley A reporter who set out to find the missing Livingstone
3.
Colonialism Wanting to take colonies to become more powerful
D. Procedures/Activities
1.
Tell the students Stanley and Livingstones story.
2001 Conference
2.
E.
Ask students (unless this is one of your questions) how the exploration of Africa led to
its colonization. What would the people of Europe want with Africa? (Resources for the
industrial revolution and more power, to build the Suez Canal in Egypt.)
3.
Introduce the students to the board game and play (have fun).
Assessment/Evaluation
1.
Evaluate student responses to questions
Lesson Six:
The Scramble for Africa
A. Daily Objectives
1.
Concept Objective
a. Students will understand that the First World War incorporates more topics than
just history.
2.
Lesson Content
a. Develop a map of the colonization of Africa
3.
Skill Objectives
a. Students will create a map of the colonization of Africa.
b. Students will research the Berlin Conference.
B. Materials
1.
Blank map of Africa plus an overhead
2.
Map of Africa that shows the colonization (can be found in Modern Times 1815 to the
Present by John Haywood p. 29)
3.
Research materials
C. Key Vocabulary
1.
Scramble for Africa The leading countries of Western and Central Europe all trying to
take as many colonies in Africa as possible
2.
Berlin Conference (as relevant to this lesson) A conference held by the countries of
Western and Central Europe to divide Africa up
D. Procedures/Activities
1.
Review with students who Stanley and Livingstone were.
2.
Ask students what happened and why after Africa was explored.
3.
Distribute maps of Africa.
4.
Instruct the students on how to color maps, creating a key as you go.
5.
Introduce students to the Berlin Conference simulation. Tell students they will remain
with their Diamond Jubilee countries (Russia becomes Portugal and Spain) and will
attend the conference in Berlin to get colonies. At the conference, the countries must be
prepared to:
a. Tell which colonies they want (this is not limited to what they really received,
though these must be included)
b. Tell why they should receive them
c. Tell what they are going to do with them
d. Tell what they will do to get the colonies they want
6.
Students must remain as true to the real facts as possible (e.g. Portugal wanted colonies
for slaves trade).
7.
When students have completed their research, arrange the desks in a circle. Country
teams must sit together with their country name in front of them. One at a time the
countries will present. Allow time for other countries to ask questions after each
presentation. Have students label which colonies their countries want on an overhead
map.
E. Assessment/Evaluation
1.
Have students write a paragraph answering the following:
a. How was our conference similar to the one that really happened?
2001 Conference
b.
2.
How do you think the countries solved their conflicts over a colony that was
wanted by more than one country?
Assess student answers.
2001 Conference
2.
E.
Tell the students they have signed treaties with the people next to them promising help if
the others should go to war. Tell the students war has just broken out and have them grab
two hands across from them so that the hands form a big knot.
3.
Ask them how they feel (all tangled up.) Is this what happens with entangling defense
treaties? (yes)
4.
Tell students to untangle themselves into a circle without letting go of hands
5.
If the students havent untangled themselves in two minutes send in the United States
to help them.
6.
When students have untangled themselves, (or given up,) have them discuss what
happened from a war point of view: what went well/bad, why, what happened when the
U.S. got involved, why, etc.
7.
Tell the students they will now do a more extensive simulation. Divide the class up into
five basketball teams. (It helps to make them uneven so let the students choose)
8.
Tell the students they are a new sports nation. Ask how they would promote the three
isms in their country (create banners, posters, and cheers to promote spirit)
9.
Have student teams create posters for nationalism
10. Have student teams draw cards for their militaries (Appendix G). Once they have
drawn, they should make posters declaring how great their military is.
11. Have student teams draw for colonies. (Appendix G) Students should make posters
showing number of colonies they possess.
12. Once all the posters have been made, hang them up around the room. Have teams make
defense treaties with two other teams. Collect all the treaties.
13. Have students write a paragraph telling why they chose to sign treaties with those
particular teams. They should include references to the three isms.
14. Have two students (from opposing treaties) come in and begin a mock argument that
ends in the declaration of war.
15. Once war is declared, all teams must honor their treaties. (Students war by standing up
straight and holding their arms at shoulder level, students are out when their arms drop
below this level. Or students can do a wall sit and are out when they cannot hold it
anymore.)
16. Students may use their militaries to help them win the war. (Appendix G)
17. When class is over see who has the most people left and those teams win.
18. While students are fighting their war, you may want to talk about real similarities to the
real war. e.g. Student says, Oh this will be easy to win and Teacher says, Many
Europeans thought the war would be easy to win.
Assessment/Evaluation
1.
Students will write a paragraph about what happened when one team declared war on
another, and how the simulation relates to the war.
2001 Conference
C.
D.
E.
Key Vocabulary
1.
Archduke Franz Ferdinand The heir to the throne of the Austro-Hungarian empire; a
Serbian rebel assassinated him; this incident was the final cause of WWI or the straw
that broke the camels back for the onset of WWI
Activities/Procedures
1.
Post the timeline on an overhead or the board.
2.
Have the students choose one event each to draw a picture of.
3.
Pass out the half sheets of paper- completed papers should include: the event, the date, a
picture representing the event and the significance of the event.
4.
Post the pictures on a large timeline around the room.
Assessment/Evaluation
1.
Assess the student contribution to the timeline
Lesson Ten:
The Schlieffen Plan
A. Daily Objectives
1.
Concept Objective
a. Students will develop a sense of historical empathy and perspective.
2.
Lesson Content
a. Mapping
3.
Skill Objectives
a. Students will develop a graphic organizer of the Plan.
b. Student will use graphic organization for note taking.
B. Materials
1.
The First World War, by Andrew Wrenn
2.
Overhead projector
3.
Blank map of Europe
C. Key Vocabulary
1.
Schlieffen Plan A plan devised by the Chief of the General Staff of the German Army
which called for the conquering of Paris in six weeks, freeing up the German Army in
time to confront the Russians on the Eastern Front
2.
Western Front The front lines in West Europe (between France and Germany)
3.
Eastern Front The front lines in East Europe (between Germany and Russia)
D. Activities/Procedures
1.
Review with the students how the war got started.
2.
Ask the students what complications the Germans had on entering this war (they would
be fighting on two fronts). Introduce the Key Vocabulary words Western and Eastern
Front.
3.
Using pages 6 and 7 in The First World War, guide the students through graphic
organizer notes on the steps of the plan. (Do not tell students what went wrong. Instead
see what they come up with.)
4.
Finish the graphic organizer notes by filling in what went wrong with the plan.
5.
Pass out the blank maps. Have students label the countries and use different color
arrows to show troop movements for what was supposed to happen. Add approximated
dates of completion. With new colors, or on a new map, plot the actual dates and troop
movements. Add keys to both maps.
E. Assessment/Evaluation
1.
Check student maps and notes
2001 Conference
2001 Conference
10
2.
B.
C.
D.
E.
Lesson Content
a. Students will understand how the Battle of the Marne changed the face of warfare
3.
Skill Objectives
a. Students will be able to write a historical journal from a viewpoint other than their
own.
Materials
1.
The First World War, by Andrew Wrenn, p. 12-17
Key Vocabulary
1.
Western Front The front lines between France, Belgium and Germany
2.
Battle of the Marne A battle in 1914 at the Marne River in France where both troops
dug trenches from which to hold the front lines
Procedures/Activities
1.
Read and discuss pages 12-17.
2.
Have students create a journal about a soldier in the trenches on the western front.
Journals should include what the soldier sees and hears, how he feels, and the injuries he
may face.
Assessment/Evaluation
1.
Evaluate the student journals.
Lesson Fourteen:
Examining the Molecules of World War I Gases
A. Daily Objectives
1.
Concept Objectives
a. The students will appreciate the role of science in their understanding of the Great
War.
2.
Lesson Content
a. Develop models of specific molecules, and of bonding in World War I gases.
b. Recognize the properties of molecules, including formula weight, molecular
formula, and structural formula.
c. Understand the Lewis Dot Structure method of labeling bonds.
d. Review the number of outer shell electrons in certain atoms.
3.
Skill Objectives
a. Students will refer to the periodic table to determine chemical weight of
compounds.
b. Students will identify the number of outer shell electrons, and use this to determine
the bonding structure of the molecule.
c. Students will understand the nature of these gases, and their effect on the war.
B. Materials
1.
Periodic table for each student
2.
Overhead notes for Qualities of Molecules (Appendix H)
3.
Worksheet Qualities of Molecules (Appendix I)
C. Key Vocabulary
1.
Bonding How a molecule is held together
2.
Covalent bonds A bond that involves sharing electrons between atoms
3.
Formula weight The total weight of a molecule based on the sum of all of its parts
4.
Molecular formula Shows the number and kind of atoms involved in a molecule
5.
Structural formula Indicates the number, kind and arrangement of atoms in a molecule
6.
Lewis Dot Structure A method of indicating bonds by placing the outer shell electrons
of an atom in such a way that, when combined with other atoms, will have a full outer
shell
D. Procedure/Activities
1.
Present overhead information to students.
2001 Conference
11
2.
E.
Explain that every atom has an outer shell of electrons, and that atoms are most stable
when these outer shells are filled. Lewis Dot Structures allow us to manipulate electrons
to fill outer shells.
3.
Present students with World War I worksheet.
4.
Have students read facts about first chemical (chlorine) that was used as a weapon. I
prefer reading the first one, then taking volunteers for the next example.
5.
Figure out, as a class, the formula weight, molecular formula, structural formula, and
Lewis Dot Structure of chlorine gas.
6.
Monitor students for understanding as they work independently.
Assessment/Evaluation
1.
Monitor student understanding through verbal responses, written responses, and
drawings of bonds.
2001 Conference
12
3.
B.
C.
D.
E.
Skill Objectives
a. Students will identify and create balanced equations both visually and
kinesthetically.
b. Students will identify reactants and products, and create equal amounts of each.
Materials
1.
Overhead notes for Products, Reactants and Equations (Appendix J)
2.
Scissors
3.
Construction paper (at least six colors)
4.
Zip-lock style bags
5.
Student handout Balancing Equations (Appendices K and L)
Key Vocabulary
1.
Reactant The molecules involved in the beginning of a reaction
2.
Products The molecules involved after a reaction has taken place
3.
Reaction A change involving the rearrangement of atoms, molecules, etc. in one or
more molecules (reactants) to produce new atoms or molecules (products)
4.
Chemical equation A sequence of chemical symbols that describes the ratio of
molecules or atoms involved in a reaction
5.
Balanced equation An equation that has the same number of molecules in the reactants
as it does in the products
6.
Coefficient The number prefix that describes how many molecules are in an equation
7.
Conservation of mass As matter can neither be created nor destroyed, the amount of
material will be the same in both the reactants and the products
Procedures / Activities
1.
Ask the students to explain the idea of the conservation of mass.
2.
Present overhead notes on Products, Reactants and Equations.
3.
Explain that, just like in math, an equation is written to keep track of quantities, and that
the quantities must be the same on both sides of the equation.
4.
Distribute Balancing Equations handout.
5.
Ask students to count the number of molecules on both sides of the first equation.
6.
Distribute construction paper, scissors, and Zip-lock bags to each student or table.
7.
Have students cut paper into roughly 1-inch squares.
8.
Explain that each piece of paper represents one atom of a certain molecule. For
example, blue could be hydrogen. Thus, every time they use blue it represents a
hydrogen atom.
9.
Ask students to find out how many hydrogen molecules are on the left side of the
equation.
10. Have students place this many pieces of paper on the table to represent the atoms.
11. Continue asking how many atoms there are for each molecule in the equation.
12. When finished with the equation, ask students if there are the same number of atoms on
both sides of the equation. If they answer yes, they have balanced the equation. If not,
they will need to add coefficients to balance the reactants and products.
13. Evaluate students written equations and paper models.
Assessment/Evaluation
1.
Students will have to display their completed paper models before they can progress to
the next problem.
Lesson Seventeen:
War of Attrition
A. Daily Objectives
1.
Concept Objective
a. Students will develop a sense of historical empathy.
2001 Conference
13
2.
B.
C.
D.
E.
Lesson Content
a. Problem solving
3.
Skill Objective
a. Students will be able to explain what War of Attrition is.
Materials
1.
The First World War, by Andrew Wrenn, p. 24-25
2.
Information from http://www.spartacus.schoolnet.co.uk/FWWgasdeaths.htm on Gas
Casualties in the First World War
Key Vocabulary
1.
Phosgene A fatal poisonous gas 18 times stronger than chlorine gas; its victims cough
up yellow froth before dying
2.
Mustard Gas A poisonous gas that will burn skin and lungs upon contact
3.
Battle of Verdun Fought February 21, 1916 until November 16 of the same year; this
was a ferocious effort on both sides to wear the enemys morale down with sheer
numbers of men and unrelenting attacks
4.
War of Attrition An attitude that the war would be won by the army with higher
morale and better fighting spirit, no matter what the cost of life or equipment
Procedures/Activities
1.
Read and discuss pages 24-25 in the book.
2.
Review with the students how Phosgene and Mustard gas work.
3.
Compare the three types of gasses including casualties using information from website.
4.
Have students make a Generals entry on how they believe their army could win this war
of attrition (students can be a General from either side.)
Assessment/Evaluation
1.
Assess the entries
2001 Conference
14
4.
5.
E.
Have students work either in pairs or individually to complete the worksheet and chart.
Have students make predictions or observations regarding the number of deaths and nonfatal casualties of chlorine verses mustard gas. Example: Which proved to be more
fatal? Which caused more harm?
Assessment/Evaluation
1.
Grade the worksheet for correctness and understanding.
2001 Conference
15
E.
weapons used, landscape, the way the war was fought, casualties and the causes of these
deaths.
Assessment/Evaluation
1.
Assess student papers.
Lesson Twenty-one:
Armies Mobilized and Casualties Chart
A. Daily Objectives
1.
Concept Objective
a. Students will appreciate the role of science, mathematics, and social studies in a
complete understanding of the Great War.
2.
Lesson Content
a. Reading charts and calculating percentages
3.
Skill Objectives
a. Students will be able to read and interpret information from a chart.
b. Students will be able to calculate percentages from a chart.
B. Materials
1.
One copy of Chart #1 worksheet (Appendix O) and chart for each student with
information from http://www.spartacus.schoolnet.co.uk/FWWdeaths.htm on Armies
Mobilized and Casualties 191418
C. Key Vocabulary
1.
Stem and leaf diagram A table showing the distribution of values in a data set by
splitting each value into a stem and a leaf
2.
Circle graph A circular graph that uses wedges to represent portions of the data set
3.
Rounding Estimating a number to a given place value
4.
Measure of central tendency Mean, median, range, mode
5.
Mean The average of a set of given data points
6.
Mode The most frequently occurring data point in a data set
7.
Median The middle point of a data set, when the set is arranged in order
8.
Range The difference between the least and greatest numbers in a data set
D. Procedures/Activities
1.
Review with students how to calculate percentages from a fraction.
2.
Review with students measures of central tendency.
3.
Discuss with students the title of the chart and what information the chart might contain.
4.
Review with students the countries involved in the Allied Powers and Central Powers.
5.
Ask students to make some observations using comparing and contrasting skills with
information contained in the chart.
6.
Looking at the chart, discuss ways to complete the missing columns.
7.
Have students work either in pairs or individually to complete the worksheet and chart.
8.
For additional practice with this chart, assign one of the extension problems.
E. Assessment/Evaluation
1.
Grade the worksheet.
VI. CULMINATING ACTIVITY
None
VII. HANDOUTS/WORKSHEETS
A. Appendix A: The British Family Tree and Pedigree and Answers
B. Appendix C: Mathematics and Punnett Squares
C. Appendix D: Nationalism, Militarism, and Colonialism
D. Appendix E: Stanley and Livingstone Game
E. Appendix F: Entangling Defense Treaties: Ratios and Proportions
2001 Conference
16
F.
G.
H.
I.
J.
K.
L.
M.
VIII. BIBLIOGRAPHY
A. Boehm, Richard G. Americas Story. Orlando, Florida: Harcourt Brace and Company, 1997,
ISBN 0-15-302042-3.
B. Conlin, Joseph. Our Land Our Time. San Diego, California: Coronado Publishers, 1986, ISBN
0-15-772025-x (11).
C. Hakim, Joy. An Age of Extremes. New York, NY: Oxford University Press, 1999, ISBN 0-19512766-8.
D. Hakim, Joy. War, Peace, and All that Jazz. New York, NY: Oxford University Press, 1999,
ISBN 0-19-512768-4.
E. Haywood, John. Modern Times 1815 to the Present. New York, NY: Oxford University Press,
1999, ISBN 0-19-521443-9.
F. Jerome Rosenberg W. Klug Conlin, Joseph. Our Land Our Time. San Diego, California:
Coronado Publishers, 1986, ISBN 0-15-772025-x (11).
G. Klug, William. Essentials of Genetics, New York, NY: M.R. Cummings, 1992. ISBN: 013371147-1.
H. Roberts, Paul M. Comprehensive United States History. New York, NY: Amsco School
Publications, 1987, ISBN 0-87720-642-2.
I.
Rosenberg, Jerome. Schaums Outline of Theory and Problems of College Chemistry. New
York, NY: McGraw-Hill, 1990, ISBN: 0070537097.
J.
Wrenn, Andrew. The First World War. Cambridge, United Kingdom: Cambridge University
Press, 1997, ISBN 0-521-57775-6.
K. www.mitretek.org/mission/envene/chemical/chem_back.html
2001 Conference
17
2001 Conference
18
2001 Conference
19
1. Mom has blue eyes (bb), Dad has brown eyes (Bb).
2. The sex of the baby from Mom (XX) and Dad (XY)
5. Hemophilia: Mom is not a carrier (XX) and Dad has hemophilia (XcY)
2001 Conference
20
MILITARISM
COLONIALISM
ENGLAND
FRANCE
GERMANY
RUSSIA
ITALY
2001 Conference
21
To travel from the west coast of Africa to the east coast and collect the most
goods along the way.
Rules:
1.
Each player or team rolls the dice and moves that many spaces.
2.
Team must then answer a question. If the answer is right, the team
receives goods. If the ans wer is wrong, they can return to start
because some African misfortune befell them (a hippo attack), or they
can lose goods.
3.
(These are not the original game rules. They are adapted to my purposes.)
2001 Conference
22
2001 Conference
23
2001 Conference
24
Qualities of Molecules
Objective:
a. To calculate the formula weights for various molecules
b. To determine the Lewis dot structures for various atoms.
c. To determine the chemical formula of certain WWI warfare
gasses
On the twenty-second of April, 1915, the German troops at Ypres discharged 180,000 kg of
chlorine gas from 5,730 cylinders. The gas blew with the wind, and killed or scattered the
opposing French and Algerian troops. The German soldiers marched forward with little
resistance, thus proving that gas warfare was an effective means of eliminating an enemy.
Lets take a look at the structure of chlorine gas.
Molecular formula: Cl 2
Structural Formula: Cl Cl
2001 Conference
25
Qualities of Molecules
Molecular
Formula
Structural
Formula
Molecular
Weight
Lewis Dot
Structure
Cyanogen
Chloride
Hydrogen
Cyanide
Phosgene
Tin
Tetrachloride
Notes on gases:
1. Chlorine Gas (Cl 2 ) First lethal chemical used in modern warfare. Now considered
obsolete, this gas burned subjects lungs and caused them to drown due to water
accumulation in lungs.
2. Hydrogen cyanide (CClN) Cyanide compounds were used by the Allies and the
Austrians, acted as an asphyxiant (prevented proper breathing), and could be shot through
an artillery shell.
3. Phosgene (CCl2O) Phosgene was another asphyxiant that created hydrochloric acid
when it came in contact with the lungs. This chemical was used by both sides, and was
first seen in 1915.
4. Tin Tetrachloride (SnCl4 ) Similar effect as above, with chlorine creating a potent acid
when it comes in contact with water, and can be best described as a fuming liquid.
2001 Conference
26
Objectives:
1.
2.
3.
Sample Formula:
2H2 + O 2 g 2H2 O
The hydrogen and oxygen molecules on the left side are called the reactants because they will
react with each other. The H 2 O on the right is called the product. There may be many reactants,
products or both. Typically equations are written from left to right, but can also be written t o
move right to left f. Equations can even be written so that they move either direction n.
Coefficients:
You might wonder what the first 2 is in the upper equation. This is called a coefficient, and it
helps scientists keep track of molecules to make sure they have the same number in the end that
they had in the beginning.
When the coefficient 2 is multiplied by the lower case number 2, or subscript, that represents the
4 hydrogens in the reactants. This tells scientists that there needs to be an equal number, or 4,
hydrogens in the products.
The number of oxygen molecules is equal on both sides as well. When there is no coefficient or
subscript, a scientist assumes those numbers are one. Therefore, in the reactants, a coefficient of
one multiplied by a subscript of 2 equals two oxygen atoms. And likewise, in the products, a
coefficient of 2 (which counts for the whole molecule) multiplied by the subscript of one, equals
two oxygen atoms.
Coefficients are added, but subscripts are not, to help balance equations.
2001 Conference
27
2001 Conference
28
Balancing Equations
Its so much fun, its a gas
2. Fe 2 O3 + CO a Fe + CO 2
3. H2 + N 2 a NH3
a H3 PO4 + CaSO4
In World War I, gas was used as a weapon. Mustard gas was used to create blisters on
this skin of those who came in contact with it. This gas acts on any exposed moist skin,
including: eyes lungs, armpits, and groin. This gas hung low to the ground. A soldier who
jumped into a shell crater for protection could find himself blinded, with skin blistering and
lungs bleeding. This gas could hover in the air for days.
Balance the following equation that has hemi-mustard as its primary product.
C4 H10 ClS
H2O
Cl
C4 H9 OClS +
Hemi-mustard
2001 Conference
HCl
29
Chart #2
Gas Casualties in the First World War
1) Find the totals to complete the chart.
2) For each country, find the percentage of non-fatal casualties out of
_________%
_________%
_________%
_________%
_________%
_________%
_________%
_________%
_________%
2001 Conference
30
Chart #1
Armies Mobilized & Casualties 1914-18
1) Describe what information this table gives. (Include an explanation of what total
mobilized and total casualties means.)
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________Reading tables
2) How many troops were mobilized by the Allied Powers?_______ by the Central
Powers? ___________ Reading Tables
3) Compare and Contrast the number of Casualties between the Allied and Central
Powers._________________________________________________________________
________________________________________________________________________
______________________________________________________
4) Write a ratio of Russias number of casualties to number mobilized.___________
5) Complete the column of the chart entitled Casualties % of Mobilized. (Round to the
nearest tenth. Finding %
Extensions:
1) Create a circle graph of Total Mobilized for each power. Show what percent of each
country represented the whole.
2) Create a stem and leaf plot of information in the chart, i.e. the number of soldiers killed
for each Allied country.
3) Create a new chart for the Central powers (using the same categories) rounding all
numbers to the nearest hundred thousand.
4) Find the mean, median, mode and range for both powers.
2001 Conference
31