StudentName:JuliaDiOrio&ShirleyWeng

Subject:Chemistry
Topic:GasLaws
GradeLevel:1011
SchoolandCIName:FluvannaCountyHighSchoolMs.RoseBrogan
DateofLessonEnactment:Monday,April25,2016
Duration:1fullclassperiodor90min

EssentialQuestions:
Whatarethequalitativeandquantitativerelationshipsbetweenthepressure,
volume,andtemperatureofagas?

VirginiaStandardsofLearning(SOLs):

CH.5
Thestudentwillinvestigateandunderstandthatthephasesofmatterareexplainedbykinetictheory
andforcesofattractionbetweenparticles.Keyconceptsinclude:
a)pressure,temperature,andvolume
c)gaslaws

Objectives:
Understandobjectives:
Physicalpropertiesofmatteraredependentoneachother,andrelationshipsbetweendependent
factorscanbedescribedusingmathematicalexpressions
Knowobjectives:
Thepressureandvolumeofasampleofagasatconstanttemperatureareinverselyproportional
toeachother(BoylesLaw:P
V
=P
V
)
1
1
2
2
Atconstantpressure,thevolumeofafixedamountofagasisdirectlyproportionaltoitsabsolute
temperature(CharlesLaw:V
/T
=V
/T
)
1
1
2
2
Atconstantvolume,thepressureofafixedamountofagasisdirectlyproportionaltoitsabsolute
temperature(GayLussac'sLaw:P
/T
=P
/T
)
1
1
2
2
TheCombinedGasLaw(P
V
/T
=P
V
/T
)relatespressure,volume,andtemperatureofagas
1 1 1 2 2 2
Doobjectives:
SWBTdifferentiatebetweentheCharlesLaw,BoylesLaw,andGayLussacsLaw
SWBTcalculatecorrespondingtemperatures,pressures,andvolumesusingCharlesLaw,
BoylesLaw,GayLussacsLaw,ortheCombinedGasLaw
SWBTsolveproblemsandinterpretgraphsinvolvingthegaslaws

Materials/Resources:
ActivityPacketincluding:
LearningMenu
Anticipationguide
Virtuallabworksheet
Gaslawsgraphicorganizer
Upcasestudy
Divingcasestudy

Practiceworksheet
Accesstocomputersandinternet
Elmo
Projector
Calculators
Precutgaslawsmanipulatives(madeofpaper)

Safety
Thelessondoesnotinvolveanymajorhazardsorsafetyissues.Studentswillnotbeworkingwith
chemicalsinthelab.Withtheuseofcomputerscomestheriskofstudentsvisitinginappropriate
websites,anditwillbetheresponsibilityoftheteachertomonitorstudentsuseoftechnology.

Procedures:

Lesson
Segment
Intro
Hook(5min)

Materials

InstructionalSequence
T=TeacherS=StudentEA=Expected
Answer

CrushedSoda
CanVideo
LearningMenu
Elmo
Projector

ActivityPacket
Anticipation
guidehandout

Studentswillbegivenanactivitiespacket
atthebeginningofclassandexplainthe
processforcompletingalearningmenu.

Introducethelessonwithavideoofthe
CrushedSodaCanexperiment:
https://www.youtube.com/watch?v=mS8
ZIrDetJM&nohtml5=False

(First50secs)
Askstudentstofirstmakeobservations
andthenpredictwhythecancollapsed
inwardwhengoingfromveryhottovery
cold.Studentswillrecordresponsesin
theBeforecolumnoftheanticipation
guidehandoutintheiractivitypackets.

Teacher/Student
Actions
T:Provide
backgroundfor
whatishappening
inthevideoand
showvideoclip
S:Watchthevideo
andmaketheir
observations/predi
ctionsonthe
anticipationguide

Body

Part1:Gas
LawsVirtual
Lab
(Entree#1)
(3045min)

GasLaws
Graphic
Organizer
(Entree#2)
15min

Activity
Packet
Virtuallab
worksheet

ActivityPacket
Graphic
organizer
handout

Elmo

Theinstructorwillexplainthepurposes
ofthislabtodeterminethequalitative
andquantitativerelationshipsbetween
thevolume,pressure,andtemperatureof
agasandtodistinguishbetweenanduse
themajorgaslawsthatdescribethese
relationships.
Whatisthedifferencebetween
qualitativeandquantitative?
EA:Qualitativerefersto
observationsof
quality/description.Quantitative
dealswithconcretenumbersthat
canbemeasured.

Theinstructorwillgooverthe
instructionsforthevirtuallab,andthe
classwillgothroughthebeginningofthe
firstgaslawtogether.Theinstructorwill
checkforunderstandingofthedirections
beforestudentsworkeitherontheirown
orinsmallgroupsofnomorethanfour
memberstocompletethelab.
Ifindividualsorgroupscompletethe
assignmentearly,theymayworkonthe
dessertactivitiesuntiltherestoftheclass
hasfinished.

T:Introducingthe
virtuallabandthe
purposesofthe
activity
S:Answering
questionsand
askingquestionsif
necessary

T:Walkstudents
throughthe
instructionsand
modelusingthe
projectorand
Elmo,answer
clarifying
questions,and
monitorstudents
appropriateuseof
technology
S:Listen

attentivelytothe

instructor,askfor

clarificationif

necessary,focus

oncompleting

workeither

cooperativelyor

individually

Studentsapplytheknowledgeandskills
T:Coldcallon
fromthevirtuallabtocompleteagraphic studentstoprovide
organizerofallthegaslaws.Studentswill answersandensure
determinetheproportionalityexpression, thatthereisequal
generalequation,andgraphsforeachgas participationbythe
law.Studentswhofinishearlywillbe
class

Part2:
Mnemonic
Device
(5min)

Part3:Dessert
Activities
(20+min)

Precutgas
laws
manipulative

Activity
Packet
Practice
problems,case
studies

Calculators

askedtobeginworkingonthedessert
activities.

Oncetheentireclassisfinishedwiththe
entreeactivities,theinstructorwillcold
callonstudentstoreviewtheanswersto
thegraphicorganizer.Theinstructorwill
alsousetheElmoprojectthecorrect
answerssostudentscanfollowalongand
checktheirwork.

Then,transitionwiththestatement,Now
thatwevelearnedaboutthemajorgas
laws,wearegoingtolearnamnemonicto
rememberwhattypeofrelationshipexists
betweenphysicalparameter.The
instructorwillprovidestudentswith
precutgaslawsmanipulativesandmodel
howthemanipulativeworks.This
manipulativeworksbyfirstcoveringthe
parameterthatisheldconstant.For
example,temperatureforBoylesLaw.
Thenyoucanmoveoneoftheremaining
parameterseitherupordownandyoucan
seewhichdirectiontheotherparameter
moves.AsIraisepressure,Icanseethat
volumedecreases.Thisistheinverse
relationshipofBoylesLaw.

Theinstructorwillintroducethethree
dessertoptions.Studentswillbeableto
choosetwodessertoptionsthatinterest
them.Thedessertoptionsrequirestudents
toapplytheirknowledgetoword
problemsorcasestudies.Studentsshould
workindividuallyontheassignments,but
theymayasktheirneighborsforhelpor
raisetheirhandforassistance.Depending
onMs.Broganswishes,thedessert
activitiescanbecollectedandgraded,OR
studentswillbegiventheanswerstothe

S:Provide
responsesfromtheir
worksheetandask
questionsif
necessary

T:Modelinguseof
themanipulative
S:Followingalong
withtheteacher
andasking
questionsif
necessary

T:Goover
directionsforthe
desserts,answer
studentquestions
andmonitor
progress
S:Askquestionsif
necessaryand
assistneighbors

dessertactivitiesinaquickreviewsession
ontheElmo.
Closure
10min

TotalTime=
~1fullclass
period(90
min)

CrushedSoda
CanVideo
LearningMenu
Elmo
Projector

ActivityPacket
Anticipation
guidehandout

Inthelasttenminutesofclass,the
instructorwillplaythevideoofthe
implodingsodacanagain.Studentswill
completetheAftercolumnofthe
anticipationguide.Theinstructorwilluse
coldcallingtoaskoneortwostudentsto
readtheiroriginalpredictionandshare
whethertheyagreeordisagreewiththeir
earlierthoughts.Then,theinstructorwill
askthestudentswhatisreallyhappening
(basedongaslaws)intheexperimentand
callonstudentstosharetheir
explanations.

T:Asking
questions,
facilitating
discussion,and
providingfeedback
S:Sharingideas
andanswering
questions

AssessmentPlan:
InformalFormativeAssessment:
Duringthelesson,theinstructorwillusequestioningtoelicitstudentresponsesandcheckfor
understanding.Ifstudentsareunabletoanswerthequestionsaccurately,theinstructorwill
provideanimpromptureviewoftheconceptsandclarifyanymisconceptions.

FormalFormativeAssessment:
Studentactivitypacketscanbecollectedtocheckforunderstanding.Theinstructorcancheckfor
accuracy(e.g.correctplotsofPTV,correctrelationshipsbetweenvariablesforgaslaws)and
providecorrectivefeedbackonthehandouts.
Duringclosure,studentsshouldbeabletoexplainwhathappenedinthesodacanvideo.
Instructorswillcoldcallonstudentsto:(1)sharetheiroriginalpredictions,(2)explainifthey
agree/disagreewiththeoriginalpredicts,and(3)applyknowledgefromthegaslawssimulation
toaccuratelyexplainthisphenomena.IfstudentshaveattainedthetargetKUDsduringthis
lesson,thentheywillbeabletoexplainwhythesodacaniscrushedusingtheappropriate
scientificterminology.

Closure:

Atthebeginningofthelesson,theinstructorwillputupayoutubevideoofanimplodingsodacan.
Studentswillmakeobservationsandpredictionsaboutwhatishappeninginthevideo.Attheendofthe
lesson,studentswillapplytheirknowledgeofgaslawsandreflectontheiroriginalpredictionsinaclass
discussion.Coldcallingwillbeusedtoensurethatallstudentshaveanequalchanceofbeingcalledonto
sharetheirthoughts.Revisitingtheyoutubevideowillprovideasenseofclosuretotheentirelesson.

Accommodationsforindividualdifferences:

TherearenoEnglishLanguagelearnersorstudentswithspecialneedsintheclass.Thecontentwillbe
differentiatedtomeetdifferentlearningprofiles,readinesslevels,andinterests.

Modifications
Content(whatislearned):SametargetKUDsaddressedforHonorsandRegular
Gaslaws:CharlesLaw,BoylesLaw,GayLussacsLaw,CombinedGasLaw
Ifthereisadditionaltime,instructorswillintroduceAvogadrosLawandPV=nRTto
Honorsstudents
Process(howcontentismastered):
Questioning
:Duringthelesson,theinstructorwillusequestioningtoelicitstudent
responsesandcheckforstudentunderstanding.Inordertoanswerthesequestions,
studentswillhavetothinkdeeperaboutthecontent.Theappetizer,entree,anddessert
activitiesallowstudentstofurtherhoneanddeveloptheirskills.
EntreesVirtuallab&graphicorganizer
:Studentswilluseanonlinesimulationto
exploretherelationshipbetweenP,T,andVofthegaslaws.Theywillberequiredto
collectdata,makeplots,andanalyzetheirresultstowriteexpressionsforeachgaslaw.
MnemonicDevice
:Theinstructorwillintroduceamanipulativeandmodelhowthe
manipulativeworksasthestudentsfollowalong.Studentshaveawiderangeoflearning
profiles,andsomestudentsmayappreciatethemanipulativeasanotherwaytovisualize
therelationshipbetweenP,T,andV.
http://www.bondwithjames.com/2013/02/gaslawsmanipulative.html
Desserts
:Thedessertactivitiesallowstudentstoselectanactivitythatalignswiththeir
learningprofileandinterest.
Divingcasestudy:ThiscasestudyrelatesBoylesLawtodiving,arealworld
applicationofchemistry.Thequestionsarescaffoldedsuchthatmostvariables
arealreadyidentified,andstudentssimplyhavetosetuptheequationandsolve.
UPcasestudy:StudentsexaminethePixarmovie,Up,inrelationtogaslaws.
Thisactivitymaybeslightlymorechallengingthanthedivingcasestudy.
Practiceproblems:Studentswhoprefertraditionalmodesofindependentpractice
maybemoreinclinedtoselectthisoption.Thepracticeproblemsrequire
studentstoapplygaslawexpressionstowordproblems.Thisoptionalso
incorporateschoice.Studentswillbeabletoselectproblemstocomplete.
Product(howlearningisobservedandevaluated):
ActivityPacket
:Studentactivitypacketscanbecollectedtocheckforunderstanding.The
instructorcancheckforaccuracy(e.g.correctplotsofPTV,correctrelationshipsbetween
variablesforgaslaws,correctsolutionstopracticeproblems)andprovidecorrective
feedbackonthehandouts.
ClosureActivity
:Attheendofthelesson,studentswillrevisittheirpredictionsonthe
implodingsodacanintheyoutubevideo.Theclasswillengageinathoughtfuldiscussion
thatisrootedinscientificconceptsandprinciples.Studentresponsescanbeinformally
assessedbytheteachertogaugecontentmasteryandprogress.

Behavioralandorganizationalstrategies:


Behaviorstodiscussormodel:
Workinginteams
:Studentswillcompletethesimulatedlabasateam.Studentsmustwork
collaborativelytoinvestigatethegaslaws,andtheteacherwillprovidesupportbycirculating
aroundtheclassroom.Theinstructorwillprovideclearoralinstructionsandexpectationsforthis
portionofthelesson:
StudentswillberandomlyassignedintogroupsbasedontheMs.Broganspopsiclestick
system
Eachteamwillbegivenalaptoptoshare
Eachstudentwilltaketurnsbeinginchargeofthelaptop
Allstudentsareexpectedtocompletethehandout(nosharedgroupworksheets)
Solvingproblemsthroughcriticalthinking
:Studentswillberequiredtocollectdata,plotdata,
andanalyzedata.Thismayrequiresomesupportfromtheinstructor.Asstudentsbeginworking
onthelab,theinstructorwillcirculatearoundtheclassroomandconsultwitheachgrouptocheck
onstudentprogress.Ifnecessary,theteacherwillmodelhowtousethesimulationonthe
projectorscreenbeforetheactivity.
Organizationalstrategies:
Beingprepared
:Theinstructorwillprecutmanipulativesandprintoutallmaterialsbeforeclass.
Theprogressionofthelessonhasbeenoutlinedintheproceduresectionofthislessonplan.By
beingpreparedandorganized,theinstructorcansetagoodexampleforthestudentsandreinforce
expectations.

Resources/References:
VirginiaStandardsofLearningforChemistry
CrushedSodaCanVideo:
https://www.youtube.com/watch?v=mS8ZIrDetJM&nohtml5=False
GasLawsSimulation:
https://www.teachchemistry.org/content/aact/en/periodical/simulations/gaslaws.html
(Shortened
to
http://tinyurl.com/gaslawsvirtuallab
)
GasLawsManipulativeinspiration:
http://www.bondwithjames.com/2013/02/gaslawsmanipulative.html
PracticeWorksheetproblemsandinspiration:
http://www.willametteleadershipacademy.net/uploads/2/2/7/0/22709016/gas_laws_ws.pdf