I. Curricular Framework

Concept:

Change

Essential Question:

How are volume, pressure and temperature related in gases?

Bridge:

Volume Opposites

Content:

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: The student will be able to explain the effect that a change in temperature has on volume in gases

Activity: Crush the can demo. Students watch the teacher directed demo, then brainstorm what natural occurrences caused the can to mysteriously crush.

Assessment: Student engagement

2. Attend: Attending to the Connection

Objective: The student will be able to compare and contrast different examples of pressure in their daily lives

Activity: Compare and contrast ideas on the can crushing to the “feel” of swimming to the bottom of a pool or deep in a lake.

Assessment: Student participation

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: The student will be able to identify examples of a change in volume in gases.

Activity: Draw diagrams of three examples of times in which gases are involved in a volume decrease and three examples of a volume increase.

Assessment: Student participation and completion of the diagrams

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: The student will be able to explain the relationships of gas properties in the gas laws: Charles’, Boyle’s and Gay-Lussac’s

Activity: Students work individually (10 minutes) then in cooperative groups (10 minutes) and finally by teacher directed discussion on a note/problem solving guide that follows the chapter reading on gas laws. Draw and discuss graphs of each law.

Assessment: Completion of note guide and participation in cooperative groups

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: The student will be able to experimentally determine the properties and explain their role in Charles’ and Boyle’s Law

Activity: Students perform the Charles’ Law experiment on boiling and freezing a balloon. Then they perform the Boyle’s Law experiment using Vernier software computers, a syringe and a pressure sensor.

Assessment: Student’s participation in the lab, lab write up and completed graphs.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: The student will be able to construct a procedure for experimentally determining absolute zero

Activity: In lab groups, design an experiment to determine the Celcius temperature of Absolute Zero. The students are allowed water, thermometers, a pressure gauge, rock salt and Bunsen burners.

Assessment: Student participation and % accuracy on the actual value of Absolute Zero versus its theoretical value

7. Refine: Refining the Extension

Objective: the student will be able to analyze the results and determine the calculation error

Activity: Compare student lab results to the true Celcius temperature of Absolute Zero. Discuss successes and failures as well as methods of improvement.

Assessment: Student lab results and % errors

8. Perform: Creative Manifestation of Material Learned

Objective: The student will be able to demonstrate improved methods of experimentally determining Absolute Zero

Activity: A contest between lab groups on eliminating error in determining Absolute Zero. The winning lab group will have to explain why their experiment was successful. They will be awarded bonus points.

Assessment: Student participation and demonstrated improvement

Assessment, Phase Five,Performance, Creative Use of Material Learned: