Title:  Gas Laws

 

Name:  Ardelia Ford

 

Title of Lesson:  Gas Laws

 

Date of Lesson:  ----

 

Length of Lesson:  A week.

 

Description of Class:  High School Chemistry

 

Source of Lesson:  http://aspire.cosmic-ray.org/javalabs/java12/gaslaws/act1/tchrpage.htm

 

TEKS Addressed:

(7)  Science concepts. The student knows the variables that influence the behavior of gases. The student is expected to:

(A)  describe interrelationships among temperature, particle number, pressure, and volume of gases contained within a closed system; and

(B)  illustrate the data obtained from investigations with gases in a closed system and determine if the data are consistent with the Universal Gas Law.

The Lesson:

 

I.  Overview

II.  Performance or Learner Outcomes:

Students will be able to:

            Explain the gas laws.

III.  Resources, Materials, Supplies Needed

            Computers with internet connection and appropriate software to complete the

simulation activity.

1 Balloon for each student.

IV.  Supplementary Materials, Handouts

            Quiz Worksheets

Five-E Organization

 

Teacher Does

Student Does

Engage:

  1. The students will blow up balloons and then describe what happens when they try to compress the balloon.  As the students push the balloon inward, IÕd ask them to describe whatÕs happening to the volume of the balloon. (decreasing)  Then IÕd ask the students if thereÕs any change in the amount of gas in the balloon (no change) Then point out that you can change the volume without changing the amount of gas in a balloon.
  2. Ask students if they could imagine any other variable which could cause the balloon and its contents to change. Conceivably, some students may realize that temperature will have some effect. Challenge them to design an experiment to test the validity of their ideas.

Participates in class activity.

Questions:

(in the discussion above.)

Expected Student Response:

 

Evaluate

Make sure the students understand that you can change the volume without changing the amount of gas in the balloon.

 

Teacher Does

Student Does

Explore:

Have the students complete a simulation exercise to determine the effects of pressure, temperature, and volume in a realistic virtual lab environment. (Future Lab Chemistry Simulation):  http://www.innovativeeducation.com/-simmplus/idealgas.htm

Questions are already embedded in the exercise for the students to answer. 

 

Perform exercise.

Questions

  1. If you want to reduce the pressure of gas in a tire, what could you do?
  2. As you let the gases in a hair spray can escape, what happens to the volume and pressure of the gas?
  3. What is the relationship between gas volume and gas pressure when temperature is kept constant?

 

Expected Student Response

 

StudentsÕ answers will vary depending on level of understanding.

 

Evaluate

Have the students complete the question included in the simulation.

 

Teacher Does

Student Does

Explain:

Lecture on gas properties that includes a discussion on Air bags, BoyleÕs Law, CharlesÕ Law, and the ideal gas law.

 

 

Takes notes.

 

Evaluate

Muddiest Point/Quiz

 

Teacher Does

Student Does

Extension:

 

Have students explain how the diaphragm acts during inhalation and exhalation.

 

 

 

 

Attempt to explain the problem.

Questions:

  1. What happens to the pressure in our lungs when we increase the volume during inhalation?
  2. If you want air to enter your lungs, what must you do to the space inside your chest cavity?

A second set of questions that could be asked to probe the studentsÕ knowledge:

  • What happens to the pressure in an automobile tire when we overload the car, causing the tire to be compressed?
  • Why does a balloon usually burst if we press on it too hard?
  • During scuba diving, what happens to the pressure of the air behind your eardrum as the water pushes on it? What will you experience when this happens?
  • As the piston in an automobile engine moves upward causing the gasoline vapor and the air to take up a smaller volume, what happens to the pressure of these gases? Why is this condition of the gases advantageous to the operation of an internal combustion engine?

Expected Student Response:

 

StudentsÕ answers will vary depending on the level of understanding.

 

Evaluate

Have the students create their own concept map of gas laws.

 

References:

1. http://aspire.cosmic-ray.org/javalabs/java12/gaslaws/act1/tchrpage.htm