ANALYZE
Outcomes:
General Learning Outcome:
1. Explain molecular behavior using models of the gaseous state of matter
Specific Learning Outcomes:
1. Describe and compare the behavior of real and ideal gases in terms of kinetic molecular
theory
2. Convert between Celsius and Kelvin temperature scales
3. Explain the law of combining volumes
4. Illustrate how Boyle's and Charles' laws, individual, and combined, are related to the ideal
gas law (PV = nRT)
5. Express pressure in a variety of ways, including units of kilopascals, atmospheres, and
millimeters of mercy
6. Perform calculations, based on gas laws, under STP, SATP, and other defined conditions
7. State hypothesis and make predictions based on information about the pressure,
temperature, and volume of a gas.
Factors and Focus:
Chemistry 20 is a high content driven course. It is necessary in this type of course to stay
focused on understanding confusing concepts and terms. With that said, it is also important
for students to be equipped with learning and study skills that will help increase their
autonomy as learners. With that in mind, this unit is going to focus on in-class, individual
learning through laptops. Students will work on their own for MOST of the videos and
activities, while the teacher discusses topics to enhance understanding when necessary. This
unit lends itself well to this type of process, as most of the concepts are easy to grasp,
numerous videos have been done on various experiments, and there are numerous online
simulations that will allow students to maintain that lab component that is an important
aspect of most other chemistry units.
DESIGN
This project will consist of an introduction lesson, 4 content lessons, a review
assignment, and a movie lab project. Each lesson will involve numerous activities
allowing the students to post their answers on a blog or padlet, Videos on each topic
will be used to create discussion, and teach the necessary steps for math problems.
A simulation will be used to add visualization components. Finally, practice problems
and quiz questions will be created using socrative in order to allow the students
opportunities to enhance learning, and assess their understanding of content.
In creating this project, the simplest method would be to create each lesson
consecutively, and build the website as the activities and assessments are produced.
Each lesson will be structured by the understanding by design approach with the
outcomes and assessment considered first, and the activities produced off of that
analysis.
EVALUATE
Creating an online project for students requires a lot of work, and without the
ability to reflect on the functionality with students, it is hard to determine whether or
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not the lessons I have created would indeed be effective in the classroom. The
aspect that took the most time was formatting the website into a structure that would
not only be easy to navigate, but would also be easy for the students to work through
each lesson independently and track their progress. I think this website would be
successful in a chemistry 20 classroom, and am excited to try it out one day.
It was important in the A.D.D.I.E process to understand the outcomes that were
being taught. In chemistry, there are often lab dynamics involved in various units,
which does not always lend well to an online environment. Thus, it was important for
me to choose a topic that would be suited for online simulations and activities that
would allow students to successfully understand the material. I think that the topic
worked out well, and as I teach chemistry in the future will continue to look for other
topics that have aspects enabling their use in an online environment.
I designed the lessons in a format that would begin the process towards a
flipped classroom environment. In my limited experience with teaching, I have come
to learn that it is crucial to make changes in small steps, allowing the students to
slowly adjust. By having videos and discussion activities for the students to work
through independently under supervision, I believe the students would begin to
comprehend the autonomy needed for a flipped classroom environment.
Overall, this was a rewarding experience. I enjoyed researching my topic and
generating new ideas each time I started working on it that would help in creating a
more effective learning tool. It will definitely be valuable for me to build similar
projects in the future, and will make a few changes to the process. The biggest
change would be the website used for the project. I think that a program like
edmodo supports the type of environment I want to establish, and has all of the
programs and resources needed already implemented in the site. This would allow
me to focus less on building the site, and more on providing engaging content for my
students.
Lesson Plan Outlines
Grade/Subject: Chem 20
Unit: Gas Laws
Emphasis: Science and Tech.
General Learning Outcomes:
1. Explain molecular behavior using models of the gaseous state of matter
Skill:
OUTCOMES FROM ALBERTA
PROGRAM OF STUDIES
Knowledge
1. Describe and compare
the behavior of real and
ideal gases in terms of
LEARNING OBJECTIVES
Students will:
Lesson 1:
1) Define the molar volume of
a gas
2) Explain the relationship
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ASSESSMENTS
(Observations, Key Questions,
Products/Performances)
Formative:
- Blog posts
- socrative practice questions
- polls
- padlet discussion questions
kinetic molecular theory
2. Convert between Celsius
and Kelvin temperature
scales
3. Explain the law of
combining volumes
4. Illustrate how Boyle's and
Charles' laws, individual,
and combined, are related
to the ideal gas law (PV =
nRT)
5. Express pressure in a
variety of ways, including
units of kilopascals,
atmospheres, and
millimeters of mercy
6. Perform calculations,
based on gas laws, under
STP, SATP, and other defined
conditions
7. State hypothesis and
make predictions based on
information about the
pressure, temperature, and
volume of a gas.
between volume and pressure
of a gas according to Boyle's
Law
Summative:
3) Apply Boyle's law to
- quizzes
determine the volume and
- unit page
pressure in a changing system
- iMovie project
4) Recognize various gas
- Test
pressure units
5) Convert gas pressure into
different units
Lesson 2:
1. Explain the relationship
between temperature and
volume using Charles' Law
2. Convert temperature values
between celsius and kelvin
3. Apply Charles' Law to solve
for missing variables
Lesson 3:
1) Recognize the combined
gas law
2) Apply the combined gas
law to find missing variables in
problems
3) Explain the law of
combining volumes
4) Describe (using words and
pictures) 4 differences
between real gases and ideal
gases
Lesson 4:
1. Identify the variables in the
Ideal Gas Law Formula
2. Apply the ideal gas law to
find missing variables
LEARNING RESOURCES CONSULTED
Alberta.Alberta Education. (2007). Chemistry 20-30: [program of studies]. Edmonton, AB: Alberta
Education.
Chastko, A. M., 1942-, Ackroyd, J. E., & McGraw-Hill Ryerson Limited. (2007). Inquiry into chemistry
Teacher’s Resource. Toronto: McGraw-Hill Ryerson.
Rao, G., Flemming, O. J., Schultz, R., & Castle Rock Research Corp. (2008). Chemistry 20: Student
notes and problems (Alberta ed.). Edmonton: Castle Rock Research.
Jenkins, F., & Thomson Nelson. (2007; 2008). Nelson chemistry: Alberta 20-30 Teacher’s Resource.
Toronto: Thomson Nelson.
MATERIALS AND EQUIPMENT
Laptops, polleverywhere, padlet, weebly.com, iMovie, Internet, Glogster, Socrative
PROCEDURE
Introduction:
- Review Outcomes with the students
- Review Lesson Structure – ensure that students are aware of expectations for the unit.
Familiarize them with the structure of the website, as well as the online tools that they will
be using.
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- Emphasize plagarism – the set up of this unit is built upon the idea that most of the work
will be done during class time to minimize opportunities for plagiarism. Students should be
reminded, however, of the consequences that could arise if they do not perform their
own work.
- Review the Advance Organizer/Agenda:
Agenda:
Introduction Lesson
Lesson 1. Boyle’s Law
Lesson 2. Charlse Law
Lesson 3. Combined Law
Lesson 4. Ideal Gas Law
Review Assignment
iMovie experiment Assignment (2 classes)
Introduction Lesson:
Activity Checklist:
1. Padlet Discussion
2. Cartesian Diver Poll
3. Simulation Blog Response
- Hook: Queen video “Under Pressure”
- Padlet Discussion: Ask the students the following questions. Show them how to post their
response to the padlet by clicking on the link.
What is pressure? What is volume? With a partner, create the most unique definition for
both in your own words, and provide the best drawing to represent each. Take a picture
and post it on the padlet.
Review the responses with the students, and discuss the level at which the responses
were given. Explain how they could improve upon their answers. Ensure that they
understand that despite the opportunity to work independently, they should still strive to
meet high expectations.
- Cartesian Diver Demonstration: Have the students consider the following questions while
they watch the video. Review their responses.
1. What happens to the water level in the bottle when it is squeezed? What happens to the
volume of the bottle when it is squeezed?
2. What happens to the volume of the air space IN the eye dropper when the bottle is squeezed
3. What do you think is inside the black bulb of the eye dropper?
4. Does the actual number of air molecules inside the eye dropper change when the bottle is
squeezed?
- After watching discussing the previous questions, have the students provide their predictions
using Poll Everywhere and discuss their answers.
- Simulation activity: Give students the needed instructions for the simulation activity, and
set them to work. Make sure they understand how to find the blog page. This posting will
be due for the next class.
Body:
Lesson One: Boyle’s Law
Activity Checklist
1. Lesson 1 Blog Post
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2. Lung Rupture Padlet Discussion
3. Boyle’s Law Practice Questions
4. Pressure Practice Questions
- Vacuum Chamber video demonstration and blog post:
Review the following instructions with the students: Watch the peeps in the following
video. As air is removed from the container, the air pockets in peeps and the shaving
cream will expand. What is causing this to happen? Hint: Think back to the simulation we
performed yesterday and the gas particles that are present in both the air pocket and
the container.
- Have the students provide a hypothesis on the classroom blog.
- Review their responses
- Once you have finished this activity, have the students read through the rest of the web
page on their own and complete the remaining required activities.
- Boyle’s Law Padlet Response:
Instructions: The following video explains how the peeps, shaving cream, and in this case,
a balloon can help demonstrate Boyle's Law. It also discusses the relationship between
Boyle's Law and lung rupture in deep sea divers. After watching the video, explain the
cause of lung rupture in divers in your own words and post it to the padlet linked below.
- Molar Volume Notes:
Students should read through the notes and copy down the values provided.
- Boyle’s Law:
Students are expected to read through the provided information, and copy the notes
down as they watch the video for the topic. They then have practice questions that are
linked to socrative to complete.
- Pressure Conversions
Similar to the previous topic, students are expected to record the notes from the video,
and then complete the practice questions provided.
- Practice quiz questions: optional practice for students.
Lesson Two: Charles’ Law and Temperature Scales
Activity Checklist:
1. Charles’ Law Blog Post
2. Charles’ Law Practice Questions
3. Activity Padlet
-Intro: Charles’ Law Blog Post
Have the students read the description for Charles’ Law. They should then continue to
perform the rest of the activities. To complete the post, have the students apply their
understanding to the videos provided by describing what is happening based on the
principle. They should post their response on the blog link attached
- Temperature Scales: Students will watch the temperature conversion video. This is basic,
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and will help them answer the following questions. Have the students ask for clarification
if needed.
- Charles’ Law: Charles’ Law relates temperature and volume. Have the students watch
the video on Charles’ Law problems and copy down the notes during the explanation.
There are practice problems for them to complete when they are done on the link to
socrative.
- Padlet Activity: graphing activity. Students will use excel to plot a graph using the charts
provided. Go over instructions with students if needed:
Using the following data, create a line graph using excel.
Your graph should include 4 lines: p1, p2, p3, p4.
The scale of your graph should be from -300 to 100 degrees Celsius.
Volume should be used as your y-axis.
Once you have created your graph, calculate the k constant for each line (k1, k2, k3,
k4).
Extrapolate each line to the left until it crosses the horizontal axis. At what point does
each line cross the horizontal axis?
- have students post a copy of their assignment to the padlet provided.
- Practice quiz questions: optional practice for students.
Lesson Three: Combined Gas Laws
Activity Checklist:
1. Combined Gas Law Problems
2. Lesson 3 blog post
3. Kinetic molecular theory padlet
4. Gas behavior padlet
- Combined Gas law: Students will watch the combined gas law video and copy down
the solutions. They will then answer practice problems on socrative.
- Lesson 3 Blog Post: Have the students watch the video on the law of combining
volumes, and avagadro’s theory. They are expected to summarize both theories using
their own words.
- Kinetic Molecular Theory Padlet: Students will read through notes on the kinetic
molecular theory. They will use the definition to draw pictures of the particles in all three
states of matter (solid, liquid, and gas). They need to make sure to address how points 2-4
of the Kinetic Molecular Theory are different for each state and why they are different.
The will post their drawings on the padlet by taking a picture. Once others are done,
discuss the examples.
- Ideal vs. real gases: Students will watch this silly video that has a teacher demonstrating
the different characteristics of ideal and real gas behaviour. They will then, individually or
with a partner, use the above chart and create drawings or take pictures that
demonstrate the differences in behaviour. They will upload pictures onto the padlet.
- Practice quiz questions: optional practice for students.
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Lesson Four: The Ideal Gas Law
Activity Checklist:
1. Lesson Four Blog post
2. Ideal Gas Law Practice Problems
- ideal gas law: Studetns will watch the video on the ideal gas law and answer the
following questions
1. Why is Boyle's Law considered a misattribution?
2. What type of gases does the ideal gas law apply to?
3. If the temperature of gas particles goes up, what happens to the pressure and
volume?
4. Explain hat happens to the can in the experiment show in the video IN YOUR OWN
WORDS.
5. At what conditions to gases deviate from the law?
Post your answers on the lesson four blog post
- Practice problems: Students will watch the provided video on solving ideal gas law
problems. They are expected to copy the answers down in their notebook. Remind the
students to make sure to ask any necessary questions while they are watching the video.
Once they are done, they can use their notes to do the practice problems on the link to
The room number is 348125.
socrative.
- Practice quiz questions: optional practice for students.
Closure
Review Assignment: Provide the students with the following instructions
Instructions:
- Using the chart below, create a glogster that reflects your understanding of gas laws.
- Make sure to provide a description for each point IN YOUR OWN WORDS.
- A picture or video MUST be included with each point.
- You will need to create an account with glogster if you do not already have one.
- If you have any questions, ask your teacher, or post them on the blog.
iMovie Assignment: Provide the students with the following task description and instructions
The task:
A local broadcasting company has been asked to develop a science segment to assist
local science teachers with engaging students in the classroom. You have been asked
by this company to develop a movie trailer that highlights a topic you have learned
throughout the gas laws unit in chemistry. They have requested that your trailer showcase
an experiment that both teachers and students could perform for themselves.
Guidelines
- This project should be done with a partner
- The trailer will be created using iMovie
- Throughout this unit, your teacher has provided you with numerous experiments
demonstrating various gas laws. You are expected to perform one of those experiments,
or research a different experiment and have it approved by the teacher.
- As you perform this experiment, you will videotape it in order to include the footage in
your trailer
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- Select one of the following topics for this trailer: Boyle's Law, Charles' Law, Combined
gas law, Ideal vs. Real gases
- Post your group member, chosen topic, and experiment on the blog post
- Post your video to the padlet when you are finished
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