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Objective:

Students will understand Interactions of Matter through study of the gas laws.

Engage:

The engage will be the demonstration of cups sticking to balloons. When a balloon is

blown up with cups placed on the side the volume of air inside the cup increases, causing

pressure inside the cup to decrease. Due to the air outside the cup having more pressure than the

air inside, the cups stay on the balloon.

For this I will stand in front of the class and partially blow up a balloon. I will then ask

them what they think will happen if I were to stick two balloons on the sides and continue to

blow it up. The cups will stick to the balloon and I will then ask students what they think is

happening. After a small discussion I will give a basic introduction to pressure and the combined

gas law and let the students do their own experiment.

Instructional Strategies:

Lab

Cooperative Learning

Materials:

Balloons

Plastic Cups

Empty Soda Cans

Ice Water Bath

Hot Plate

Safety Goggles

Beaker Tongs

Photos of Pressure Explosions/Implosions

Explore:

To explore the concept, I will start off the class letting students perform the crushed soda

can experiment and observe pressure to come up with their own explanations of what is

happening. I will divide them into groups of four and each person will have a specific role. One

person records Data/Observations, another person gathers materials, and the other two will be the

ones performing the experiment. One student does parts requiring hot temperatures, the other

does parts requiring cold temperatures. I will explain to them what they are to be doing: 1cm

water in can, boil, remove from heat, observe what happens, return to heat, prepare ice water,

remove from heat and turn upside down into ice water etc. I will make sure all students have

safety goggles and that they are only touching the cans with beaker tongs. I will guide students as

needed, but mostly they will be doing things on their own and working together as a team to

figure out what is happening.

Questions to ask:

What happens when the hot can is just removed from the heat?

What happens when the can is put upside down in ice-cold water?

Why do you think this is happening?

To transition from this activity into the next portion of class I will let students finish their

discussion of what they think happened then open up the room for classroom discussion. I will

ask students what they observed, what they think is happening, and why they think it is

happening. When the discussion dies down, I will start to explain what is happening, asking

students questions along the way.

Explain:

To explain this concept we will begin to explain the Combined Gas Law. Since the

demonstration was mainly focused on pressure and volume, we will go deeper into the equation

that relates volume, pressure and temperature like the experiment students did, The Combined

Gas Law, for the lesson. This is the law that states the initial volume multiplied by the initial

pressure all divided by initial temperature is equal to the final volume multiplied by the final

pressure all divided by the final temperature.

Questions to ask:

What happens when pressure increases?

If pressure decreases?

If volume increases?

If volume decreases?

If temperature increases?

If temperature decreases?

Once the students and I have collaboratively developed answers to the questions above

and defined the concept of the combined gas law, I will tell them we are going to do an activity

as a class that will give them a more concrete idea of what is happening inside systems in regards

to pressure and volume. I will then explain the activity, ask if there are any questions and answer

any that arrive, and then I will move on to the activity.

Elaborate:

To elaborate on the topic students will be shown pictures of objects that rely heavily on a

difference in pressure such as crushed storage tanks or exploding balloons and they will be asked

to determine whether the pressure outside of the system or inside of the system is greater. This

will be used in a thumbs up for outside pressure, thumbs down for inside pressure manner of

engagement. After each photo has been seen and voted on we will go back through and I will

explain the answers and why each situation occurs as it does.

For these questions I will reiterate the older questions so that students can answer having

concrete visual clues in front of them:

What happens to pressure when the volume increases/decreases?

How is this shown in one of the pictures?

How about the volume when the pressure increases/decreases?

How is this shown in the pictures?

To transition from his stage into the final stage I will let the students know that class is

about over and that I have one last thing for them to do before the end of class. Before I give

them their exit slips I will ask for any last minute questions. I will give teams a set of pictures

that we have not gone over and have them work together to figure out whether pressure inside or

outside each system is larger. When each team has finished we will go over them as a class to

create a final thought about the Combined Gas Law.

Accommodations:

Offer extra time for students who are struggling to complete assignments.

Keep lesson as hands on as possible for those who may have ADHD, to keep them

engaged.

Make all students say observations out loud in case a visually impaired student is in the

class.

Evaluate:

To evaluate what students have learned, I will give them an exit slip with the question

Can the Pressure and Volume of a system both increase? Explain using the Combined Gas

Law. By having students explain their answers with the Combined Gas Law rather than just

requiring a yes or no answer I hope to be able to evaluate their level of understanding of the

concept. Once students have finished their exit slips I will read them and determine what still

needs to be explained and what students are still not quite understanding. Once I figure this out, I

will make a plan to review the tricky concepts before moving on with the new material for the

next class.

Once all of this has been completed, I will take some time for self-evaluation to

determine what went well and what did not go well so that I can improve future lessons

involving gas laws. I will try to find new ways to explain things that students had a difficult time

understanding to try to make the content more clear. I will also consider maybe creating a new

experiment for the students to do to see if a different perspective of pressure, temperature and

volume will help students learn the gas laws more efficiently.

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