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# Concept:

## Combined Gas Law

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.
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.
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.