WV State Standards: Math: M.O.A1.2.1, M.O.A2.2.13 Science: A.C.2.4, A.C.2.6, A.C.2.7, A.C.2.8, A.C.3.3, A.C.3.4, A.C.4.15, SC.9.1.1, SC.9.1.3, SC.9.1.5, SC.9.2.1, SC.9.2.2, SC.9.2.6, SC.9.2.7, SC.9.3.1, SC.9.5.4 Technology: TEC.9-12.1.1, TEC.9-12.1.2, TEC.9-12.3.1, TEC.9-12.3.2 National Standards:  Math: 3, 4, 8, 9 Science: 8, 9, 12 Technology: 2, 6 Blooms Taxonomy: Knowledge, Comprehension, Application 21st Century Skills: Critical thinking and systems thinking, Thinking and problem-solving skills, Communication skills, Information and media literacy skills, Interpersonal and collaborative skills, Accountability and adaptability

This activity will investigate the relationship that exists between pressure and volume as given by Boyle's Law. The lab experiment will aid in this understanding.

Time Required

One 90 minute class period (Two 45 minute class periods)

Pre-Requisite Skills

Students will need to have a good foundation in algebra for solving/manipulating Boyle's Law formula, in addition to an understanding of direct and inverse variations. Students will also need a good foundation in chemistry concepts for pressure and volume.

Students will need access to computers for Internet site tutorials and activities. For the experiment, students will need a computer, Vernier® computer interface, LoggerPro®, Vernier® Gas Pressure Sensor, and a 20 mL gas syringe. For the experiment and summary, students will need computers with Microsoft®Excel spreadsheet or Microsoft®Word.

Students will need a copy of the Boyle's Law lab activity (Holmquist and Volz 6.1-6.4). You will also need 3 or 4 helium-filled balloons to lead into lesson 3.

Procedure

1. Prepare for the Boyle's Law activity by gathering the materials for student use.
2. Quickly review the concepts from the previous lesson, in particular the properties of gases involving pressure, volume, and temperature - slide show.
3. Introduce Robert Boyle's discovery of the relationship between pressure and volume (Do not at this time state this relationship).
4. Have students divide into groups of 3 or 4 to complete the lab activity.
5. Students use Microsoft (R) Excel to complete a data table or construct a table in Microsoft (R) Word.
6. Students use Microsoft (R) Word to answer the lab questions and summarize the activity.
7. During this time, a discussion of direct and inverse variation may be necessary.
8. Before preceding to lesson 3, show students the helium-filled balloons. Inform them that you will store them in a cooler or freezer until morning.
9. On a computer, have students go to Boyle's Law tutorial website to practice using the Boyle's Law formula.

Varying the amount of math and algebra necessary for special needs students will aid in their comprehension and understanding. Assigning groups that are heterogeneous will pair these students with peers that may help in their understanding. It may be necessary for students who have not had chemistry at this point to have a chemistry teacher come in a present the information concerning Robert Boyle and Boyle's Law. A chemistry teacher will be best used in discussing the procedure for the lab activity.

Sample Student Spreadsheet and Answers: Sample

Social Studies teachers could use this to discuss the historical and scientific contributions of European scientists. Students will work in collaborative groups to complete the lab activity, record data, answer questions, and investigate relationships.

Information pertaining to Robert Boyle for preparation of class discussion will be helpful. You may choose to assign the reading of this information as a homework assignment at the conclusion of Lesson 1.

Assessment will consist of completed data work with correct calculations, in addition to lab questions answered completely and correctly. A quiz is also provided, if desired.