Lesson 3

Lesson 3: "Charles Law"

Overview

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Standards

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, Analysis

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

Objective(s)

Students will:

investigate the direct relationship between temperature and volume and summarize conclusions
study the contributions of Jacques Charles to the chemical nature of gases.

Time Required

Two 90 minute class periods (Three 45 minute class periods)

Pre-Requisite Skills

Students should have studied the relationship of pressure and the volume of gases. Students should be able to manipulate and solve simple equations or formulas.

21st Century Tools (Technology Tools)

Students will need access to computers for Internet site tutorials and activities. For the lab activity and summary, students will need computers with Microsoft Word.

Instructional Materials

Procedures and questions about demonstration1. Procedures and investigations about Charles Law lab activity .

Procedure

Before class begins, prepare for the Charles Law activities by gathering the materials for student use.
First finish Helium Balloon demonstration/observation by retrieving the balloons from the cooler and discussing with students the changes that have occurred. (Informational Website)
Conduct demonstration 1 ( Procedures ) and engage students in a discussion based on the questions. (Do not state any formal relationship at this time, only discuss what is happening.)
Divide students into groups of 3 or 4 to complete the lab activity.
Give student groups the lab activity investigating Charles Law.
Students use Microsoft (R) Word to answer the lab questions and summarize the activity.
Students investigate the contributes of Jacques Charles on the internet.
During this time, a comparison of Boyle's Law versus Charles Law could occur.
Optional: On a computer, have students go to Charles Law tutorial website to practice using the Charles Law formula.

Differentiated Instruction

Peer tutoring/teaching may be used for students to investigate and discuss the helium balloon demonstration and demonstration 1. Heterogeneous grouping of students should be used in preparation for the lab activity. The questions included in the demonstrations and activities may be altered to varying levels of students.

Collaboration

This lesson might be of importance to Social Studies teachers in the historical contributions of European countries in the science field. An English teacher might be helpful in the technical writing of the findings from the lab activity.

Author's Comments

It is important to begin the Helium Balloon demonstration the class period before beginning this lesson. Print the procedures and questions for the demonstrations and lab activities a day or two ahead of the beginning of this lesson. You will want to investigate the contributions of Jacques Charles in preparation for a discussion. Try the demonstration once before presenting to the class.

21st Century Assessment/Evaluation

Evaluation for this lesson may be a formal writing of the answers to the lab questions and summary of the activity. This could also include a hypothesis as to the relationship between temperature and volume of a gas at a fixed pressure. A quiz is also provided, if desired.