Teacher: Jeff StellitanoIntended Audience: Conceptual Chemistry (Sophomores)

Timeline: One Double Lab Period

� SWBAT: compare and contrast data trends of Boyle’s law and Charles’s gas law as well as contrast the graphs by working in Excel

� Materials: computer lab, textbooks, syringes, excel sheets

� Activities: In the first period of lab students work with textbooks and gas syringes to determine a relationship between pressure and volume for Boyle’s Law

� During the second period of lab students collect and analyze data on pressure, volume, and temperature of gases and generate graphs using Excel

� Closure: Teacher asks students the relationships they observed and some application questions to verify understanding, lab report

Goals:

�To understand the broad effects of temperature and

pressure on the volume of a gas

�To appreciate Excel as a tool to analyze data

Objectives:

�Differentiate between the graphs of a direct

relationship versus an inverse relationship

�Predict the effects of change in pressure and change

in temperature on the volume of a gas

�Effectively collect data from two virtual lab sources

SCI.9-12.5.1.12.B.d - [Content Statement] - Scientific reasoning is used to evaluate and interpret data patterns and scientific conclusions.

SCI.9-12.5.1.12.B.b - [Content Statement] - Mathematical tools and technology are used to gather, analyze, and communicate results.

SCI.9-12.5.2.12.C.a - [Content Statement] - Gas particles move independently and are far apart relative to each other. The behavior of gases can be explained by the kinetic molecular theory. The kinetic molecular theory can be used to explain the relationship between pressure and volume, volume and temperature, pressure and temperature, and the number of particles in a gas sample. There is a natural tendency for a system to move in the direction of disorder or entropy.

SCI.9-12.5.2.12.C.1 - [Cumulative Progress Indicator] - Use the kinetic molecular theory to describe and explain the properties of solids, liquids, and gases.

Link to the virtual lab website

All of the sheet is protected

except cells to put data points

in

Data to be placed in

Excel Doc

Syringe for students to

apply pressure

Freeze Frame allows full view of

graph while data is entered

Graph formats live as students

enter data points

Graph formats live as students

enter data points

Different color points indicate different

gases. Better view of trend

Frame has been unfrozen to observe

graph with other data tables

Printer Preview

Header

Footer

Students collect

temperature

values

Students collect

volume values

Cell reference made and autofill

used to make Excel convert from

Celsius to Kelvin

Kelvin values automatically

calculated as Celius values inputed

A lab report is used

which has students

draw a rough

sketch of their

graphs to help

retention through

repition. Students

also answer

application

questions to force

higher order

thinking

Sense and Meaning

� Simply telling the students about these laws makes them

meaningless

� Including real-life examples and having them interact

personally with the data themselves ensures efficient learning

Chunking

� The material is chunked to initially only introduce

students to the gas laws themselves and not yet perform

calculations

� Its important that the students first grasp the general

relationship shown by temperature and volume as well

as pressure and volume

� This particular student population needs the material at

this pacing

Multiple Intelligences� Bodily kinesthetic – this type of student

Enjoys working with the syringes hands on

and working with the keys and mouse

� Visual spatial – this type of student likes to

see the gas compressed

� Interpersonal – this type of student likes

working with their lab partner

� Logical mathematical – this type of student likes working with the numbers

involved

LobesThe frontal lobe is used for decision

making.

The occipital lobe is used to interpret

the visual stimuli during this lab

activity

The parietal lobe is stimulated by the calculation being done in this lab

� Iowa State University Department of Chemistry

� http://group.chem.iastate.edu/Greenbowe/sections/proje

ctfolder/flashfiles/gaslaw/boyles_law_graph.html

� University of Colorado

� http://www.uccs.edu/vgcl/gas-laws/experiment-2-

charles-law.html

� Microsoft Excel