1.

Standards:
A. Content Area Standards:
a. New York State P-12 Learning Standards: HS-PS1-9 (Science)
Analyze data to support the claim that the combined gas law describes the
relationships among volume, pressure, and temperature for a sample of an ideal
gas. Real gases may be included at conditions near STP. The relationships of the
variables in the combined gas law may be described both qualitatively and
quantitatively.
b. New York State P-12 Learning Standards: 6.EE.C.9 (Mathematics)
Use variables to represent two quantities in a real-world problem that change in
relationship to one another; write an equation to express one quantity, thought
of as the dependent variable, in terms of the other quantity, thought of as the
independent variable. Analyze the relationship between the dependent and
independent variables using graphs and tables and relate these to the equation.
c. New York State P-12 Learning Standards: HSN-Q.A.1 (Mathematics)
Use units as a way to understand problems and to guide the solution of multi-
step problems; choose and interpret units consistently in formulas; choose and
interpret the scale and the origin in graphs and data displays. (HS-PS1-9)
B. Technology Standards:
a. ISTE Standards for Students: Empowered Learner – 1c
Students use technology to seek feedback that informs and improves their
practice and to demonstrate their learning in a variety of ways.
b. ISTE Standards for Students: Digital Citizen – 2b
Students engage in positive, safe, legal and ethical behavior when using
technology, including social interactions online or when using networked
devices.
c. ISTE Standards for Students: Computational Thinker– 5b
Students collect data or identify relevant data sets, use digital tools to analyze
them, and represent data in various ways to facilitate problem-solving and
decision-making.
2. Lesson Objectives:
A. Content Area Objectives:
a. The students will be able to describe the relationship of how pressure, volume,
temperature, and the amount of a gas molecules are related to each other.
b. The students will be able to calculate the resulting gas law parameter while
algebraically manipulating multiple variables in the Ideal Gas Law equation.
c. The students will be able to generate a data table and create a Boyle’s Law plot
by using data collected from a Gas Law simulation.
B. Technology Objectives:
a. The students will be able to practice solving Ideal Gas Law problems using
software (Kahoot!).
b. The students will be able to operate a Gas Law simulation demonstrating Gas
Law principles.
 c. The students will be able to collect data from the Gas Law simulation using
Microsoft Excel followed by the creation of a Boyle’s Law plot using the
collected dataset.
d. Students will be able to submit the completed Microsoft Excel Workbook
electronically using a classroom drop box.
4. Introduction to Learning Activity:
A. Content Area Introduction:
a. Motivational Hook: A Balloon experiment will be used where the teacher will
demonstrate the impact to the volume of a balloon by increase the temperature
of the gas inside of it (the balloon will expand in volume). The students will each
be provided with a balloon to determine the impact from rapidly cooling the
balloon (the balloon will shrink).
b. The students will then complete the written Write Now activity where they will
be prompted to think about what they observed and why the balloon changed
in size. Note: This leads into the introduction of the Gas Law lesson.
c. Lesson of Ideal Gas Law followed by a teacher led example of problem solving
using the Ideal Gas Law equation. This is followed with increasing student
engagement by solving practice problems by playing Kahoot!
d. Students will use a Gas Law simulation activity to collect data supporting Boyle’s
Law. The data will be entered into a table using Microsoft Excel and then plotted
to graphically and visually see the relationship of changes in volume with
respect to changes in pressure (at a constant temperature and total molecules
of gas present).
e. Teacher initiated/student led discussion about the relationship observed in the
simulation, collected in the data table, and then plotted connecting the
observed parameters (Pressure) to drawing conclusions about gas particles
(imparting a force observed by pressure and particles must have mass).
B. Technology Introduction:
a. Kahoot!: Kahoot! Will be used to practice solving gas law problems connecting
the application of gas law’s to real-world problems. This will also provide
practice for the students to perform algebraic manipulation of the Ideal Gas Law
equation.
b. Gas Law Simulator: The Gas Law simulator will be used to demonstrate in a
visual model how changes in gas parameters (number of molecules present,
temperature, pressure, and volume) all are related to each other. The simulator
also displays the behavior of the molecules as they disperse throughout the
entire container, increase or decrease in velocity, and have completely elastic
collisions. These observations are all related to the development of concepts
supporting Gas Laws and understanding the assumptions of the Kinetic
Molecular Theory model.
Web Link: https://ch301.cm.utexas.edu/simulations/gas-
laws/GasLawSimulator.swf
c. Microsoft Excel: Microsoft Excel will be used by the students when the collect
data from the Gas Law simulator. A Boyle’s Law Plot will be created using
 collected dataset showing the relationship between the volume of a gas and the
pressure of a gas at a constant temperature and total number of gas molecules.
d. Drop box used for Electronic File Submission: The Microsoft Excel Workbook
will be submitted electronically via a classroom drop box. This will provide
students with practice with electronic file submission and reduce the need to
print or use paper. Web Link: https://www.dropbox.com/home.
5. Provide Information:

Today’s class will be learning about the predictable characteristics of gases by studying the Ideal Gas
Law. The class will start with a guided balloon demonstration where the teacher will ask the students to
observe what happens to a balloon while it is heated in a safe manner. The balloon will expand as the
volume increases with an increase in temperature. The teacher will then ask each student to take a
balloon of their own and cool the balloon in a safe manner (e.g. bucket of ice) while observing what is
happening to the balloon. The balloon will shrink as the volume is decreasing with a decrease in
temperature.

Please ask the students to take a Write Now handout from the “Einstein” Bin as they return to their sets.
Please read the statement from the Write Now handout (shown below) out loud to the students and
then inform them that they have 3 Minutes to complete their response that will be collected.
Write Now Statement: Using a minimum of two sentences, describe what you observed with the
balloon demonstration and explain what may have caused a change with the balloons.
After two minutes have passed, please inform the students that they have one-minute remaining. Please
ask the students their papers in to be collected.

Ideal Gas Law Lesson:

Connect the balloon demonstration to the lesson by explaining that an important aspect of Gases is
understanding the relationship between the total number of molecules of a gas, volume, pressure, and
temperature. The relationship of the gas parameters can be represented by the Ideal Gas Law Equation.
𝑃𝑉 = 𝑛𝑅𝑇
Explain the symbols in the Ideal Gas Law as P is the pressure of the gas, V is the volume taken up by the
gas, T is the temperature of the gas (in Kelvin), R is the gas constant, and n is the number of moles of the
gas.

Ask the students to explain why the balloon changed in size during the demonstration by using the Ideal
Gas Law equation. The student responses should contain answers of volume decreased as temperature
was decreased and volume increased as temperature increased. Explain that by using the Ideal Gas Law
equation students can predict how a gas will respond by explaining the concept that both sides of the
equation are equal. Therefore, as one side of the equation increases than at least one value on the other
side of the equation most increase accordingly as both sides of the equation are equal and must remain
the same value.

The teacher will state that the value of R (the Ideal Gas Constant) will be dependent on the values of
pressure and volume. Describe the following table to understand which units of R need to be used with
respect to units of pressure and volume. Temperature must be in units of Kelvin to solve gas law
problems.
Demonstrate how to solve Ideal Gas Law problems using the Ideal Gas Law equation by algebraically
manipulating the equation and solving for the unknown variable being sure that all units of temperature
have been correctly converted into Kelvin from values of Celsius or Fahrenheit.

After the guided demonstration the students are going to practice solving problems by playing Kahoot!
The login names to Kahoot! will be generated to protect student anonymity as the results are not being
collected and this format is intended to create a safe and fun learning environment. Have the students
Join the Ideal Gas Law Kahoot! game. The students will need to access a calculating device like a
calculator, phone, or computer. You will click on the Kahoot! Link:
https://play.kahoot.it/#/?quizId=89bbf60b-8d3a-435d-8072-9eef1624c7d1 to open the game for the
classroom. The students will join the game by following your explicit instructions as there is ONLY 15
seconds to join the game.
1. For this game the only value of Ideal Gas Constant R needed is 𝑹 =
𝑳∗𝒂𝒕𝒎
𝟎. 𝟎𝟖𝟐 𝑲∗𝒎𝒐𝒍 and all temperatures must be in Kelvin.
2. The students will click on the following link: https://kahoot.it/ or they
can access Kahoot! On their phone.
3. The students will enter the displayed PIN to access the Ideal Gas Law
game.
4. WAIT!!!! Have the students SPIN to select a name, BUT DO NOT HIT
“Ok, Go!” until everyone is ready and the teacher says to hit “Ok, Go!”
5. Begin the game.

After the Ideal Gas Law practice using Kahoot!, describe Boyle’s Law as the relationship between the
pressure of a gas to its volume at a constant temperature. Boyle’s Law is described as the relationship
between pressure and volume of a gas as being inversely proportional at a constant temperature.
Inversely proportional can be explained as when pressure increases the volume will decrease and as
pressure decreases the volume will increase. This concept can be demonstrated by using the Gas Law
simulator where changes in temperature, volume, pressure, and number of molecules can be adjusted
to determine the impacts on other Gas Law parameters.
Web Link: https://ch301.cm.utexas.edu/simulations/gas-laws/GasLawSimulator.swf

For Boyle’s Law, the temperature of the simulator will remain unchanged and for this experiment no
additional gas molecules will be added. The volume parameter will be changed showing a change in
pressure and the motion of the gas molecules can be observed. Open a Microsoft Excel Worksheet and
create columns labeled as Trials (numbered 1 through 10), Volume (L) and Pressure (atm). Using the Gas
Law simulator record the value for both Volume and Pressure in Trial 1. Have the students open both
the Gas Law simulator by clicking on the link and a new Microsoft Excel Workbook. Have the students
follow the displayed example and collect values for Volume and Pressure for 10 Trials.

Demonstrate how to generate a graph in Microsoft Excel selecting both the Volume and the Pressure
data sets followed by Insert>Charts> then select “Insert Chart (X,Y) Scatter”>Select the first chart in the
top left hand corner. Show how to insert Chart Labels for Title, X-Axis Label with units of measurement,
and Y-Axis label with units of measurement by clicking on the “+” symbol at the top right-hand corner of
the chart and selecting those features. Have the students click within each text box to enter the correct
information from the data table.

Initiate a classroom discussion by asking the students to explain the shape of the plot. Ask the students
to further explain their answers. This may lead into the connection that with a reduced volume the
molecules collide with the side walls of the container more. Therefore, the molecule collisions with the
side must impart a force as pressure is represented by force divided by area. If the students are not
connecting, you may want to ask if a student remembers the what pressure is (Force/Area) and then
how/why does the pressure increase at a reduced volume or the pressure decrease at an increased
volume. Lastly, to stretch the concept and the greater understanding, have the students consider what
conclusions they can make of a gas molecule or atom as the gas molecules/atoms impart a force to the
side of the container. The conclusion is that gas molecules and atoms must have mass to create a force.

Have the students save their Microsoft Excel Workbook with their first and last name followed by
“Boyle’s Law” and submit the file electronically in the classroom drop box at
https://www.dropbox.com/home. The files will be reviewed by the teacher to provide feedback to the
students, but it will not be counted as a grade.

If any time in the class time remains, the students can use the Gas Law simulator to make observations
of how other changes to gas parameters impact pressure, volume, and temperature as this simulator
will be used in upcoming lessons to further develop the concepts of Gas Laws.

6. Provide Practice:
A. Content Area Practice:
a. The Balloon experiment is designed to engage students in an interactive kinesthetic
demonstration. Combining this with the Write Now activity promotes the students’
cognition by having them connect their observations to properties of gases.
b. The Kahoot! login will use randomly generated login to provide students with a no
pressure environment through anonymity while they practice the newly presented Ideal
Gas Law by performing algebraic manipulation and computational problem solving while
relating gas law concepts to real-world examples and applications.
c. The Gas Law simulator allows students to practice the application of how changing the
parameters of a gas impacts the qualitative and quantitative aspects of related
parameters. The students also can observe the impacts of changes to the motion of the
molecules represented by the simulator strengthening understandings of newly formed
gas law concepts.
d. The Microsoft Excel workbook will be collected but not graded. Microsoft Excel will be
used for the collection and organization of data in a table combined with the creation of
 a Boyle’s Law plot depicting the relationship of Volume to changes in Pressure (at a
constant temperature and total molecules of gas present).
e. The closing discussion is intended to provide an atmosphere of collaboration and
cooperative learning. The discussion will allow students an opportunity to process and
connect with the concepts that were presented in the lesson, practiced by solving
problems, represented using a simulated model, and then graphically presented.
B. Technology Practice:
a. Kahoot! will be explained by the teacher but will not be practiced ahead of starting the
game. All names will be anonymous to avoid any pressure related to individual student
performance. This assessment is not to be collected and is designed to provide an
opportunity to practice solving Ideal Gas Law problems.
b. The Gas Law simulator will be demonstrated by the teacher showing students how to
control the volume parameters and where to find the measurements for Volume and
Pressure (including the units of measurement). Students will be able to individually
control the simulator after the teacher provides the brief demonstration. This allows for
the students to individually practice and connect with the properties of the gases.
c. Microsoft Excel will be demonstrated by the teacher and then practiced by the students.
The teacher will provide corrective suggestions and positive narration by using proximity
within the room as the students are performing and collecting the data from their ten
trials.
7. Provide Knowledge of Results:
A. Content Area Knowledge of Results:
a. The Write Now handout will be collected and assessed to determine students’
possible prior knowledge, misconceptions, or connections. Individual Student
feedback will be provided directly on the Write Now Handout.
b. Ideal Gas Law practice: Feedback to students will be provided orally as they are
playing the Kahoot! game and practicing the Ideal Gas Law problems. Kahoot!
c. Boyle’s Law Data Table and Graph: The Microsoft Workbook will be collected
electronically. Feedback will be provided electronically by using the comments
feature and/or annotation feature in the drop box.
d. Group Discussion: Feedback will be provided orally during the group discussion
of Boyle’s Law.
B. Technology Knowledge of Results:
a. Kahoot!: Oral feedback will be provided during the Kahoot! practice as the game
is designed to be interactive and fun with anonymity so that students can learn
in a low stakes environment.
b. Gas Law Simulator: Oral feedback will be provided during the use of the Gas Law
simulator as the teacher is walking around the room using proximity.
c. Microsoft Excel Workbook: Oral feedback will be provided during the use of the
Microsoft Excel as the teacher is walking around the room using proximity.
d. Electronic Drop box: Feedback for the drop box may include both oral and
written feedback depending on the need. For Instance, if the student did not
submit the required documents, then this may warrant both written and oral
 feedback for not following instructions. Other students may only receive oral
feedback for timely submissions and effectively using the drop box.
8. Review of the Lesson Plan:
A. Personal – Lesson Plan Effectiveness:
a. Would I use this lesson plan again?

b. What modifications should be made to teach this lesson again?

3. Methods of Assessment:
A. Content Area Assessment:
a. Formal: The Write Now handout will be collected and assessed to determine
students’ possible prior knowledge, misconceptions, or connections.
b. Informal: Group Discussion after the Balloon Demonstration
c. Informal: Kahoot! demonstrating how many students are solving the Ideal Gas
Law problems correctly
d. Formal: Microsoft Excel Boyle’s Law data table and the corresponding graph
B. Technology Assessment:
a. Kahoot!: All students in the class are logged in and practicing the Ideal Gas Law
problems
b. Gas Law Simulator: Effective use of the simulator will be informally assessed as
the teacher uses proximity in the room. The generation of a Microsoft Excel plot
accurately depicting Boyle’s Law will indirectly provide evidence of the effective
use of the Gas Law simulator.
c. Microsoft Excel Workbook: This will be directly assessed through the submission
of the Boyle’s Law workbook into the electronic drop box.
e. Drop box: Evidence of effective use of the electronic drop box will be
demonstrated by the presence of a Microsoft Excel Workbook from submitted
from each student.