Learning Cycle Lesson Plan Template

LESSON TITLE: ‘Sniffing Out’ the Process of SUBJECT AREA: HS Chemistry

Breathing; PV = nRT Part 1

TIME ALLOCATION: 1.5 hrs

GRADE LEVEL: 10

FOCUS FOR LEARNING: i

Students should be able to understand that Boyle’s law states and inverse relationship between pressure and
volume at constant temperature, and can model this understanding through graphical and particle diagram
representations. Students should be able to use evidence-based reasoning when applying Boyle’s law to real
world scenarios (bike pump, respiratory system, syringe, etc.)
Learning Objectives/Targets

Explain the quantitative and qualitative relationship between pressure and volume using evidence from collected
data
Interpret graphical representations of relationships between pressure and volume to back up scientific claim
Apply Boyle’s law to explain related real-world phenomena
Illustrate the effect of changing volume on pressure using particle diagrams
Solve numerical questions using P1V1=P2V2

OHIO STANDARDS:

C.IM.2: Gas Laws:

- Determine whether pressure, temperature and volume are increasing or decreasing in a given situation.
- Explain both the quantitative and qualitative relationships between pressure, volume and temperature
- Apply gas laws to common scenarios
- Use the kinetic molecular theory to explain the motion of gas particles and how they are affected by changes in
pressure, temperature and/or volume
- Using simulations and/or laboratory experiences, determine the relationships between pressure and volume,
pressure and temperature, and temperature and volume.

STUDENT PROFILE

In the beginning of the academic year, Learning Preferences Quick Survey posters (developed by John
McCarthy) will be posted in the classroom. The students will place their initials where it best describes their
thinking. This way, a literal ‘big picture’ of learning preferences are illustrated and can be incorporated into
instruction. This can also be done on notecards for an individualistic approach, such as Sternberg’s Triarchic
Theory of Intelligences

https://openingpaths.org/blog/2014/07/slp-quick-surveys/

https://openingpaths.org/blog/wp-content/uploads/2014/01/Learning-Profile-Cards.pdf
CONNECTION BETWEEN PRIOR AND FUTURE KNOWLEDGE

Students will use their knowledge of pressure (and its density), volume, and how particles behave (kinetic
molecular theory) to better understand the ideal gas law and its mathematical association with it using equations
and graphs. Slowly introducing the intricate variables associated with the ideal gas law (on an observational
scale) builds a foundational understanding of how natural phenomena works and prepares students to explore
the next two variables’ relationship.

MATERIALS/RESOURCES SAFETY CONSIDERATIONS

Vernier Gas Pressure Sensor Students will be instructed to not twist the
Chromebook with data collection/analysis software syringe onto the pressure sensor too tightly (or
20 mL syringe with Luer-lock tip (to attach pressure sensor) else the threads of the pressure sensor will
Whiteboard loosen and ruin it)
Markers
Notebook and writing utensils

1. Engage/Anchoring Event TIME ALLOCATIONS: 10 mins

The phenomena is how do we breathe. Can something that

happens unconsciously while we sleep, and consciously while
catching our breath after we run, be explained today?

List Essential Questions:

How do we breathe?
How do we inhale and exhale?
What parts of our body do we use to breathe?
How do we receive oxygen? What do we breathe out?
How do we breathe in oxygen/how do we breathe out CO2?
What observable features can we consider while we breathe?
What is located in our lungs?

2. Explore TIME ALLOCATIONS: 40 mins

Students will be asked to brainstorm ways to investigate how we

breathe. Through discussion, students will explore ways to alter
pressure of gas in a sealed syringe (which can represent the ASSESSMENT PLANS (include at least one
lung). The independent variables will be listed on the board question for assessment):
(number of particles, volume, temperature). Students will then
be instructed to form a guiding purpose statement for each What should our graph look like based on our
independent-dependent variable pair. Today’s focus would be predictions?
on volume. Control variables will be discussed (ex. not holding
onto body of syringe while collecting data (transfer of heat would
increase pressure): How can we reduce errors while conducting
our investigation? How will such errors affect our experiment?
What could we do to prevent it?

The students will then predict the relationship for each pair
before the experiment begins (ex. Proportional, linear, etc.).
Students will be instructed on how to use the device and
software beforehand, and be instructed to label the graph (x-
axis, y-axis, title). The syringe will be connected to the Vernier
Gas Pressure Sensor, which will then be connected to the
Chromebook with analysis software. Students will collect 10
data points from 5 mL to 20 mL. These data points will be
automatically plotted on a graph once the volume is manually
inputted. The table of data points it automated by every data
entry. Students will be asked to fit the data points onto a ‘line of
best fit’ by using the “function” options in the software (linear,
exponential, etc.) represent the relationship algebraically and
verbally.

Note: students will be given the syringe as a model for the lung
3. Explain (Concept Development) TIME ALLOCATIONS: 20 mins

Students will present their processed data on their whiteboards STUDENT GROUPING: Whole class
by including the following: graph with labeled x- and y-axis (with
units) and title, and a verbal description of the relationship
between pressure and volume (P is inversely proportional to V).
Students will be asked why is the relationship exponential and
not linear (for ex. if volume is too large, pressure would be a
negative volume). Students would then be guided to understand
the inverse relationship by inquiring whether the graph can
predict what would happen when the pressure or volume is
changed by a factor of 2, 3, or halved. Students would then
inquire if we could create a mathematical relationship between
two pressures and their volumes (proportions; P1/V1=P2/V2).

Guiding questions:
Why is there no y-intercept?
Can we have a volume of 0?
If the data points represent a linear relationship, what would the
data points past the x-axis tell us? Past y-axis?
Can we have negative pressure? Can we have negative
volume?
If your volume triples what happens to the pressure? Doubles?
Is the relationship between volume and pressure constant?
Why did pressure increase as volume decreased?
Instructor will then highlight this relationship as an inverse
relationship and ask students how to represent this relationship
mathematically (P=1/V).

Students will then be asked to draw 3 particle diagrams by

extrapolating three data points on the graph.

Guiding question:

How did you show pressure?

How did you show constant temperature and number of
particles?
4. Elaborate TIME ALLOCATIONS: 20 mins

After establishing the P/V relationship, students will apply STUDENT GROUPING: Grouped/Whole
Boyle’s law, along with atmospheric pressure, oxygen and
carbon dioxide to explain the process of inhaling and exhaling
(along with our chest rising and setting).

5. Evaluate

Class discussions throughout this lesson will be used to check understanding. Probing questions during the
explain and elaborate phase will be used to gauge their understanding. Students will be given calculation
questions that apply to P1V1=P2V2 and a graph extrapolate data points from a graph to solve P-V related
questions as homework.

Ex. A sample of air occupies 3.8 L when the pressure is 1.2 atm at constant temperature.
(a) What volume does it occupy at 6.6 atm?
(b) What pressure is required to compress it to 0.075 L?