Thoughtful Education - PBworks

Thoughtful Education - PBworks Thoughtful Education Compare and Contrast Content: Science thLevel: 6 Grade Comparison: The Laws of Gas: Boyle’s Law compared to Charles’s Law Teacher: John Young School: Pine Knot Middle School; Pine Knot, KY 1 THE HOOK Hook: Think back to a time when you popped a balloon or a balloon popped near you. What was your reaction? What was the reaction of those people around you? Kindling: Think again back to that balloon. What would have made that balloon pop more easily? Less easily? Pair & share 90 seconds w/ 8:00 appointment Discuss answers as a class Bridge: Today you will be completing a Compare and Contrast Lesson describing the behavior of gases with changes in pressure, temperature, and volume. MASTER TASK INTERPERSONAL TASK Activity 1 Activity 3 Read “Boyle’s Law” and “Charles’s Law” With your 11:00 appointment, assume the Then meet with your 9:00 appointment and role of a scientist and perform the use the visual organizer to list the experiment that will demonstrate how the characteristics of each law in regards to the law works. Record the results of your effects on pressure, temperature, and experiment. Based on the results of the volume. experiment, how do the gas laws apply to your everyday life? Activity 2 Activity 4 Work with your 10:00 appointment to Meet with your 12:00 appointment and compare the notes made on your visual complete the Metaphorical Thinking organizer. Compare the two laws and Strategy: Direct Analogy. How are the gas explain whether they are more alike or laws like a thermometer? How is it different. Explain the causes for their different? differences. UNDERSTANDING TASK SELF-EXPRESSIVE TASK 2 Boyles Law Robert Boyle (1627-1691) Birth: 1660, Ireland Published book on Gases: 1680. “The Skeptical Chemist” About Boyles law: Imagine you are holding an inflated balloon. If you press lightly on the outside of the balloon, you can feel the air inside pushing back. Now if you squeeze part of the balloon, what do you feel? You probably feel the air pressing against the wall of the balloon with even greater force. This increase in pressure is due to a decrease in volume. By squeezing the balloon, you reduce the space the gas particles can occupy. As the particles are pushed a bit closer together, they collide with more, so the pressure from the moving gas particles increases. Boyle’s Law explains the relationship between volume and pressure. According to Boyle’s Law, the volume of a fixed amount of gas decreases as its pressure increases. If the volume increases, its pressure decreases. 3 Charles’s Law Jacques Alexandre César Charles was born in thBeaugency, France on the 12 of November 1746 and he died thApril 7, 1823 in Paris. He was a chemist, physicist, mathematician, inventor and aeronaut. About Boyles Law: Imagine that you still have that inflated balloon. This time you heat it very gently. What do you think happens to the volume of gas inside the balloon? As the temperature increases, the gas particles absorb more heat energy. They speed up and move farther away from one another. So the increase in temperature causes an increase in volume. If the temperature had decreased, the volume would have decreased. Charles’s law describes this relationship between temperature and volume. According to Charles’s Law, the volume of a fixed amount of gas varies directly with the temperature of the gas. If the temperature of a gas increases, its volume increases. Boyle’s law and Charles’s law together are called the gas laws. The gas laws describe the behavior of gases with changes in pressure, temperature, and volume. 4 Description The Laws of Gas Charles’s Law Criteria Boyle’s Law Pressure Temperature Volume 5 Compare Important Differences Charles’s Law Boyle’s Law Important Similarities 6 Application Experiment 1. Inflate a balloon. Make sure that it is not so large that it will break easily. Make a knot in the end of the balloon so that the air cannot escape. 2. Measure and record the circumference of the balloon. You can measure the circumference by placing a string around the fattest part of the balloon. Place your finger at the spot where one end of the string touches another part of the string. Now use a ruler to measure the distance between the two spots. 3. Place the balloon in an oven for set at a low temperature – not more than 150 F. Leave the balloon in the oven for 5 minutes. 4. Remove the balloon and quickly use the piece of string to measure its circumference. Record this measurement. 5. Now place the balloon in a refrigerator for 15 minutes. 6. Remove the balloon and immediately measure and record its circumference. 7 Conclusion What happened to the size of the balloon at the higher temperature? Explain in detail. What happened to the size of the balloon at the lower temperature? Based on your experiment, do the results of your investigation support Charles’s law? Explain your answer. 8 Reflection Metaphorical Teaching Strategy: Direct Analogy 1. How are the laws of gas like a thermometer? Give at least three examples. 2. How are the laws of gas different from a thermometer? Give at least three examples. 9