SUSME Study Lesson

Title: Charles’ Law

Authors: Lise Gelatko, Miriam Miles, Jeffrey Willis, and Rodney Williams
Grade/Subject: 8 Date: July 24, 2009
I. Need for this Lesson
 Use /Apply terms volume and temperature
 Connect temperature to the average kinetic energy of the particles
 Demonstrate effective cooperative learning skills and strategies
II. Unit Information
A. Name of the unit: Gas Laws
B. Goal(s) of the unit: Connect temperature to the average kinetic energy of the particles
C. Relationship of the Unit to the Curriculum
Prerequisite Knowledge - Related Concepts to be
Previously Learned Concepts Concepts for this Unit Learned in Future Units
and Courses
Kinetic Theory Energy of Gas Laws: Charles’ Law and Conservation of Energy/Energy
Matter Boyles’ Law Transformations
Relationship between Differentiation between Kinetic
temperature and energy and Potential Energy

D. Possible Student Misconceptions

1. If a confined volume of gas expands when heated, it means that there are more gas molecules present.
2. If a gas volume expands with a temperature increase, the increase in volume is due to the expansion of the
individual gas molecules.
3. Gases do not have any weight.
 Teachers should be aware that misconceptions may still exist regarding the kinetic theory of energy
and matter, and be ready to address if necessary.
 If students demonstrate these misconceptions, they should be selected for the B group

E. Instructional Plan for the Unit:

Concept/Topic # of Lessons
Kinetic Theory of Matter (4)
Charles’ Law (2)*
Boyle’s Law (2)

* Indicates the lesson developed in this lesson plan

III. Instructional Plan for this Study Lesson
A. Title of the study lesson: Charles’ Law
B. Standards Addressed (national, state):
A.C.O.S. Objective 8.7.1 a – e: Define kinetic energy and kinetic theory of matter.
C. Lesson Overview: Students should have prior knowledge regarding volume, temperature,
graphing, kinetic theory of matter and measurement.

D. Performance Objective(s): Define Charles’ Law and calculate Charles’ Law using the
formula V1/T1 = V2/T2.

E. Assessment Timeline
Diagnostic - Before student
work begins
“Can Crushers”
demonstration - journaling,
class discussion, and debate
Formative - During lesson Summative - After lesson is completed
Questioning, observing group Lab Investigation Sheet
progress, presentation of results and Exit Ticket
analysis

F. Materials/Resources
(1000-mL beakers, thermometer, 12-oz aluminum can, balloons, string, tongs, safety goggles,
metric ruler, 16 to 20oz plastic water/soda bottle, ice, hot plate, water, stop watch and pan

G. Teaching/Learning Process of the Study Lesson

Step Teaching/Learning Activities Handouts, equipment, Evaluate:

and time supplies. Points to Objective(s) addressed
allocation remember. & how assessed.
(min)
Engage Teacher demonstration of Students explain their Teacher circulates
(5 min) Charles’ Law in which 25 ml of observations as completely around the classroom to
water is placed in a soda can and as possible in their own read each student’s
the can placed on a hot plate. lab composition initial understanding of
When steam is seen coming out of notebooks. the concept.
the can opening, the teacher Equipment: Teacher needs:
quickly inverts the can opening  hot plate
into the cold water bath. The can  (2) empty 12oz.
collapses, creating a loud sound. soda can
 water
 rectangular pan
with ice water
 tongs
Explore Teacher will aid students in Materials for each student Students will be
(25 min) identifying steps of the scientific group: grouped according to
method.  Data sheet math level. Lower level
Students conduct an investigation  String students will be given a
on Charles’ Law  stop watch graph that has been
Students will complete data table  metric ruler labeled with
and graph results for balloon size  (1)16 -20oz. independent and
and temperature. plastic water/soda dependent variables and
*Teacher Notes: bottle numbers. Higher level
 Complete rough draft of  (1) 9-inch quality students will be given a
graphs on Day 1. balloons blank graph.
 Students may not complete  (2) thermometers
their graphs on Day 1 due  (1) pair of tongs
to inexperience in  safety goggles for
graphing properly with each student
labels, and understanding  hot plate
variables.  (2) 1000 – mL
beakers
Teacher circulates and
assesses students
understanding of the
data being collected and
graphs being created.
Explain Each group has a representative Large graph paper, Teacher questions each
(15 min) to present and explain their group pencils, markers, rulers, group for valid and
data and graph results to the class. and data sheet logical results before
explaining Charles’
Law.
.
Extend Exit Ticket – Why did the can Students will need their Allow students to
(5 min) crush? Use the words temperature, own notebook and writing discuss their rationale
volume, and energy in your utensil. Students must be on the use of cracks,
answer. able to accurately apply gaps, and section in
Homework: Answer the following the terms volume and building bridges and
question in 5 - 6 sentences: Why temperature, and connect sidewalks using Think-
do engineers design buildings, temperature to the average Pair-Share strategy.
sidewalks, and bridges with kinetic energy of the Students demonstrate
cracks, gaps, and sections? particles. the kinetic theory of
matter to relate
temperature to particle
movement.

IV. Attachments (worksheets, labs, project guides, tests, rubrics, etc.)

Teacher Notes - Charles' Law.doc
Data Sheet - Charles' Law.doc