Total Duration: |
61 to 90 Minutes |
Materials and Resources: |
Pushing the Limits: A NASA Guide to Engines Copy of handouts from NASA Education Guide for each student (4 total handouts) PhET Simulation Lab handout (see attachment below) Calculators |
Technology Resources Needed: |
Plickers and Plickers cards. (Plickers is a new way to perform quick formative assessments, either during class or at the end of class. The teacher can set up a free plickers account online (www.plickers.com). When the account is set up, the teacher can enter each class, print plickers cards and create assessment questions. The plickers cards are printed off and given to each student as the students' way of giving their answer. The teacher uses his or her cell phone to scan the classroom answers for a quick formative assessment of the students' understanding.) Access to computer lab and/or handheld devices for PhET simulation lab (1 device per team) |
Background/Preparation: |
Create Plickers account (if teacher doesn't have one) and create Plickers formative assessment. Teacher can select how many questions he or she wishes to use for the assessment --The teacher can create a free Plickers account (mentioned above) and can print the Plickers cards from the Plickers website as well. --Once the teacher enters each class and all student names, the teacher can create a folder for each class where the questions will be created and saved. The teacher will simply click on new question and then will create the question and the multiple choice answers for the question (indicating the correct answer). --An example question for a Plickers assessment might be: With Boyle's Law, what kind of relationship exists between pressure and volume? (direct or inverse); With Charles's Law, a gas will expand if heat is what? (added or removed) |
Engage (approximately 5-10 minutes) Show students the YouTube video (length 3:25) entitled "Skywest Airlines Flight Dives 20,000 Feet In Minutes: 3 People Pass Out" in order to capture the attention of the students. Following the video, engage students in a discussion of what they think made the passengers pass out to lead into the introduction of the gas laws and how they are associated with aeronautics. Explore (approximately 40 minutes) Begin by giving each student a copy of the following handouts from the NASA Education Guide Pushing the Envelope: A NASA Guide to Engines: Gas Law Problems - Boyle's Law (pg 29-30); Gas Law Problems - Charles's Law (pg 31-32); Gas Law Problems - Gay Lussac's Law (pg 33-34). With each of the three handouts, introduce the specific gas law and the relationship that it represents between the variables of temperature, volume and pressure. After the students have been introduced to the three gas laws, work through some of the practice problems as a collaborative group and then allow students time to work practice problems in teams. After students have worked as a team, the teacher will use Plickers as a formative assessment to gauge student understanding of the laws and the mathematics associated with the three gas laws prior to moving on to the extension lab for the lesson. Elaborate (approximately 30-40 minutes) Place students in teams (2-3 students per team). Each team should receive a copy of the PhET Simulation Lab Handout. Each team should also have access to a computer and/or handheld device in order to access the PhET simulation website. The teacher will read directions from the PhET Simulation Lab Handout before allowing the teams to work on collecting data and completing the lab. Closing/Culminating Activities
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Assessment Strategies |
The teacher will check the students' calculations as the practice problems are worked. The teacher will use Plickers as a formative assessment of the students' understanding. --The teacher can create a free Plickers account (mentioned above) and can print the Plickers cards from the Plickers website as well. --Once the teacher enters each class and all student names, the teacher can create a folder for each class where the questions will be created and saved. The teacher will simply click on new question and then will create the question and the multiple choice answers for the question (indicating the correct answer). --An example question for a Plickers assessment might be: With Boyle's Law, what kind of relationship exists between pressure and volume? (direct or inverse); With Charles's Law, a gas will expand if heat is what? (added or removed) The teacher will assess the PhET Simulation Lab Handout to ensure that students correctly understand the correlation of volume, temperature and pressure in terms of the gas laws. |
Acceleration: |
The Gas Laws Handout (see attachment) and the Air Density Handout (page 61-62 of the NASA Education Guide) may be given out to students in order to allow students to further learn of the real-life application of the gas laws to the field of aeronautics. |
Intervention: |
Any students who may need extra preparation or assistance will be allowed to do some simple activities that may help them understand the concepts of the gas laws better. Option 1 Activity: For Boyles's Law, teacher may give student a syringe and marshmallows to demonstrate what happens to volume if pressure is increased or decreased. This activity goes along with YouTube video (What will happen if you put marshmallow in a vacuum) Option 2 Activity: For Gay-Lussac's Law of Ideal Gases, teacher can use a dish with water in it and votive candles to demonstrate the concept for the student. (activity goes along with YouTube video The SciGuys Science at Home SE2 EP11 Gay-Lussac's Law of Ideal Gases) Option 3 Activity: Re-visit the PHET simulation used spending more time on the concepts and allowing student more hands-on involvement and activity **Each activity can be done for remediation and student(s) can be asked to record thoughts and observations in a science notebook as the activities are done so that teacher can gain a better understanding of where student's understanding is and to see if anything is still unclear to the student. |
View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
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