Laura Williams

Unit 8: Gases

Gases

W.B. Saul High School 2015-2016: 11th Grade Chemistry (Honors)

Day/Lesson
1

2
3
4
5&6
7&8

9
10

Title
What Is A Gas?

Movement of Gases
Why Are Gases Important?
Boyles Law Lab
Charless Law and GuyLussacs Law
Finding Absolute Zero

Avogadros Law
Mid-Unit Assessment

Topic
Properties of gases
(fluidity, compressibility,
density)
Measuring pressure
Kinetic Molecular Theory
The State of the Ozone
Layer
Boyles Law (pressurevolume relationship)
Qualitative and quantitative
discussion Charles & GuyLussac Laws
Use combination of
computer simulation and
experimental methods to
calculate absolute zero.
Avogadros Law with
quantitative problems
Quiz on unit

Unit Overview
The focus of this unit is gases. It is the first half of a larger, month-long unit that
includes kinetic molecular theory, Boyles Law, Charless Law, Guy-Lussacs Law, Daltons
Law, Avogadros Law, and the Ideal Gas Law. The first half of the unit, laid out here, covers
Sections 12.1 and 12.2 in the Holt Chemistry textbook and focuses on the kinetic molecular
theory and the separate laws (Boyle, Charles, Gay-Lussac, and Avogadro) that lead up to
deriving the Ideal Gas Law. The unit ends with a quiz to assess mastery of the material in
preparation for beginning the Ideal Gas Law in the second half of the unit and dealing more
quantitatively with solving gas law problems. Lessons are written for fifty minute periods.

Enduring Understandings
This unit addresses two primary enduring understandings: How do we model the way
multiple variables interact with one another and influence each other? What role do gasses play
in the world? These questions cover the complete month-long unit with the goal that students
can answer these two questions by the end of the month. For the first half of the unit we will be
addressing each of these questions individually in various lessons I indicate which
understanding is the focus of a particular days lesson by boldface type.

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Unit 8: Gases

Standards Covered
CHEM.B.2.2. Explain how the kinetic molecular theory relates to the behavior of gases.
CHEM.B.2.2.1. Utilize mathematical relationships to predict changes in the number of
particles, the temperature, the pressure, and the volume in a gaseous system (i.e., Boyles law,
Charless law, Daltons law of partial pressures, the combined gas law, and the ideal gas law).

General Notes
Each student has their own lab notebook in which they complete do nows and take class notes.
They are expected to complete lab activities on provided worksheets, turn them in, and then
staple them in to their notebooks when they receive them back. Exit slips are completed on
separate, small slips of paper and turned in on the way out of class. There is a student laptop cart
shared between several classeslaptops need to be arranged for fairly far in advance to be sure
we have access for this unit Im pretending as if I would have unlimited access to the laptops,
however if that is not the case I would need to make arrangements for alternative activities.

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Unit 8: Gases

1 - What is a Gas?
Standard

CHEM.B.2.2. Explain how the kinetic molecular theory relates to the behavior
of gases.
Unit Enduring Understandings
How do we model the way multiple variables interact with one another and influence one
another?
What roles do gases play in the world?
Essential Questions
Measurable Objectives
-What is a gas?
-Students will know the primary properties of
-How do we know if something is a gas?
gases (fluid, low density, compressible,
completely fill containers)
-Students will know the units of measurement
for pressure and will be able to convert
between them.
Materials
Dry ice
Latex balloons
2-Liter plastic water bottle
Rubber bands
Goggles
Student lab notebooks
Properties of Gases PowerPoint
Lesson Agenda
Agenda
5 Es
Learning Activities
Begin by asking students, what is a gas? How do we know a gas is
there? How can you tell something is a gas? In asking students to
discuss what a gas is, I can get an informal diagnostic assessment of
what pre-existing knowledge they have about the topic of the unit.
Pull out dry ice from container and ask students, Is this a gas?
What is it? What is happening?
10 min

Engage

20 min

Explore

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Most students will have probably seen dry ice before some may
even know the term to describe the process of sublimation.
However, for some of my students, this may act as a discrepant
event, intriguing them into thinking about what a gas is and isnt.
The purpose of this is to introduce the concept of fluidity one of
the properties of gases students need to know. Originally I planned
to use iodine crystals to do this demonstration, but they are a
regulated substance according to the DEA so I had to nix that idea.
Balloon in a bottle experiment. Students, working in groups of four,
will be provided a 2-liter bottle, a latex balloon, rubber bands, and
goggles along with the Balloon in a Bottle worksheet. They will
blow up the balloon outside the bottle then release it so all the air is
out. Next they will place the balloon inside the bottle and roll the
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Unit 8: Gases

4
top around the bottles neck, securing it with a rubber band, so the
balloon dangles inside the bottle. They will now try to blow up the
balloon. Because the balloon experience compression, it wont be
able to blow up the same way. Students will answer a series of
analytical thinking questions throughout the experiment.
This activity is meant to serve as a teacher-initiated, guided-inquiry
introduction to gases. It introduces two more properties of gases
students need to know which is that gases completely fill a container
and gases are compressible. It is based off a cook-book lab activity
found in the Holt Chemistry teachers edition textbook used in my
class which I have tried to make more inquiry focused. It is still a
guided inquiry, because it is both the start of the unit, and because
my students have hardly seen inquiry before my class (at least
according to them), and need to be scaffolded into it, as
recommended in Llewelyns Invitation to Inquiry (2005).
Additionally, I am asking students to begin to consider explanations
of how things happen to analyze the mechanism behind observed
phenomena which ties into the NGSS cross-cutting concept #2
Cause and Effect (NSTA NGSS Readers Guide, 2012, p 14).
PowerPoint presentation reviewing the four main properties of
gases: gases are fluids, have low density, are highly compressible,
and fill a container completely. Students will take notes in their
notebooks of definitions of each property. Presentation will end
with an introduction to the different units used to measure pressure
and a review of unit conversions. An example problem will be
modeled for students in class they will practice converting
between pressure units on their own for homework.

15 min

Explain

5 min

Evaluate

Many of my students are used to copying down notes directly of

those things they need to know. While I think that with
encouragement they might be able to transition from taking down
my notes to formulating their own questions and answering them,
and taking their own notes on the results, for now, including daily
bits of notes they can copy helps them feel comfortable with a
familiar routine. It also makes sure that those students who arent
as engaged with the inquiry process know exactly what theyll be
tested on.
Exit slip:
1. What are the four main properties of gases?
2. Choose one and describe how you would measure it (what
experiment would you do or what equipment would you
need?)
This exit slip is meant to evaluate whether students met the first
learning objective knowing the four main properties of gases.

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Unit 8: Gases

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For homework, each student will complete the unit conversion practice worksheet

All of my students are familiar with unit conversions, many of them hate it, and
Homework they will all need to be able to do it. Knowing the units of a measurement are key
to making sure calculations are accurate. This is a standard worksheet, with
little inquiry element to it, but sometimes just straightforward practice is
necessary.
Vocabulary Gas, fluid, sublimation, compressibility, volume, pressure

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Unit 8: Gases

Name:_______________________ Period:_________________ Date:_________________

Balloon in a Bottle
How do you know a gas is there? How do you know how much space a gas takes up? Today
you will perform an experiment to test if a gas is present and how much space. Each group has
received the following materials:
Latex balloons
2-Liter plastic water bottle
Rubber bands
Goggles
Have one member of your group stretch the balloon out and then blow it up. What is inside the
balloon? How do you know?

Now let all the air out of the balloon. How has whats inside the balloon changed? How do
you know?

Take your balloon and lower it round-end first into the 2-Liter plastic bottle. Fold the very end
of your balloon around the edge of the neck of the bottle (see the example on the front table if
necessary). Secure it with a rubber band. Now blow up the balloon. What happens?

Why do you think this is happening?

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Unit 8: Gases

Extension
You have seen how much harder it was to blow up the balloon once it was inside the bottle.
What do you think was happening to the balloon inside the bottle that was different from
when it was outside it?

Now think about what you have observed. How would you get the balloon to inflate inside the
bottle? What would you need to change? Design an experiment to test your hypothesis.
Describe the procedure and sketch your apparatus.

Now perform your experiment. What happens?

Did you prove your hypothesis correct? Explain how your results either support or
disprove your hypothesis. What do you think is happening?

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Unit 8: Gases

Name:_______________________ Period:_________________ Date:_________________

Unit Conversion Practice

One way we know something is a gas is that it takes up space and causes pressure against a
container. But how do we measure pressure? There are several different units to measure
pressure, and its important to recognize them since the units your pressure is in can have a major
impact on calculations youll be working with in a couple weeks. Use the chart of units below to
complete the following unit conversions (or see Holt Chemistry p. 420). SHOW YOUR WORK!

Unit

Abbreviation

Equivalent of Pascals

Atmosphere

atm

1 atm = 101,325 Pa

Bar

bar

1 bar = 100,025 Pa

Millimeter of mercury

mm Hg

1 mm Hg = 133.322 Pa

Pascal

Pa

Pounds per square inch

psi

1 psi = 6.89286 103 Pa

Torr

torr

1 torr = 133.322 Pa

1. 650 torr to Pa

2. 1 million psi to Pa

3. 3 atm to Pa

4. 6 bar to Pa

5. 1.5 bar to psi

6. 2 atm to mm Hg

7. 379 torr to atm

8. 7,597 psi to atm

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Unit 8: Gases

2 - Movement of Gases
Standard

CHEM.B.2.2. Explain how the kinetic molecular theory relates to the behavior
of gases.
Unit Enduring Understandings
How do we model the way multiple variables interact with one another and influence one
another?
What roles do gases play in the world?
Essential Questions
Measurable Objectives
-How do smells get to our noses?
-Students will know the kinetic molecular
-What does the kinetic molecular theory tell us theory as it applies to gases
about gases?
-Students will understand how the kinetic
molecular theory of gases explains movement
of gases through space

Agenda

10 min

5 Es

Engage

Materials
Room spray
Student laptops
NetLogo GasLab Free Gas model
Student lab notebooks
Properties of Gases PowerPoint
Lesson Agenda
Learning Activities
Do now:
1. List two properties of gases
2. Convert 738.5 torr to Pa and atm.
3. Think back to previous units. What is temperature?
Students will supply their answers on the board (after recording
individual answers in lab notebooks).
This do now is a formative assessment to ensure students have a
firm grasp of the material and are ready to move on to studying the
kinetic molecular theory of gases today.
Spray room spray from the front of the room. Ask students to raise
their hands as they begin to smell the spray. What is happening?
Students will propose theories as to why the scent takes more time
to reach students in the back of the classroom.

25 min

Explore

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The purpose of this initial activity is to encourage students to

propose potential mechanisms for how gases move. Again, this
addresses both the NGSS cross-cutting theme that runs throughout
this unit, as well as engages students to think creatively for
explanations regarding the world around them.

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Unit 8: Gases

10
Provide students with student laptops. Students will open the
NetLogo GasLab Free Gas model and work through the
accompanying questions sheet.
This simulation explores the way temperature and kinetic energy
relate to the movement of gases through space. Students will have
one set of guided questions they must answer, then they must come
up with a question of their own, define what variables they will test,
run the simulation making their changes, and record the results.
The idea is to get them to relate speed to kinetic energy (if they
remembered the previous definition of temperature) by comparing
the speed and energy histograms on the bottom of the simulation.
PowerPoint presentation defining kinetic molecular theory of gases.
Along with the definition of the kinetic molecular theory, students
will be reminded of the formal definition of temperature (which they
have already learned in a previous unit). They will be asked how
the two relate to each other.

Hopefully my students will connect their knowledge of the definition

of temperature and their new definition of kinetic molecular theory
15 min
Explain
using the things they observed in the NetLogo simulation. By the
end of the lecture, they should understand that kinetic molecular
theory is only completely true for closed systems, but it provides a
good starting point for describing how real gases move through
space. By providing this brief piece of direct instruction, my
students get the formal definition they need to know for the future as
well as something beyond the do now to write down in their lab
notebooks.
My students only receive homework every other night, so they will not have
Homework
homework this night.
Kinetic molecular theory, temperature, pressure, kinetic energy, collision,
Vocabulary
Maxwell-Boltzmann distribution

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Unit 8: Gases

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Name:_______________________ Period:_________________ Date:_________________

NetLogo Gas Lab: Free Gas

OBJECTIVE
The purpose of this lab is to explore the behavior of gases as they move through space.
DIRECTIONS
Open NetLogo on the student laptops. Open the models library > Sample models > Chemistry &
Physics > GasLab and find the model named GasLab Free Gas. Once you have it open, run the
model using the preset initial conditions. Complete the following:
Looking at the interface, you see three different histograms (graphs) at the bottom and all show
either speed or kinetic energy. What property of the gas are they actually measuring?
Describe the speed histogram (the graph in the middle). What does it show you? Does this
make sense?

This distribution of speeds is called the Maxwell-Boltzmann distribution. We can manipulate it

by changing some of the variables. Change the initial particle speed to 15 (from 10). What
happens? How does this affect your Maxwell-Boltzmann distribution?
Choose another speed. Speed: _______ What happens?
Why do you think this happens?

Return the initial particle speed to 10. Change the number of particles to 500. How does this
affect your Maxwell-Boltzmann distribution?
Choose another particle number. Number: ___________ What happens?
Why do you think this happens?

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Unit 8: Gases

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Self-Exploration
Choose one of the variables you can alter in the simulation. This is your independent variable.
What will you test if you vary your independent variable (i.e. what is your dependent variable)?
Formulate a question connecting your independent to your dependent variable that you wish to
test. Based on your observations from the previous page, what you do you predict will happen?
This is your hypothesis. Once you have formulated your question and made your prediction, run
your simulation. Draw a picture of all three graphs that result. Interpret your results. What
happened? Did your prediction turn out to be correct? Why or why not?
Independent Variable:__________________

Dependent Variable:__________________

Question:
Hypothesis:

Speed Counts:

Speed Histogram:

Energy Histogram:

Analysis and Conclusions:

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Unit 8: Gases

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3 - The State of the Ozone

Grade
Standard

11
Unit
Gases
CHEM.B.2.2. Explain how the kinetic molecular theory relates to the behavior
of gases.
Unit Enduring Understandings
How do we model the way multiple variables interact with one another and influence one
another?
What roles do gases play in the world?
Essential Questions
Measurable Objectives
-How do our actions here at home affect other -Students will know what the ozone layer does
parts of the world?
and how certain gases create holes
-How does the kinetic molecular theory of
-Students will critique how ozone-depleting
gases relate to the state of the ozone?
gases used in the global north have impacted the
global south
Materials
CFCs and the ozone PowerPoint
Student Laptop computer cart
Student lab notebooks
Lesson Agenda
Agenda
5 Es
Learning Activities
Do now:
1. In your own words, explain the kinetic molecular theory of
gases
2. What is ozone? What does it do?
Students will share out their responses after 5 minutes.
10 min

15 min

Engage

Explain

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The purpose of this do now is to assess student understanding of the

previous days lesson on kinetic molecular theory (formative
assessment) and to obtain an overview of which students are
familiar with ozone and the role it plays in the Earths atmosphere
(diagnostic assessment). Students that have prior exposure to ozone
depletion may be able to initiate an explanation that the instructor
can build off of and use to transition to the PowerPoint.
PowerPoint presentation about Ozone and the role it plays in
Earths atmosphere with guided Cornell notes. Introduce covalent
compounds which deplete ozone using following chemical reaction:
+ * + 2/ +
What does this equation tell us? [Students will use their
understanding of chemical reactions to describe how the ozone is
missing from the products side. They will know from their previous
unit that having the halogen present on both sides of the equation
means it acts as a catalyst.] Explain what ozone-depleting
substances (ODSs) have in common (highly stable halogen
compounds with the ability to catalyze formation of an oxygen free
radical). Ask students, what does this mean for the ozone layer?
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Unit 8: Gases

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[Students will respond to question and predict whats going to
happen based on their knowledge of gases so far]. Introduce polar
vortex, polar stratospheric clouds, and location of areas effected by
ozone hole. What does this mean for the people living in the areas
affected? (More UV light exposure and problems that causes).

Explore

20 min

The purpose of this presentation is to provide the background

knowledge on the chemistry behind ozone depletion and a hint of
how it relates to our understanding of gases and properties of gases.
It includes auditory and visual information from the instructor as
well as opportunities for participation in the form of student
responses.
What are ODSs used in? Use the internet to research and identify
at least three different functions for or products that include an
ODS. This guided inquiry provides a question and a starting point-a list of ODSs will be provided on the board. As students explore
what halogen compounds that deplete the ozone are used in, they
will generate a list of where these products are used mainly.
With a partner, discuss how your list relates to consumerism and the
environment. Do you think the products you used are used in other
developed countries? What about developing countries? Knowing
that many of these substances are banned and their replacements are
more expensive, what kind of economic impact do you think it
would have for developed countries? For developing countries?
Can you think of other ways the developed world is environmentally
damaging the developing world?

Extend/
Elaborate I want students to discuss sticky issues such as exploitation,
economic disadvantaging, and paternalism as it surrounds

environmental issues. This discussion will serve as a starting point

for their homework assignment where they will dig into these issues
more deeply. This may be uncomfortable for some students, but I
think it opens up a potential for broader conversation, particularly
with the current Parisian climate talks. It can potentially lead
into a much larger conversation on global warming in general,
though that is not the focus of this lesson or this unit. Of similar
importance is that this extends the NGSS cross-cutting concept of
cause and effect beyond chemistry and into a wider,
interdisciplinary discussion.

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Unit 8: Gases

15
Exit Slip:
1. How does the kinetic molecular theory explain how ODSs
deplete the atmosphere?
2. What is the key factor in an ODSs ability to deplete ozone?

5 min

Evaluate

Students should be able to explain how kinetic molecular theory

concentrates ozone-depleting substances over a certain area
(Antarctica) where they become highly reactive. They should know
that the halogens within the compound catalyze the oxygen freeradical formation necessary to turn ozone into oxygen gas. This
satisfies the science content requirements and serves as a real-world
application for their learning.
For homework as a continuation of their discussions in class, students will
complete the the Should We Ban Environmentally Harmful Gases? assignment.

Homework

The purpose of this assignment is for students to start thinking of how science of
is influenced by more than just research but also by politics, economics, and
global concerns about the environment. It extends their exploration of the topic
beyond the surface and asks them to critically reason and argue their position for
or against banning environmentally harmful gases.

Vocabulary

Chlorofluorocarbon, ozone, polar vortex, polar stratospheric clouds,

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Unit 8: Gases

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Cornell Notes
Name
Topic

Date

State of the Ozone & Ozone Depletion

Ozone

Class/
Suject

Chemistry

O_
Found in Earths middle atmosphere (_________)
Protects us from ______ light

+ __ __
Happens normally? T or F (circle one)

Chapman Cycle

Ozone Depleting
Substance (___)

Highly ______
Compounds containing _______
CFC = ________-___________-______________
HCFC = _______-________-________-_________
HFC = ________-___________-______________

+ +

Ozone Depletion

Cl, Br act as _________ to form oxygen ________

Polar Vortex

Winds follow ocean currents around Antarctica.

This makes a mass of _______ _____.

Polar Stratospheric Clouds

(PSC)

Ozone Hole

Freezing temperatures in Antarctica create clouds

of frozen ________ and ________.
Attract CFCs and other halogen compounds
through _____________________.
Spring melt of PSCs ____________ CFCs into
stratosphere
Located over _____________________
Ozone loss is seen in other parts of world T or F
Hole in ozone means _______ exposure to _____

Jim Burke 2000. For more information on this and other such Tools for Thought visit www.englishcompanion.com

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Unit 8: Gases

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Ozone Depleting Substances: ChemWiki List

chlorofluorocarbon-11 (CFC11)
chlorofluorocarbon-12 (CFC12)
chlorofluorocarbon-13 (CFC13)
chlorofluorocarbon-111 (CFC111)
chlorofluorocarbon-112 (CFC112)
chlorofluorocarbon-113 (CFC113)
chlorofluorocarbon-114 (CFC114)
chlorofluorocarbon-115 (CFC115)
chlorofluorocarbon-211 (CFC211)
chlorofluorocarbon-212 (CFC212)
chlorofluorocarbon-213 (CFC213)
chlorofluorocarbon-214 (CFC214)
chlorofluorocarbon-215 (CFC215)
chlorofluorocarbon-216 (CFC216)
chlorofluorocarbon-217 (CFC217)
halon-1211
halon-1301
halon-2402
carbon tetrachloride
methyl chloroform
hydrochlorofluorocarbon-22 (HCFC22)
hydrochlorofluorocarbon-123 (HCFC123)
hydrochlorofluorocarbon-124 (HCFC124)
hydrochlorofluorocarbon-141(b) (HCFC141(b))
hydrochlorofluorocarbon-142(b) (HCFC142(b))

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Unit 8: Gases

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Name:_______________________ Period:_________________ Date:_________________

Should We Ban Environmentally Harmful Gases?

Harmful gases and chemicals (such as ozone-depleting substances) are frequently used in
industrial processes in the developed and developing world. Initially used in the developed
world before their negative consequences were discovered, many of them are now banned
because of their effect on the environment. Unfortunately, their replacements are more
expensive which could have a negative impact on developing economies. Should all gases that
might harm the environment be banned? Why or why not? Consider how bans might affect an
economy in different parts of the world.
Using the C-E-R framework, write AT MINIMUM one paragraph explaining your position
and the reasoning behind it. Reference your notes from todays lesson and the internet
research activity. You will have two nights to complete this assignment.

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Unit 8: Gases

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4 - Volume and Pressure Boyles Law

Standard

CHEM.B.2.2.1. Utilize mathematical relationships to predict changes in the

number of particles, the temperature, the pressure, and the volume in a gaseous
system (i.e., Boyles law, Charless law, Daltons law of partial pressures, the
combined gas law, and the ideal gas law).
Unit Enduring Understandings
How do we model the way multiple variables interact with one another and
influence one another?
What roles do gases play in the world?
Essential Questions
Measurable Objectives
-How are pressure and volume related?
-Students will know the equation for Boyles
-How can we model this relationship?
Law.
-Students will understand how pressure and
volume are related to one another (inversely
proportional).
Materials
Wooden blocks
Syringes
Textbooks or other weights
Student lab notebooks
Student laptops
NetLogo Connected Chemistry Volume and Pressure model
Lesson Agenda
Agenda
5 Es
Learning Activities
Do now:
1. What is pressure? What units do we use to measure it?
2. What is volume? What units do we use to measure it?
5 min

Engage

20 min

Explore

To prepare students for todays inquiry into Boyles Law, they must
be sure they know the definitions of pressure and volume, and the
units we use to measure each. This do now is mainly to jog their
memories.
Boyles Law Lab students will perform this guided inquiry into
the relationship between pressure and volume using a set of
syringes, wooden blocks, and textbooks as weights. They will
follow along with the guided questions on the provided handout
and then design their own experiment develop a hypothesis and
then test it and record their results. They will graph the results of
their experiment to practice graphing, and to directly observe the
relationships between variables.
This lab is a cookbook lab (from the Holt Orange Laboratory
Manual Boyles Law lab pg. 46). that I have tried to inquiryize by altering the instructions and removing much of the step-bystep procedure. I want my students to explore the relationship

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Unit 8: Gases

20 min

20

Explain

between variables one of my overarching themes, and also use

this as another probe into studying cause and effect (the NGSS
cross-cutting theme Im focusing on). The goal for this lab is to
both introduce the relation between pressure and volume (a
precursor to defining Boyles Law), and to encourage my students
to construct their own understandings of how science happens.
Within the allotted time, students should be able to answer the
initial questions and take down their data in the data table. They
will finish the graphs and extension questions for homework.
Students will further study Boyles Law using the NetLogo
Connected Chemistry Volume and Pressure model. Weve already
covered independent and dependent variables in class, so my
students will choose one of the variables to set as the independent
variable, and then they will record the data they receive for the
dependent variable. They will compare their results with a group
that chose the opposite independent/dependent configuration and
come up with an explanation for why they observe any differences
or similarities between the comparisons.
This activity will hopefully get my students thinking about how
variables are related (again looking at cause-and-effect, the NGSS
cross-cutting theme I chose to focus on). It also provides them
practice at interpreting another groups data, an important
scientific practice (collaboration).
Exit slip:
Write down two things you discovered about how pressure and
volume are related to one another. Can you think of an equation
that represents, or models, the data you collected today?

Here students will be introduced to the concept of equations as

models of behavior. Over the next couple of days, we will use
Evaluate equations we develop to explain how the variables in question are
5 min
related to one another. While many of my students struggle with

algebra and might not be able to come up with an equation in five
minutes, this will get them thinking in preparation for tomorrow
when we will finish defining Boyles Law (and introduce the formal
equation if they havent already figured it out). As always, the exit
slips also serve as an important form of formative assessment for
me to gauge how my students are doing with the material and if
they are ready to move on or not.
Complete the graphs and extension questions for your Boyles Law Lab. You
Homework
will have two nights to complete this assignment.
Pressure, volume, Boyles Law, independent variable, dependent variable, model,
Vocabulary
predictive model, slope, constant

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Unit 8: Gases

21

Name:_______________________ Period:_________________ Date:_________________

Boyles Law: How Are Pressure & Volume Related?

OBJECTIVES
Determine the volume of a gas in a container under various pressures. Graph the pressurevolume relationship to determine how the variables are related. Interpret graphs.
MATERIALS
1 Syringe
4 objects of equal mass (~500 g each)
Goggles

2 Wooden blocks
1 Carpet thread

SAFETY
Minor be careful not to drop weights directly on the apparatus. Gently set them on top. And
dont drop one on your foot!
DIRECTIONS
Each group will receive the above materials. There will be a sample apparatus at the front of the
room showing you how to assemble your blocks, syringe and carpet thread. Build your
measurement apparatus as demonstrated, then draw a picture of it below:

What is inside the syringe?

When you place a weight on top of the syringe, what do you think is going to happen?
Explain your reasoning IN DETAIL.

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Unit 8: Gases

22

Looking at your apparatus, as you add weights, what are you going to measure? Be specific
and INCLUDE UNITS.

Test your prediction regarding what will happen on adding weight. You must record your data
in the data chart below for a MINIMUM of four weight conditions (yes, zero counts as a
condition). Remember to include at least three trials of each weight. List the steps of your
procedure in the space provided:
Procedure:

Data:
Mass

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Trial 1

Trial 2

=Assessment
=Real-world Connection

Trial 3

Average
________

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Unit 8: Gases

23

Graph It! Graph the ratio of your mass to the average of your measurements. Be sure to label
your axes, include units and properly define your independent and dependent variables:

What does your graph show? Are your independent and dependent variables directly
proportional or indirectly proportional? Explain.

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Unit 8: Gases

24

Now graph the inverse. A data chart has been provided to help you:
Mass
Average
1/Average
_______
_________

You should be able to come up with an equation for the line above. What is it?
Equation:

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Laura Williams
Unit 8: Gases

25

Extension Questions
1. Do your two graphs generally make sense? Explain why or why not.

2. Use your graph to predict what you would observe if you added 2.5 weights. Show your
work!

3. Does your answer make sense? Explain why.

4. How do your observations relate to pressure and volume of a gas?

5. How can you explain your observations using the kinetic molecular theory of gases?

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Laura Williams
Unit 8: Gases

26

Name:_______________________ Period:_________________ Date:_________________

NetLogo Connected Chemistry: Volume & Pressure

OBJECTIVE
The purpose of this lab is to explore the relationship between volume and pressure at a constant
temperature.
DIRECTIONS
Open NetLogo on the student laptops. Open the models library > Curricular Models >
Connected Chemistry and find the model named Connected Chemistry 6 Volume and Pressure.
Once you have it open, run the model with the preset initial conditions. Complete the following
with your group:
Run the preset initial conditions for 30 seconds.
What is the pressure?_________ Volume?________
What do you notice? Describe your graphs:

INCREASE the initial wall position. Wall position: ________

How does this effect the pressure? Describe your graphs:

DECREASE the initial wall position to below the preset. Wall position: __________
How does this effect the pressure? Describe your graphs:

Do these results make sense? Explain.

What do you think is happening?

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Laura Williams
Unit 8: Gases

27

Group-Exploration
As a group, choose one of the variables you can alter in the simulation as your independent
variable. What is your dependent variable? Formulate a question connecting your independent to
your dependent variable that you wish to test. Based on your observations from the previous
page, what is your hypothesis? Once you have formulated your question and made your
prediction, run your simulation. Draw a picture of the graphs that result. What happened? Did
your prediction turn out to be correct? Why or why not? Find another group that chose a
different independent and dependent variable. Do their results match yours? Does this make
sense?
Independent Variable:__________________

Dependent Variable:__________________

Question:
Hypothesis:

Pressure v. Time:

Volume v. Time:

Analysis and Conclusions:

Group Compare: I shared data with group #______.

Group Analysis:

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Laura Williams
Unit 8: Gases

28

5 & 6 Volume, Pressure, and Temperature Charless Law &

Guy-Lussacs Law
Standard

CHEM.B.2.2.1. Utilize mathematical relationships to predict changes in the

number of particles, the temperature, the pressure, and the volume in a gaseous
system (i.e., Boyles law, Charless law, Daltons law of partial pressures, the
combined gas law, and the ideal gas law).
Unit Enduring Understandings
How do we model the way multiple variables interact with one another and
influence one another?
What roles do gases play in the world?
Essential Questions
Measurable Objectives
-How are temperature and pressure related?
-Students will know the mathematical
-How are temperature and volume related?
relationship between temperature and pressure,
temperature and volume
-Students will be able to graph temperature v.
pressure and temperature v. volume and use
their graphs to make predictions
-Students will understand how Charles Law
and Guy-Lussacs Law explain certain
observed phenomena
Materials
Laws of Gases PowerPoint
Student lab notebooks
Soda can filled part-way with water
Hotplate
Ice water bath
Tongs, gloves, and goggles
Student laptops
NetLogo GasLab Connected Chemistry Temperature & Pressure model
Graph paper
Lesson Agenda
Agenda
5 Es
Learning Activities
Do now:
1. How is temperature defined? What units do we use to
measure it?
2. How does temperature effect a gas? (Think back to the
kinetic molecular theory of gases from the other day).
10 min
Engage
This do now is meant to ask students to recall something theyve
previously learn (the definition of temperature), and to relate it
to something new theyve learned (kinetic molecular theory). In
asking my students to make these connections, Im hoping theyll
predict how temperature can influence the behavior of a gas.

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Unit 8: Gases

29
Using Laws of Gases PowerPoint, review Boyles Law. Ask
students to share if they came up with an equation from last
lesson what is it? How did they get it? Define Boyles Law.

10 min

Explain

10 min

Engage

35 min

20 min

Explore

Explain

This is to make sure were all on the same page in terms of the
definition of Boyles Law. Students will have to write down the
law and then be able to use it later to do calculations with (see
homework).
Can crushing demonstration. Show students soda can filled
partly with water on the hot plate (this will be heating up during
the PowerPoint so the can is nice and hot when it comes time for
the demonstration). Ask them what they think is happening to
water inside the can (it should be steaming, so hopefully some of
them will say something about steam and gases). Use tongs to
take can and turn it upside down into the ice water bath. Can
will crush itself (Ill definitely need to practice this beforehand
to make sure it works). Ask students, what happened?
Some of my students may have seen this, but hopefully not many.
This acts as a discrepant event to get them thinking about how
temperature relates to pressure and volume in a gas.
Students will use student laptops to work through NetLogo
Connected Chemistry Temperature and Pressure model and
answer the extension questions provided.
Students will have to finish the modeling assignment on the first
part of day 2 of the lesson.
Using Laws of Gases PowerPoint, define Charles Law and
Guy-Lussacs Law. Show students examples of calculations
using Boyles Law, Charles Law and Guy-Lussacs Law.
Students will practice these calculations individually in their
notebooks following the examples (similar to the example
calculations see in the Holt Chemistry textbook Section 12.2).
This portion of the lesson is meant to provide students practice
in calculating a missing value using algebraic manipulation
(something they desperately need help with). It also encourages
them to think about the laws mathematically in addition to the
graphical understandings the models and homework focus on.

=Differentiated
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Laura Williams
Unit 8: Gases

15 min

30

Evaluate

Exit slip:
Think back to the can crushing demonstration from yesterday
using your understanding of the relationship between
temperature, pressure, and volume explain why the can
crushes.

This formative assessment asks students to synthesize what

theyve learned about temperature, pressure, and volume and
apply it in order to explain something theyve directly observed
(cause-and-effect, mechanism explanation).
Day 1 Graph that Law practice sheet.
This assignment is meant to help students practice graphing (particularly
important in preparation for their labs tomorrow), as well as to make sure they
are ready for the graph they will need to be able to make for their quiz at the end
of the unit. The data sets are the same ones used in examples in the Holt
Chemistry textbook (section 12.2, pages 423, 427)
Pressure, Volume, temperature, inversely proportional, directly proportional,
Vocabulary
evaporation
Homework

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Unit 8: Gases

31

Name:_______________________ Period:_________________ Date:_________________

NetLogo Connected Chemistry: Temperature and Pressure

OBJECTIVE
The purpose of this lab is to explore the relationship between temperature and pressure at a
constant volume.
DIRECTIONS
Open NetLogo on the student laptops. Open the models library > Curricular Models >
Connected Chemistry and find the model named Connected Chemistry 5 Temperature and
Pressure. Once you have it open, run the model with the preset initial conditions. Complete the
following with a partner:
Allow the simulation to run for 30 seconds. What do your temperature and pressure graphs
show over time? Describe them below.

HEAT up the walls of the container. What happens to the pressure immediately?
What happens to the pressure after 30 seconds?

COOL down the walls of the container. What happens to the pressure immediately?
What happens after 30 seconds?

Why do you you think this is happening? Explain your reasoning.

What do you think will happen if you Heat up or Cool down the walls faster? Why?

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Laura Williams
Unit 8: Gases

32

Self-Exploration
Choose one of the variables you can alter in the simulation. This is your independent variable.
What will you test if you vary your independent variable (i.e. what is your dependent variable)?
Formulate a question connecting your independent to your dependent variable that you wish to
test. Based on your observations from the previous page, what you do you predict will happen?
This is your hypothesis. Once you have formulated your question and made your prediction, run
your simulation. Draw a picture of all three graphs that result. Interpret your results. What
happened? Did your prediction turn out to be correct? Why or why not?
Independent Variable:__________________

Dependent Variable:__________________

Question:
Hypothesis:

Gas Temp. v Time:

Average Speed v. Time:

Pressure v. Time:

Analysis and Conclusions:

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Laura Williams
Unit 8: Gases

33

Name:_______________________ Period:_________________ Date:_________________

Graph That Law

Each of the gas laws weve discussed so far are most easily visualized using graphing. For each
law, you will receive a data set. Graph the data set on the provided graph square and determine
an equation for the resulting trend-line if applicable. Dont forget to label your axes!
Boyles Law:
Pressure (kPa)
150
200
250
300

Volume (L)
0.334
0.250
0.200
0.167

Equation:

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Unit 8: Gases

34

Charless Law:
Temperature
(K)
100
200
272
273
274
283
373

Volume
(mL)
199
402
546
545
545
567
748

Equation:

Guy-Lussacs Law:
Temperature
(K)
179
205
230
273
285
300

Pressure
(kPa)
148
170
191
227
237
249

Equation:

=Differentiated
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=Assessment
=Real-world Connection

=Inquiry
=NGSS Cross-cutting

Laura Williams
Unit 8: Gases

35

7 & 8 Finding Absolute Zero

Standard

CHEM.B.2.2.1. Utilize mathematical relationships to predict changes in the

number of particles, the temperature, the pressure, and the volume in a gaseous
system (i.e., Boyles law, Charless law, Daltons law of partial pressures, the
combined gas law, and the ideal gas law).
Unit Enduring Understandings
How do we model the way multiple variables interact with one another and
influence one another?
What roles do gases play in the world?
Essential Questions
Measurable Objectives
-How can we use observed relationships
-Students will be able to collect measurements,
between variables to predict future behavior or graph data, determine the equation for a line,
behavior outside the boundaries of our
and calculate the y-intercept.
measurements (equation and line modeling)
-Students will be able to use their data to
-What is absolute zero?
predict the behavior of a gas outside the
boundaries of their measurements
-Students will calculate a value for absolute
zero
-Students will understand what absolute zero
means for gases (thinking about the kinetic
molecular theory of gases)
Materials
Student lab notebooks
Student laptops
NetLogo Connected Chemistry Temperature and Pressure model
4 Thermometers
4 Absolute Zero Demonstrators
Hotplate
Boiling water bath
Room temperature water bath
Ice water bath
Dry ice in ethanol bath
Liquid Nitrogen in dewar
Goggles
Thick gloves
Lesson Agenda
Agenda
5 Es
Learning Activities
Do now:
A balloon has a volume 1.89 L at 298 K and 1 atm. Calculate the
following:
10 min
Engage
1. If the pressure is raised to 895 torr, what is the volume?
2. If the temperature is raised to 380 K, what is the pressure?
3. If the temperature decreases to 169 K, what is the volume?

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Laura Williams
Unit 8: Gases

36
This do now asks students to utilize all three laws theyve learned
so far to perform calculations. They learned calculations yesterday
so its the first day and may take them a little more time than in the
future.
Ask students, what is absolute zero? Students may have heard of
absolute zero before now (many in my class have already
mentioned it before), however they may not know the actual value
of it. Begin the absolute zero lab (described below). The students
will be split in half, and each group will complete one of the two
lab activities on each day so the students that start with the
computer lab will do computers on day 1 and the physical lab on
day 2, students who start with the physical lab will do the opposite.

80 min

Explore

The entire reasoning for splitting up the students is because of the

resources involved in the physical lab. The cost of the
demonstrators (either purchased or built) is significant enough that
I will be unlikely to have more than four, so they need to be shared.
Thus, no more than four lab groups can be working on the physical
lab. To ensure each student has an opportunity to actually work
with the demonstrator, I dont want the lab groups to get to big, so
Im splitting the class in half. There is also the safety
considerations three of the solutions involved in the demonstrator
activity are potentially hazardous (liquid nitrogen, dry ice in
alcohol, and boiling water) due to their extreme temperatures. So I
only want to have one of each solution out and I want to be
stationed near them to make sure students are wearing proper PPE
while measuring the temperature and pressure. Im unsure if Id be
willing to do this as an actual lab with a larger, general chemistry
class because splitting the activity, one of which is complex and
potentially dangerous could make for a classroom management
nightmare. For now, I plan it this way, knowing that my CM will
also be present to help.
-Half of the students will start with the computer lab on calculating
absolute zero using student laptops
(http://www.chm.davidson.edu/vce/gaslaws/charleslaw.html)
-Other half of the students will work in groups of 4-5 on actual
absolute zero lab. Each group will receive an absolute zero
demonstrator (like the ones from Carolina Scientific:
http://www.carolina.com/catalog/detail.jsp?prodId=753690). There
will be a series of unidentified solutions at different lab tablesstudents must measure the temperature of the solution before
immersing the demonstrators bulb in it and taking a pressure
reading. They must measure the pressure three times. In their
notebooks, they will generate a complete data set (recording

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Unit 8: Gases

37
temperature, and the three trials of pressure). They will graph their
data and then create a trend-line with an equation to describe their
data on a provided piece of graph paper. They will use this line to
calculate their y-intercept which is absolute zero, also on the graph
paper. The final graph with equation and calculated absolute zero
will be turned in for a grade.

10 min

Extend

Originally I had planned to have students use linear regression on

a data set I gave them to calculate absolute zero (and explore how
models allow us to predict behavior outside the bounds of our
abilities to measure something), however following feedback from
many of my fellow student teachers, I realized that was an
unrealistic goal based on the math skills of my students. I was
unsure whether or not I would be able to still do this lab. Further
investigation turned up the online computer activity and the
NetLogo model which could be used to calculate absolute zero.
However, I really wanted to do an actual lab. I found a recipe in
an old chemistry book of my dads on how to build an absolute zero
device myself and would like to think Im capable of doing it, but
Im not confident in my abilities. Then I found theyre purchasable
at a decent-ish price (under $200) from Carolina so Ive decided
to go ahead and plan out an actual experimental lab to the
calculations. Theyll practice reading measurements on
instruments (including a pressure gaugesomething theyll see in
real life if they ever need to inflate a bike tire, car tire, or balloon),
graphing, determining the equation of a line and figuring out the yintercept. These are all solidly within the realm of possibility for
my students using only their algebra, which they all have taken at
least one year of. Im really excited about doing this lab now and
cant wait to try it out!
In the last 20 minutes of class, lab groups will post their calculated
values for absolute zero on the board and we will calculate a class
average value in the final 10 minutes. We will compare this value
to the actual value of -273.13 C or 0 K. If the values are complete
different, students will be asked to brainstorm reasons behind the
difference.
Students will explain and defend their results during the
comparisons, citing evidence from their data and explaining their
calculations.

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Unit 8: Gases

38
Finish your graph and determine the equation for your line (if you did the
experimental lab). If you worked on the computer simulation, youre off for the
night.

Those students who do the experimental lab may need to finish the graphing
Homework component for homework and they can. For those students who do the
computer lab, they can finish their graphs, equations and calculations at home
for homework as long as one group member completes the calculations in class
and generates a value to contribute to the class dataset. This way there is only
one homework assignment attached to this lab, and for students who finish
everything in class, they get a free pass on no homework for the night!
Vocabulary Absolute Zero, Kelvin, Celsius, Trendline, Y-intercept

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Laura Williams
Unit 8: Gases

39

Name:_______________________ Period:_________________ Date:_________________

Calculating Absolute Zero by Computer

OBJECTIVE
To simulate calculating absolute zero
DIRECTIONS
Go to the following website: http://www.chm.davidson.edu/vce/gaslaws/charleslaw.html
Answer the following questions, then complete the experiment.
Review:
1. What is Charless Law?

2. What is Guy-Lussacs Law?

3. Think back to your graphing homework from the other night. Is the relationship between
temperature and pressure linear? Why or why not?

Look at the simulation at the bottom of the page. As you take your measurements, you will need
to record them here. You must measure V and T for at least five pressures.
Remember 1 cm3 = 1 mL and that for a cylinder, V = r2h.
Here r is the radius of the manometer: 4.286 cm
First calculate r2. Show your work:

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Laura Williams
Unit 8: Gases

40

Data Table:
Pressure
(mm Hg)

Height
(cm)

Volume
(cm3)

Volume
(mL)

Temperature
(C)

Graph: Copy the graph as it appears on the screen.

The simulation gives you a value for the slope and the y-intercept.
Slope:______________

Y-intercept:______________

The y-intercept is your value for absolute zero. Does this value make sense? Why or why
not?

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Laura Williams
Unit 8: Gases

41

9 Avogadros Law
Standard

CHEM.B.2.2.1. Utilize mathematical relationships to predict changes in the

number of particles, the temperature, the pressure, and the volume in a gaseous
system (i.e., Boyles law, Charless law, Daltons law of partial pressures, the
combined gas law, and the ideal gas law).
Unit Enduring Understandings
How do we model the way multiple variables interact with one another and
influence one another?
What roles do gases play in the world?
Essential Questions
Measurable Objectives
-How does the amount of gas present affect
-Students will know Avogadros Law
volume?
-Students will be able to use Avogadros Law
-How does this relate to temperature and
to solve calculations
pressure?
Materials
Laws of Gases PowerPoint
Student lab notebooks
Student laptops
NetLogo Connected Chemistry Changing Pressure model
Lesson Agenda
Agenda
5 Es
Learning Activities
Do now:
1. What is a mole? How does it relate to Avogadros number?
5 min

Engage

30 min

Explore

15 min

Explain

=Differentiated
=Argumentation

This do now is solely to remind students of the mole since they

havent seen it since the previous unit (at this point almost two
weeks ago). Its short so that hopefully we can move right into the
computer simulations.
Working on student laptops, students will explore the NetLogo
Connected Chemistry Changing Pressure model using a guided
inquiry sheet. The purpose of these models is to explore how the
temperature of a given number of particles is effected by the volume
(a sort of off-shoot of Avogadros law) and the pressure of a
container.
This is a teacher-guided inquiry where students have the opportunity
at the end to ask their own questions and test their own variables.
The point is for students to start to see that particle number (or
moles) also impacts gas behavior and that all the different
properties are related.
Using Laws of Gases PowerPoint, define Avogadros Law.
Demonstrate how to perform calculations with it. Students will
practice performing calculations independently.

=Assessment
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Laura Williams
Unit 8: Gases

42
As was pointed out during peer feedback, this is a very algebra and
math heavy unit. I want to provide my students plenty of time to
practice solving problems in class, so after defining Avogadros
Law, Ill model solving a problem then give them time to work
through several practice problems independently (though theyll
likely work in small groups to complete the practice questions
because thats the way they always work).
Holt Chemistry pg. 432, Section 12.2 Review # 5-12

These questions are all calculation questions and require students to practice
algebraic manipulation of the laws theyve learned to determine the missing
Homework variable. As following the quiz Im hoping theyll be able to independently derive
the ideal gas law without me giving it to them, they need to practice the algebra.
While normally I dont like to give textbook problems for homework, I think in
this case the problems provide them with the math practice they really need
(considering their math skills).
Vocabulary Moles, Avogadros Law

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Laura Williams
Unit 8: Gases

43

Name:_______________________ Period:_________________ Date:_________________

NetLogo Connected Chemistry: Changing Pressure

OBJECTIVE
The purpose of this lab is to explore the relationship between the number of particles, speed and
pressure in a fixed volume.
DIRECTIONS
Open NetLogo on the student laptops. Open the models library > Curricular Models >
Connected Chemistry and find the model named Connected Chemistry 2 Changing Pressure.
Once you have it open, run the model with the preset initial conditions. Complete the following
with your partner:
Run the model for 20 seconds. Whats happening to the pressure?
Now add particles. Whats happening to the pressure? If I continue to add more particles
what happens?

Reset the simulation to start with a smaller initial number of particles. I started with _________
Now change the Number-to-add: ____________. Run the simulation with your new additions.
How does this effect the pressure?

What would happen if I rapidly added particles to the box?

What about if I start with a small number and add a large number all at once?

What would happen in the reverse situation (large number with adding a small number of
particles?

Try the situations above and see what happens!

=Differentiated
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=Assessment
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=Inquiry
=NGSS Cross-cutting

Laura Williams
Unit 8: Gases

44

Self-Exploration
Choose one of the variables you can alter in the simulation. This is your independent variable.
What will you test if you vary your independent variable (i.e. what is your dependent variable)?
Formulate a question connecting your independent to your dependent variable that you wish to
test. Based on your observations from the previous page, what you do you predict will happen?
This is your hypothesis. Once you have formulated your question and made your prediction, run
your simulation. Draw a picture of both graphs that result. Interpret your results. What
happened? Did your prediction turn out to be correct? Why or why not?
Independent Variable:__________________

Dependent Variable:__________________

Question:
Hypothesis:

Pressure. v Time:

Number v. Time:

Analysis and Conclusions:

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=NGSS Cross-cutting

Laura Williams
Unit 8: Gases

45

10 Mid-Unit Assessment
Standard

CHEM.B.2.2. Explain how the kinetic molecular theory relates to the behavior
of gases.
CHEM.B.2.2.1. Utilize mathematical relationships to predict changes in the
number of particles, the temperature, the pressure, and the volume in a gaseous
system (i.e., Boyles law, Charless law, Daltons law of partial pressures, the
combined gas law, and the ideal gas law).
Unit Enduring Understandings
How do we model the way multiple variables interact with one another and
influence one another?
What roles do gases play in the world?
Essential Questions
Measurable Objectives
-How do we relate variables to one another?
-Students will know understand how the
variables and concepts discussed so far relate
to one another. They will demonstrate this
understanding by constructing a concept map
as part of their assessment.
Materials
Gases Quiz
Agenda

5 Es

30 min

Evaluate

15 min

Explore

Homework

Lesson Agenda
Learning Activities
To measure student progress and understanding of the material so
far, students will take a mid-unit quiz.
The quiz involves students drawing a concept map and graphing a
dataset then identifying the law the data represents. This measures
both understanding (how variables relate the cause-and-effect
cross-cutting theme) and knowledge (what the variables/laws/units
are). The quiz is both formative and summative assessment. It
serves as the summative assessment for the purpose of this unit,
however within the month-long unit it offers students quick
feedback on their progress with the material and an indication of
how they will perform on the final summative assessment (likely an
exam), at the end of the unit.
To conclude this portion of the unit, students will watch the
following CrashCourse video
(https://www.youtube.com/watch?v=BxUS1K7xu30&list=PL8dPu
uaLjXtPHzzYuWy6fYEaX9mQQ8oGr&index=12) on the ideal gas
law to introduce them to the next activity in the unit which involves
deriving the law independently (as a group activity).

As they have just taken a quiz, they get the night off!

=Differentiated
=Argumentation

=Assessment
=Real-world Connection

=Inquiry
=NGSS Cross-cutting

Laura Williams
Unit 8: Gases

46

Name:_______________________ Period:_________________ Date:_________________

Gases Quiz
(5 points) Thinking about the various variables weve discussed over the past two weeks, draw a
CONCEPT MAP connecting depicting how the variables influence each other, the laws
involved, and the units of measurement for each variable. Write your words in your parking lot
first, then draw your map. Ive started your parking lot for you.

Parking Lot
Gases
Temperature
Pressure
Volume
Moles

Concept Map:

=Differentiated
=Argumentation

=Assessment
=Real-world Connection

=Inquiry
=NGSS Cross-cutting

Laura Williams
Unit 8: Gases

47

(5 points) Given the following data, graph the variables on the provided chart. Be sure to label
your axes. What equation best represents your data? What law does this show?
kPa
183
106
244
114
212
141
239

K
220
128
293
138
256
170
287

Equation:
Law Your Graph Shows: ___________________________________
Explain Your Reasoning:

=Differentiated
=Argumentation

=Assessment
=Real-world Connection

=Inquiry
=NGSS Cross-cutting