Title of Unit

Curriculum Area
Developed By

Gas Laws
Science - Chemistry
Holly Keeper

Grade Level
Time Frame

High School
2.5 Weeks

Identify Desired Results (Stage 1)

Content Standards
CO Science (Physical):
1.2 - Matter has definite structure that determines characteristic physical and chemical properties.
1.5. - Energy exists in many forms such as mechanical, chemical, electrical, radiant, thermal, and nuclear, that can be quantified and experimentally
determined.
Literacy:
Use proper English language literacy for a variety of purposed and audiences through reading, writing, listening and speaking.
21st Century Skills:
Use theoretical principles within a scientific field and relevant empirical evidence to make and draw conclusions.

Understandings

Essential Questions

Overarching Understanding

The gaseous phase of a substance behaves in specific ways

according to the Kinetic Molecular Theory (KMT)
KMT is the basis on which the various gas laws were formed
The gas laws help us predict values for the many variables
in a gas scenario
Advanced literacy skills help us to learn about all topics as
well as allow us to communicate about the findings of
science
We must be able to think reasonably about a problem,
making sound predictions based on evidence, and using our
resources to double-check our work.

Overarching

Related Misconceptions

The ideal gas law and combined gas law can be used
interchangeably
Improper use of moles versus molecules/atoms/formula
units
Literacy is not important outside of English class
If we do the correct calculations, we probably have the
correct answer and do not need to double-check our work
Predictions will not help us to understand the given scenario

How are the gas laws

governed by the KMT?
How do the various gas
laws explain the
relationship between
pressure and volume,
volume and
temperature, pressure
and temperature, and
the number of particles
in a gas sample?
Why are collaboration
and literacy skills
essential to postsecondary life?
Why is it important to
be able to use our
resources, make
predictions, and doublecheck our work by
asking ourselves the
question, Is this
reasonable?

Topical

Why do some scenarios

require the use of the
Ideal Gas Law while
others require the use of
the Combined Gas Law?
How do the variables
such as volume,
pressure, temperature,
and number moles
affect each other in a
gas law scenario?
How can the density
equation be used to find
the molar mass of a
gas?
How can Daltons Law of
Partial Pressures allow
us to find the missing
partial pressure or to
find the total pressure of
a sample of gas?

Knowledge

Skills

Students will know

Students will be able to

The Kinetic Molecular Theory assumes gas are in constant,

random motion
How pressure, volume, temperature and number of moles
relate to each other.
When to use the Combined Gas Law or the Ideal Gas Law.
When to use the Density equation.
How to isolate a variable to solve for the unknown.
How to find the partial pressure of a gas using Daltons Law
of Partial Pressures.
Why practicing literacy skills is important for all areas of
education
How increasing literacy skills can help us solve problems in
and science and help spread important findings
How collaboration will impact their future successes
How to use logic to think through a problem before solving
it, and how to use reason to review and analyze their work

Identify relationships between variables and use this

information to make sound predictions about a gas laws
problem.
Choose the correct gas law that will allow them to solve a
problem.
Convert given units of pressure, temperature, quantity,
and volume into atm, Kelvins, moles, and liters
Isolate the desired variable and solve for its value.
Use the Density equation to find the missing variable in a
problem when density is involved.
Find a missing partial pressure or the total pressure of a
sample of gas using Daltons Law of Partial Pressures.
Use their resources such as the periodic table and their
PTV tools to reason through a problem and check their
work.
Evaluate how the use of advanced literacy skills help us to
solve problems and spread information about new findings
in science.
Evaluate how use of resources to check their work and
use sound reasoning is a valuable skill in post-secondary
life.
Discuss how collaboration will affect the students success
in the future.

Assessment Evidence (Stage 2)

Performance Task Description
Students will be able to identify what a gas laws problem is asking for and use the correct gas law to find it,
using correct units (atm, K, L, and moles).
Goal

Role
Audience

Students will use the concepts their resources and knowledge of the gas laws to collaborate and solve a variety
of word problems.
Student will be able to analyze the importance of resourcefulness, literacy skills, and collaboration in a
scientific setting.
Scientists
Students
2

Situation

Product/Performan
ce

Students must perform the calculations on a written exam, collaborate on gas problem worksheets, and
respond to warm-up questions in complete sentences using correct literacy components.
A multiple choice and written response exam on which students are allowed to use their periodic tables and
PTV tools as resources.
Short worksheets which students will collaborate on to complete correctly and check their work.
Responses to warm-up questions throughout the unit including questions specifically regarding gas laws and
some analyzing the importance of literacy skills, resourcefulness, and collaboration in the scientific setting.
CO Science (Physical):
1.2 - Matter has definite structure that determines characteristic physical and chemical properties.
1.5. - Energy exists in many forms such as mechanical, chemical, electrical, radiant, thermal, and nuclear, that can be
quantified and experimentally determined.

Standards

Literacy:
Use proper English language literacy for a variety of purposed and audiences through reading, writing, listening and
speaking.
21st Century Skills:
Use theoretical principles within a scientific field and relevant empirical evidence to make and draw conclusions.

Other Evidence
See individual lesson plans.

Learning Plan (Stage 3)

Where are your students headed? Where
have they been? How will you make sure
the students know where they are going?

Students are going to be able to interpret a gas laws word problem and use their
knowledge and resources about conversions and gas laws to solve the problem.
Students have already learned about moles, molar mass, and percent by mass of
elements and compound. Students have also learned about the mole and how to
covert from mass, volume, and particles to moles. This information will be used to
determine the amount of a gas in a problem, also giving an idea of what the other
variables in the problem might look like.
Students will know where they are going as I provide the big picture at the beginning
of the unit as well as a pre-assessment. I will also use the current information in each
lesson to make connection to the future material so students know where we are
headed.

How will you hook students at the

beginning of the unit?

Before the pre-assessment, I will have students try to explain their definition of a gas
and list examples of gases in order to gather a little background knowledge, get in
the mindset to learn about the gas laws, and make real-life connections to the
material.
On the second day, I will have students make a prediction about what might happen
to a balloon when inflated and then placed in a freezer for an hour. I will then show a
video to the students which will help them to understand what actually would
happen and how this compares to the predictions they made.
Video Link: https://www.youtube.com/watch?v=0JA-eVsLlqw

What events will help students experience

and explore the big idea and questions in
the unit? How will you equip them with
needed skills and knowledge?

After the students have been introduced to some of the basic information about the
behavior of gases, they will be allowed to explore these principles for themselves
through the use of the PhET simulation and worksheet. This will help students see for
themselves how the variables in a gas laws scenario act on each other.
The information following the PhET simulation activity will support and expand upon
the phenomena explored in the PhET activity. Students will see how the various gas
laws can be used to make a prediction about a scenario and they can values can
then be plugged in to find an unknown variable.

How will you cause students to reflect and

rethink? How will you guide them in
rehearsing, revising, and refining their
work?

Students will reflect daily in warm-up activities as well as before and after solving a
problem. Students will reflect on their answers and those of their peers and then
rethink where necessary. I will help the students to look at their thinking by
discussing the concepts as a by discussing the concepts as a class then allowing
students to work in groups to reason through and solve problems on worksheets. I
will also ask them to make presictions about each scenario and to ask themselves,
once theyve found an answer, whether their answer is reasonable. This will cause
them to think logically about what is happening and will allow require them to check
their work if something seems wrong.

How will you help students to exhibit and

self-evaluate their growing skills,
knowledge, and understanding throughout
the unit?

Formative assessments will be used including warm-up problems, tickets-out-thedoor, checking for understanding with a quick thumbs up/thumbs down/in the
middle. Warm-ups and some practice problems will be on their own for the first few
minutes and they will then have a chance to think-pair-share in order to self and
peer-evaluate.

How will you tailor and otherwise

personalize the learning plan to optimize
the engagement and effectiveness of ALL
students, without compromising the goals
of the unit?

The lesson will allow students to make connections to previous life experiences
because they involve scenarios that are seen on a daily basis. Along with this
element of relevance, students will have the chance to see for themselves how
these concepts work as they explore and have fun with the PhET simulation. This
simulation allows the students to manipulate the variable on their own, incorporates
technology, and gives the students immediate feedback as they make predictions on
their worksheet and then test those predictions on the screen. Students in these
4

sections of chemistry also enjoy working with their peers in the class so the
collaborative problem-solving sessions with the practice worksheets will help the
students stay engaged in the material. Students will also get to create their own PTV
tools which will help them make predictions and solve problems. They will get to be
creative in making their PTV tools which should help them remember and organize
the information in their own way.
How will you organize and sequence the
learning activities to optimize the
engagement and achievement of ALL
students?

1. Pre-Assessment and Kinetic Molecular Theory

2. Introduction to Gas Laws variables and Boyles, Gay-Lussacs, Charles, &
Avogadros Laws
a. Note Guide
b. PhET simulation + worksheet
3. Continuing laws, variables, and conversions involved in gas laws problems
a. Make PTV tools
4. Combined Gas Law and when to use it
a. CGL practice problems
b. CGL Practice Worksheet group activity
5. Ideal Gas Law and when to use it
a. IGL practice problems
6. Density and the Kitty Litter equation
a. Density practice problems
b. Gas Laws review worksheet group activity
7. Daltons Law of Partial Pressures
a. Partial Pressure practice problems
8. Review and Practice Test
9. End unit exam

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)