Airborne WebQuest: Exploring the Properties of Gases
Teacher Page
Background
This WebQuest was developed as part of the course requirements for CEP 811 in Michigan State University's Educational Technology Program.
Subject matter: properties of gases
Author: Jeff K. Dagg
Dexter High School
2200 N. Parker Rd.
Dexter, MI 48130
(734) 426-4777 ext 7311
[email protected]
Learners
The intended audience is high school Chemistry students but the WebQuest could be modified for any of the physical sciences. Some students may have IEPs or 504 plans and need accommodations. It is anticipated that the majority of the work will be done in the classroom using a set of portable computers with internet access. Students may work on the project outside school although the WebQuest is designed to be collaborative in nature.
Standards
The following Michigan High School Content Expectations (HSCEs) for Chemistry form the basis of this WebQuest:
C1.2C Develop an understanding of a scientific concept by accessing information from multiple sources. Evaluate the scientific accuracy and significance of the information.
C1.2D Evaluate scientific explanations in a peer review process or discussion format.
C2.2c Explain changes in pressure, volume, and temperature for gases using the kinetic molecular model.
C2.2d Explain convection and the difference in transfer of thermal energy for solids, liquids, and gases using evidence that molecules are in constant motion.
C4.5a Provide macroscopic examples, atomic and molecular explanations, and mathematical representations (graphs and equations) for the pressure-volume relationship in gases.
C.4.5b Provide macroscopic examples, atomic and molecular explanations, and mathematical representations (graphs and equations) for the pressure-temperature relationship in gases.
C.4.5c Provide macroscopic examples, atomic and molecular explanations, and mathematical representations (graphs and equations) for the temperature-volume relationship in gases.
C1.2f Critique solutions to problems, given criteria and scientific constraints.
C1.2g Identify scientific tradeoffs in design decisions and choose among alternative solutions.
C1.2C Develop an understanding of a scientific concept by accessing information from multiple sources. Evaluate the scientific accuracy and significance of the information.
C1.2D Evaluate scientific explanations in a peer review process or discussion format.
C2.2c Explain changes in pressure, volume, and temperature for gases using the kinetic molecular model.
C2.2d Explain convection and the difference in transfer of thermal energy for solids, liquids, and gases using evidence that molecules are in constant motion.
C4.5a Provide macroscopic examples, atomic and molecular explanations, and mathematical representations (graphs and equations) for the pressure-volume relationship in gases.
C.4.5b Provide macroscopic examples, atomic and molecular explanations, and mathematical representations (graphs and equations) for the pressure-temperature relationship in gases.
C.4.5c Provide macroscopic examples, atomic and molecular explanations, and mathematical representations (graphs and equations) for the temperature-volume relationship in gases.
C1.2f Critique solutions to problems, given criteria and scientific constraints.
C1.2g Identify scientific tradeoffs in design decisions and choose among alternative solutions.
Suggested Resources
• interactive white board and projection system
• computers with internet access (1 computer per every 2 students)
• blog space for student teams (Moodle, Angel, or other alternative)
• collaborative word processing and spreadsheet applications (Google Docs, Zoho, or other alternative)
• helium balloon and/or indoor hot air balloon
• computers with internet access (1 computer per every 2 students)
• blog space for student teams (Moodle, Angel, or other alternative)
• collaborative word processing and spreadsheet applications (Google Docs, Zoho, or other alternative)
• helium balloon and/or indoor hot air balloon
| cooperative_learning_rubric.pdf |
| evaluating_a_web_site_research_rubric.pdf |
| research_blog_post_rubric.pdf |
| proposal_evaluation_rubric.pdf |
Educational Goal & Pedagogical Strategies
The goal of this WebQuest is to have students participate in a scientific inquiry with an emphasis on the properties of gases. The WebQuest will be successful if the students perform quality online scientific research, demonstrate an understanding of gas behavior, and work collaboratively to create, discuss, and evaluate a lighter-than-air craft atmospheric data collection project.
The following pedagogical strategies are suggested for each day of the WebQuest:
Day 1
The teacher engages the students by launching an indoor hot air balloon and/or a helium balloon and asking students to comment on the scientific principles involved in the balloon(s) rising and moving about the room. Discuss the balloon boy controversy and view the WWII balloon bombing clip to generate additional interest.
The teacher provides an overview of the Tasks, Process, and Evaluation sections of the WebQuest site on an interactive whiteboard and presents the Cooperative Learning Rubric so students know how the teacher will be evaluating individual and group work throughout the project. The teacher also demonstrates how to use the class blog and explains/models the Blog Entry Evaluation Rubric, and the use of collaborative spreadsheets.
The teacher should discuss how to perform an advanced search on the internet using Boolean operators and remind students of the online research tools available through the school’s media center. The Evaluating a Website Research Rubric should be modeled for students before they begin work. It is recommended that the teacher model using the rubric by having the class evaluate a site that fails to score an 11 or higher on the rubric and a site that meets the rubric. The teacher should set some ground rules about the submission of duplicate sites by more than one team.
Day 2
After the teacher models the process, student teams again use the Research Blog Post Rubric to critique each others Day 1 blog entries and the Research Evaluation Rubric to review the resources recommended by the other teams for scientific accuracy and significance. The teacher reviews the proper etiquette for critiquing the work of others. The teacher brings the class together to discuss and synthesize the results of the research. This is most easily accomplished through the use of interactive whiteboard technology.
Day 3
The teacher introduces the gas simulations available through the Molecular Workbench site using the interactive white board. The teacher circulates to encourage students to stay on task, to assist students with concepts and technology issues, and to make formative assessments using questioning strategies and the Cooperative Learning Rubric. It is expected that more detailed work with the gas laws will follow the WebQuest.
Day 4
The teacher introduces the design challenge and then circulates to encourage students to stay on task, to assist students with concepts and technology issues, and to make formative assessments using questioning strategies and the Cooperative Learning Rubric.
Day 5
The teacher explains the Proposal Evaluation Rubric using the interactive whiteboard. The teacher should also show examples of concept designs and offer suggestions for creating the computer sketch. The teacher circulates and assists students while applying the Cooperative Learning Rubric.
Day 6
The teacher convenes the entire class for the Conclusion. The students evaluate the merits of the various proposals using the Proposal Evaluation Rubric. The class brainstorms alternative methods for achieving the same goal of collecting atmospheric data. The results can serve as the basis for additional research.
The following pedagogical strategies are suggested for each day of the WebQuest:
Day 1
The teacher engages the students by launching an indoor hot air balloon and/or a helium balloon and asking students to comment on the scientific principles involved in the balloon(s) rising and moving about the room. Discuss the balloon boy controversy and view the WWII balloon bombing clip to generate additional interest.
The teacher provides an overview of the Tasks, Process, and Evaluation sections of the WebQuest site on an interactive whiteboard and presents the Cooperative Learning Rubric so students know how the teacher will be evaluating individual and group work throughout the project. The teacher also demonstrates how to use the class blog and explains/models the Blog Entry Evaluation Rubric, and the use of collaborative spreadsheets.
The teacher should discuss how to perform an advanced search on the internet using Boolean operators and remind students of the online research tools available through the school’s media center. The Evaluating a Website Research Rubric should be modeled for students before they begin work. It is recommended that the teacher model using the rubric by having the class evaluate a site that fails to score an 11 or higher on the rubric and a site that meets the rubric. The teacher should set some ground rules about the submission of duplicate sites by more than one team.
Day 2
After the teacher models the process, student teams again use the Research Blog Post Rubric to critique each others Day 1 blog entries and the Research Evaluation Rubric to review the resources recommended by the other teams for scientific accuracy and significance. The teacher reviews the proper etiquette for critiquing the work of others. The teacher brings the class together to discuss and synthesize the results of the research. This is most easily accomplished through the use of interactive whiteboard technology.
Day 3
The teacher introduces the gas simulations available through the Molecular Workbench site using the interactive white board. The teacher circulates to encourage students to stay on task, to assist students with concepts and technology issues, and to make formative assessments using questioning strategies and the Cooperative Learning Rubric. It is expected that more detailed work with the gas laws will follow the WebQuest.
Day 4
The teacher introduces the design challenge and then circulates to encourage students to stay on task, to assist students with concepts and technology issues, and to make formative assessments using questioning strategies and the Cooperative Learning Rubric.
Day 5
The teacher explains the Proposal Evaluation Rubric using the interactive whiteboard. The teacher should also show examples of concept designs and offer suggestions for creating the computer sketch. The teacher circulates and assists students while applying the Cooperative Learning Rubric.
Day 6
The teacher convenes the entire class for the Conclusion. The students evaluate the merits of the various proposals using the Proposal Evaluation Rubric. The class brainstorms alternative methods for achieving the same goal of collecting atmospheric data. The results can serve as the basis for additional research.
