elearning module: paper prototype · web viewthe ideal gas law will be instructed on in a later...

ELearning Module: Paper Prototype

DEFLATEGATE

Can your gas law knowledge crack the

conspiracy?

Melissa Hall

Purdue University

EDCI 569-003

February 12th, 2017

Presented prototype includes background information on the targeted learners and description of the intended project; a review of gas laws and application to real-world event, the Deflategate conspiracy of the New England Patriots in the

2015 AFC Championship game for the NFL. Also included is a display for navigation through the eLearning module, a

detailed storyboard and all content and assessment tools that will be used.

Table of Contents

1.)Project Background . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . 1

2.)Sitemap . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . 6

3.)Storyboard . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . 7

4.)Instructional Content & Materials . . . . . . . . . . . . . . . . . . . . . . . . 19

5.)Assessment Tools . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . 21

6.)Self-Evaluation Using Merrill’s 5 Star Rating . . . . . . . . . . . . . . 28

7.)References . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Project BackgroundSubject and Learning Context

The following information was determined through working with similar students the past three years, conversations with students and end of the semester student surveys.

Intentions & GoalThe intention of this training is to provide learners with a real-world application to the gas laws they learned in their chemistry course. It is a way for chemistry students to polish and/or review their knowledge and use it along with problem-solving skills to solve a current event in professional sports regarding a conspiracy over the inflation of footballs in a NFL playoff game, better known as Deflategate 2015. The training was created as a way to make the chemistry course more engaging for teenage students, provide opportunities for them to apply their skills to a real-world issue and allow them to work at their own pace to do so.

Conditions of InstructionThe eLearning module is being created for personal use in my classroom. There are several external conditions to think about in regards to design and implementation.

Due to the list of content standards outlined by the state, I have limited time to instruct students on the topic of gas law, as I have many other standards to complete before the end of the school year. For time purposes, this module will only cover these four gas laws; Boyle’s law, Charles’s law, Avogadro’s law and the combined gas law. The ideal gas law will be instructed on in a later lab, after completion of this eLearning module.

With the technology proposed, the students will need internet access so I will need to make sure plenty of class time is given, in case a student does not have internet access at home.

With the range of abilities in my classroom, the lesson should have ways for accelerated learners to advance to next steps or “test-out” options, while still providing the remediation necessary for the lower-level learners. Also, the resources embedded in the lesson (articles, research, etc.) need to be age level appropriate

Alternative ConsiderationsAlthough this project is intended for use concurrent with my in class curriculum, it can also be used as an eLearning assignment outside of class when a snow day cancellations has occurred. It can also be given to a student who may have missed several classes in this unit, or a new student who moved late in the year, to gain understanding and take assessments for the gas law unit.

Project ScopeThe project will consist of chemistry students using their gas law knowledge to crack the Deflategate conspiracy of the 2015 NFL AFC championship. The project will contain several modules, or practice sessions, for students to review Boyle’s Law, Charles’s Law, Avogadro’s Law and the combined gas law, before taking on the problem of Deflategate. The project will provide online resources and articles, tutorial videos, and assessments throughout the modules for students to gauge (and instructors to track) their progress and understanding. The project will be completed by February 26th, 2017.

Identify Target LearnersThe target learners for this module include high school chemistry students ranging from

10th-12th grade. The students are enrolled in the general chemistry course, usually meaning that they have been average to low in previous science or math classes OR have little interest in science. This means that instruction is usually simplified and much repetition is required within the course for comprehension.The students are familiar with technology as they are in their second year of having their own Chromebooks given supplied to them by the school district. Through my experience, students in this age range enjoy and stay focused when there are multiple transitions, real-world applications, and game like learning. This information was provided through experience working with students in this course for the past 3 years.

Intended Instruction & Assessment PlanThis module will be a self-paced module for learners to work through. The instruction

will include a variety of resources including but not limited to articles, story problems and tutorial videos. The instruction is designed to cater to every type of learner and provide them with multiple resources to engage in the content. Students will be able to skip around to practice skills/knowledge they personally need to solve the larger problem at the end of the module. Students will have had exposure to the content previously, and the gas laws will all be covered prior to the students partaking in the module. They will have test out options for each law, before beginning the final Deflategate problem. Students will be provided with formative assessments that will give immediate feedback so they are able to see their progress and know where they may need more practice before beginning another task. Assessments may include links to game-like quizzes using Quizizz and interactive videos using EdPuzzle. The summative assessment will be completion of the Deflategate problem, which will most likely be formatted and submitted through a Google document/form. All links to resources and assessments will have their own “tile” in the Blendspace format.

Learning Environment & Proposed Delivery MethodStudents will have a certain timeframe, not yet determined, to complete the module. They

will be provided time in the classroom to work at their own pace, but may have to work on the module outside of the classroom, depending on their pace and due date. All videos and resources must be able to work on a Chromebook, so all applications must be run through Flash. Java applications will not run on the Chromebook.

Like stated previously, students will work on the module in the classroom or at home. While in the classroom, the students will have the opportunity to work anywhere they are in

comfortable, as long as they are within the two large classrooms I have access to. Some students may have the ability to work on the module in the media center commons. Students will be advised to bring headphones to listen to videos so they will not be distracted or distract others with the audio.

The link to the module will be given through the Google Classroom account already set up in the classroom. All resources will then be organized through TES Blendspace, where students will be able to navigate through the lesson. Some of the resources will be able to be accessed directly through the Blendspace site, while others will have the option to “Open in New Tab”. Students may need to have multiple tabs open on their browser when working through the module, especially when a calculator is needed (Web 2.0 Calculator). Since the LMS and technology the learning will be organized on will be exclusively online, the students will need access to internet/WiFi. The school is equipped with internet capabilities so there should be no problems there. Alternatives for students to work on the module, outside of their home if they do not have internet access, include Starbucks and McDonalds. All information provided was accrued through observation, student conversations and experience working with these students.

Learning ObjectivesThe following learning objectives were written according to Horton’s guidelines for writing objectives.

1. Given a scenario, students will be able to describe the relationship between pressure, volume and temperature.

2. Given the appropriate data, students will be able to calculate the missing variable, using simple algebra concepts, in a gas law equation.

a. Given their units of measurement, students will be able to identify values of pressure, volume and temperature to use in gas law equations

3. Given the appropriate data, students will be able to choose the correct gas law to use in a problem where variables of a gas are changing.

a. Given the appropriate data, students will be able to describe and prove mathematically the relationship between pressure and volume in Boyle’s Law.

b. Given the appropriate data, students will be able to describe and prove mathematically the relationship between temperature and volume in Charles’s Law.

c. Given the appropriate data, students will be able to describe and prove mathematically the relationship between pressure and temperature in Gay-Lussac’s Law.

Site Map

LEGEND:

Login

Home Page

Main Content Pages

Videos (Tutorials)

Informational Pages

Demos

Assessment

The following sitemap is the ideal navigation of the eLearning module, although learners will have the freedom to progress through the course as they wish or follow it in a linear fashion.

StoryboardModule Name: Deflategate - Crack the Conspiracy with Gas Laws!

Slide #: 1 Slide Title: Welcome

Screen Layout:

Description: No description for this slideNavigation Details:Learner will click the arrow on the right side of the screen to proceed to next slide

Multimedia Notes:- Image of NFL Official Football (second layer, right)

https://goo.gl/78lxPM- Image of Tom Brady (top layer) https://goo.gl/PRJPZz- Image of Gas Laws & Equations (second layer, left)

https://goo.gl/3peMjp

Narration Script Summary: No audio

Module Name: Deflategate - Crack the Conspiracy with Gas Laws!

Slide #: 2 Slide Title: The Playbook: How to Navigate through Blendspace

Screen Layout:

Description: Click the play icon on the video to learn how to navigate through this playlist on Blendspace. For this playlist, I would like you to complete the "Pregame" tiles that focus on Charles, Boyle, Gay-Lussac and Combined Gas Laws before moving on to the "Big Game" problem. Have fun!Navigation Details:Learner clicks play on video window.Learner clicks arrow for next slide

Multimedia Notes: Screencastify tutorial of how to navigate Blendspace (in progress)

Narration Script Summary: Tutorial video of how to navigate through the Blendspace playlist. Includes how to navigate to next slide, exit back to tiles, make the tile a full screen, “like” the page, and access resource information.

Welcome!DeflategateCrack the Conspiracy Using Gas Laws!

Learner clicks here for next screen

Learner clicks here

for next screenVideo Window

Here

Full Screen Option

Resource Information

“Like” optionClose.

Back to tile

screen

Slide #

Previous Slide

Open/Close Discussion

Tab

Descriptions will appear on the

side bar.

https://goo.gl/3peMjp

https://goo.gl/PRJPZz

https://goo.gl/78lxPM


Slide #: 3 Slide Title: Pregame Show: What to Expect?

Screen Layout:

Description: N/A

Navigation Details:Learner will click the arrow on the right side of the screen to proceed to next slide

Multimedia Notes: Image of NFL pregame commentators https://goo.gl/images/zwTcPs



Slide #: 4 Slide Title: Game Plan: Learning Targets

Screen Layout:

Pre-Game ShowIn this module you will participate in activities like:

- Video demonstrations & tutorials- Interactive video quizzes- Online assessments- Real world problem solving

Game PlanLearning Targets:

1. Describe the relationship between pressure, volume, and temperature.

2. Calculate the missing variable, using simple algebra concepts, in a gas law equation.

3. Identify values of pressure, volume and temperature to use in gas law equations.

4. Choose the correct gas law to use in a problem where two variables of a

Page will scroll to see all text.

https://goo.gl/images/zwTcPs

Description: N/A

Navigation Details:Learner will click the arrow on the right side of the screen to proceed to next slide

Multimedia Notes: Image of Game Plan w/ X’s and O’s https://goo.gl/images/pglh59


https://goo.gl/images/pglh59


Slide #: 5 Slide Title: Web 2.0 Scientific Calculator

Screen Layout:

Description: Do you need a calculator to work through the gas law problems?? Here is an online scientific calculator for you to use. 1. Open the link in a new tab on your web browser by clicking "Open in New Tab" 2. Use your mouse or keyboard to operate the calculator ...it's that easy!Navigation Details:Learner will click on “Open in New Tab” to access calculator when necessaryLearner will click the arrow on the right side of the screen to proceed to next slide

Multimedia Notes: Use of Web 2.0 Calculator http://web2.0calc.com/



Slide #: 6 Slide Title: Pep Talk: Deflategate What’s all the fuss?

Screen Layout:

Description: Before watching the video, change the quality of the picture by clicking on the "HD" option at the bottom of the video screen. Choose 720p for best quality.

Click the play icon on the video screen to watch a summary of the Deflategate scandal!

What are your initial thoughts? Post them in the discussion board below...and remember to be school appropriate! :)Navigation Details:Learner clicks play icon on video window.Learner clicks arrow for next slide.

Multimedia Notes: Animation Summary of Deflategate Scandal (DailyMotion) https://goo.gl/dHVudt

Narration Script Summary: Quick summary of the circumstances of ball deflation in the AFC championship.

Graphic of Web 2.0 page here

with link to open in new tab

Video Window Here

https://goo.gl/dHVudt

http://web2.0calc.com/


Slide #: 7 Slide Title: Water Cooler: Unit Refresher

Screen Layout:

Description: Click the “Play” icon on the EdPuzzle video window to begin your refresher on the units of measurement for pressure, temperature and volume. We need to make sure you are hydrated for the Big Game!Navigation Details:Learner clicks play icon on video window.Learner will watch video until a question prompt displays.Learner will answer question and then submit.Learner clicks arrow for next slide.

Multimedia Notes: Original video with instrumental music imported to Edpuzzle account.Learners will have account previously

Narration Script Summary: Edpuzzle video will only have faint music, no narration.


Slide #: 8 Slide Title: Transition Slide #1

Screen Layout:

Description: Get ready to practice applying and solving for Charles’s Law. **Remember: The Web 2.0 Calculator is available on Tile #5!

Navigation Details:Learner clicks arrow for next slide.

Multimedia Notes: Image of Tom Brady stretching https://goo.gl/images/q3WTM4

Image of Jacques Charles https://goo.gl/images/dcuwNd

Word Bubble from Charles with text – “You call that stretching?”


Module Name: Deflategate - Crack the Slide #: 9 Slide Title: Pregame

Now that you are hydrated, let’s get a good stretch in!

First up, Charles’s Law…

Video Window Here.Edpuzzle questions & feedback (see green box) will appear over the video screen.

Green if student answers

correctly, red if

incorrect.

https://goo.gl/images/dcuwNd

https://goo.gl/images/q3WTM4

Conspiracy with Gas Laws! Warm-Up: Charles’s Law #1

Screen Layout:

Description:Watch this video demonstration of Charles’s Law in action!

Answer the prompted questions as you proceed through the video.Navigation Details:Learner clicks play icon on video window.Learner will watch video until a question prompt displays.Learner will answer question and then submit.Learner clicks arrow for next slide.

Multimedia Notes:YouTube video imported to Edpuzzle (trimmed) https://www.youtube.com/watch?v=GcCmalmLTiU

Narration Script Summary:Edpuzzle video will only have faint music, no narration.


Slide #: 10

Slide Title: Pregame Warm-Up: Charles’s Law #2

Screen Layout:

Description:In this video, we will walk through a few practice problems, using and applying Charles’s Law. You may want to have a pencil and some paper so you can follow along.**Remember: The Web 2.0 Calculator is available on Tile #5!Navigation Details:Learner clicks play icon on video window.Learner clicks arrow for next slide.

Multimedia Notes:Original tutorial video (in progress)

Narration Script Summary:This tutorial will focus on mathematically proving the relationship between volume and temperature using the equation for Charles’s Law.

Module Name: Module Name: Deflategate - Crack the Slide #: 11 Slide Title: Pregame Warm-



correctly, red if

incorrect.

Video Window Here

https://www.youtube.com/watch?v=GcCmalmLTiU

Conspiracy with Gas Laws! Up: Charles’s Law Test OutScreen Layout:

Description:Now it’s time to show what you know!Take the assessment to test your skills on Charles’s Law. You must pass with an 80% or higher for it to count. You may try this assessment multiple times.Here is how to get started:1. Enter the 6-digit game code ****** (game code not ready yet) , and click "Proceed"2. Now enter your name and click "Join Game!"3. You will get an avatar, and then see a "Start Game" button. Click it to begin!**Remember: The Web 2.0 Calculator is available on Tile #5!**Navigation Details:Learner will enter 6-digit code from the description side panel.Learner will enter their full name.Learner will click “Start Game” to begin.Learner clicks arrow for next slide when finished.

Multimedia Notes:Assessment will be used through quizizz.com


Module Name: Module Name: Deflategate - Crack the Conspiracy with Gas Laws!


Screen Layout:

Description:Get ready to practice applying and solving for Boyle’s Law. **Remember: The Web 2.0 Calculator is available on Tile #5!Navigation Details:Learner clicks arrow for next slide

Multimedia Notes:Image of Tom Brady warming up arm https://goo.gl/images/KYg8MT


Module Name: Deflategate - Crack the Conspiracy with Slide #: 13 Slide Title: Pregame

Feeling a bit more limber? Time to get some target practice in.

Next up, Boyle’s Law…

Correct meme if student answers

correctly, Wrong meme

if incorrect.

Use of memes for feedback is still in question. If they are used, each question will have different memes.

https://goo.gl/images/KYg8MT

Gas Laws! Warm-up: Boyle’s Law #1Screen Layout:

Description:Curious about Boyle’s Law? Check out this touchdown of a demo!


Multimedia Notes: YouTube video imported to Edpuzzle (trimmed)



Slide #: 14 Slide Title: Pregame Warm-up: Boyle’s Law #2

Screen Layout:

Description: In this video, we will walk through a few practice problems, using and applying Boyle’s Law. You may want to have a pencil and some paper so you can follow along.**Remember: The Web 2.0 Calculator is available on Tile #5!

Navigation Details:Learner clicks play icon on video window.Learner clicks arrow for next slide.

Multimedia Notes: Original tutorial video (in progress)

Narration Script Summary: This tutorial will focus on mathematically proving the relationship between volume and pressure using the equation for Boyle’s Law.

Module Name: Deflategate - Crack the Conspiracy with Slide #: 15 Slide Title: Pregame Warm-Up:



correctly, red if

incorrect.

Video Window Here

Gas Laws! Boyle’s Law Test OutScreen Layout:

Description:Now it’s time to show what you know!Take the assessment to test your skills on Boyle’s Law. You must pass with an 80% or higher for it to count. You may try this assessment multiple times.

Here is how to get started:1. Enter the 6-digit game code ****** (game code not ready yet) , and click "Proceed"2. Now enter your name and click "Join Game!"3. You will get an avatar, and then see a "Start Game" button. Click it to begin!

**Remember: The Web 2.0 Calculator is available on Tile #5!**Navigation Details: Learner will enter 6-digit code from the description side panel.Learner will enter their full name.Learner will click “Start Game” to begin.Learner clicks arrow for next slide when finished.

Multimedia Notes: Assessment will be given through quizizz.com




Screen Layout:

Description: Get ready to practice applying and solving for Gay-Lussac’s Law. **Remember: The Web 2.0 Calculator is available on Tile #5!

Navigation Details:Learner clicks on arrow to move to next slide.

Multimedia Notes:Image of Tom Brady doing stair laps https://goo.gl/images/khkoo2


Arm seems to be warmed up. Now to work on that fast footwork.Let’s try Gay-Lussac’s law now…



if incorrect.

https://goo.gl/images/khkoo2


Slide #: 17 Slide Title: Pregame Warm-up: Gay-Lussac’s Law #1

Screen Layout:

Description:Check out this winning demo for Gay-Lussac’s Law!


Multimedia Notes:YouTube video imported to EdPuzzle



Slide #: 18

Slide Title: Pregame Warm-up: Gay-Lussac’s Law #2

Screen Layout:

Description:In this video, we will walk through a few practice problems, using and applying Gay-Lussac’s Law. You may want to have a pencil and some paper so you can follow along.**Remember: The Web 2.0 Calculator is available on Tile #5!Navigation Details:Learner clicks play icon on video window.Learner clicks arrow for next slide.

Multimedia Notes: Original tutorial video (in progress)

Narration Script Summary: This tutorial will focus on mathematically proving the relationship between temperature and pressure using the equation for Gay-Lussac’s Law.



correctly, red if

incorrect.

Video Window Here


Slide #: 19 Slide Title: Pregame Warm-up: Gay-Lussac’s Law Test Out

Screen Layout:

Description: Now it’s time to show what you know!Take the assessment to test your skills on Gay-Lussac’s Law. You must pass with an 80% or higher for it to count. You may try this assessment multiple times.Here is how to get started:1. Enter the 6-digit game code ****** (game code not ready yet) , and click "Proceed"2. Now enter your name and click "Join Game!"3. You will get an avatar, and then see a "Start Game" button. Click it to begin!**Remember: The Web 2.0 Calculator is available on Tile #5!**Navigation Details:Learner will enter 6-digit code from the description side panel.Learner will enter their full name.Learner will click “Start Game” to begin.Learner clicks arrow for next slide when finished.

Multimedia Notes: Assessment will be given through quizizz.com




Screen Layout:

Description: Get ready to practice applying and solving for Gay-Lussac’s Law. **Remember: The Web 2.0 Calculator is available on Tile #5!Navigation Details:Learner clicks the right arrow to proceed to the next tile.

Multimedia Notes:Patriots/Seahawks coin flip GIF https://goo.gl/images/bGRTIB


Team is ready and coin flip is done.

Ready for the big game? Let’s find out!



if incorrect.

https://goo.gl/images/bGRTIB


Slide #: 21 Slide Title: Deflategate Scandal

Screen Layout:

Description: Next up is the Big Game! You will be tested on your gas law knowledge to determine which law to use, and solve the problem of the AFC championship game!Watch this video to gain a better understanding of the controversy at hand. Navigation Details:Learner clicks play to watch videoLearner clicks the right arrow to proceed to the next tile.

Multimedia Notes:Good Morning America coverage on scandal (trimmed to 3:13) https://www.youtube.com/watch?v=BBoSNcFwX1Q

Narration Script Summary: News coverage of the scandal: what was thought to be done and the benefits it could entail for the players.


Slide #: 22 Slide Title: Deflategate Facts & Measurements

Screen Layout:

Description: This tile contains a list of measurements that were taken on the day of the game, including temperatures, volumes and pressures. Your Task: Is it possible that the cold weather of the game is responsible for the decrease of inflation of the Patriot’s footballs? Or was it a case of the Patriots gaining an edge on their opponent?How to turn in your work:

1. Open a new Google Doc and title it – Last Name, First Name - Deflategate 2. On the Google Doc include the following:

a. What gas law should be used based on the facts of the case?b. Calculate the pressure of the Patriots footballs during halftime. Calculate the pressure of the Colts footballs during

halftime. Show all work can either be typed or a photo of your handwritten work can be inserted.c. Write a paragraph (5-7 sentences) describing your take on the Deflategate conspiracy. Is it possible the cold weather

resulted in the deflated balls? Do you think the Patriots intentionally deflated the balls? Use evidence from your calculations to solve!

3. Once your Doc is completed, share it with me at [email protected] **Remember: The Web 2.0 Calculator is available on Tile #5!Navigation Details:Learner clicks the right arrow to proceed to the next tile.

Multimedia Notes:Learner will use Google Doc


Video Window

Here

Explanation of facts

listed here

mailto:[email protected]

https://www.youtube.com/watch?v=BBoSNcFwX1Q


Slide #: 23 Slide Title: Post-Game Interview

Screen Layout:

Description:Fantastic job at cracking the Deflategate conspiracy!

Please provide any feedback you may on this module in the discussion text box below. Did you enjoy the module? Do you feel you have a better understanding of the 2-variable gas laws? Were you confident in solving the Deflategate conspiracy at the end of the module? Etc..

Thank you!

Navigation Details:Learner will give feedback on module in the discussion function on the right side bar under description.Learner will click on right arrow to proceed to the next tile.

Multimedia Notes:Image of Tom Brady w/ trophy https://goo.gl/images/uqtT28



Slide #: 24 Slide Title: Disneyland

Screen Layout:

Description: N/ANavigation Details:Learner will click the play icon to watch the video.Learner has completed the module.

Multimedia Notes: YouTube video of Tom Brady after winning the Super Bowl https://www.youtube.com/watch?v=pJApFnBjvrY

Narration Script Summary: “Now that you have won the Super Bowl, what will you do next?”“We’re going to Disneyland!”

Congrats!You have just completed the Deflategate Gas Law Module.

Video Window

Here

https://www.youtube.com/watch?v=pJApFnBjvrY

https://www.youtube.com/watch?v=pJApFnBjvrY

https://goo.gl/images/uqtT28

Instructional Content & MaterialsThis module contains a few varieties of multimedia that will be used to engage, teach and assess the learners. Many of the demo formative assessments and tutorial videos are not complete at this time. Below is a description of each section of the module and the content that will be in the videos once complete.

Navigation TutorialThe navigation tutorial will be a screen casted video to show the learners the controls of the website. They will learn how to maneuver through each tile, how to go back to the main page of all tiles and how to respond to any discussion portions offered.

Charles’s Law ContentThe Charles’s law section will begin with a demo that illustrates the relationship between volume and temperature. It will consist of a balloon that first gets introduced to an increase in heat and therefore the volume of the balloon gets larger. Next the same balloon will be introduced to the cold by adding it to ice water, therefore the balloon decreases in volume. The video will pause at key points to ask the learners what they just observed using EdPuzzle. The emphasis of the demo is to get the learners to understand the direct relationship volume and temperature have with each other.

The tutorial video will give a quick recap of the demo they just watched and also some other real-life examples (bag of potato chips left in a hot car, etc.) to show the relationship of volume and temperature. The video will mostly be a mathematical review of how to prove this relationship by using the Charles’s law equation of V1/T1=V2/T2. The instructor will model the equation and show the steps that need to be taken in order to correctly solve a story problem. The instructor will identify and label each variable, convert temperatures to Kelvin (w/ explanation of why this needs to be done) and plug the variables into the equation to solve for the missing variable.

The learners will then take an assessment (in the assessment section) to measure their understanding. The assessment includes conceptual and mathematical equations to gauge ability and comprehension.

Boyle’s Law ContentThe Boyle’s law section will begin with a demo that illustrates the relationship between pressure and volume. The demo will include marshmallows (in the shape of the Stay Puft marshmallow man from Ghostbusters) and a bell jar. Inside of the bell jar the pressure can be changed. If the pressure is increased, the volume of the marshmallows will decrease. If the pressure is decreased, the volume of the marshmallows will increase. The video will pause at key points to ask the learners what they just observed using EdPuzzle. The emphasis of the demo is to get the learners to understand the inverse relationship pressure and volume have with each other.

The tutorial video will have a quick discussion about the demo they just watched along with some other real-life examples (scuba diving, etc.) to show the relationship of pressure and volume. The video will mostly be a mathematical review of how to prove this relationship by using the equation for Boyle’s law which is P1 • V1 = P2 • V2. The instructor will model how to solve a Boyle’s law problem by identifying the variables, plugging them into the equation properly and solving for the missing variable.


Gay-Lussac’s Law ContentThe Gay-Lussac’s law section will begin with a demo that illustrates the relationship between pressure and temperature. The demo will show a large emptied oil barrel that was filled with only a few inches of water. The water was then heated until it boiled so the barrel was completely filled with steam. The barrel will then be introduced to a colder environment until the barrel decreases in pressure and crushes because it cannot withstand atmospheric pressure any longer. The video will pause at key points to ask the learners what they just observed using EdPuzzle. The emphasis of the demo is to get the learners to understand the direct relationship pressure and temperature have with each other.

The tutorial will be similar to both Boyle’s and Charles’s law. It will discuss the demo a little further to illustrate the relationship between pressure and temperature. The video will mostly be a mathematical review of how to prove this relationship by using the equation for Gay-Lussac’s law which is P1/T1 = P2/T2. The instructor will model how to solve a Gay-Lussac’s problem by identifying the variables, plugging them into the equation properly and solving for the missing variable.


Final Assessment ContentThe final assessment will describe the issues with Deflategate and how they relate to the gas laws. The learners will watch a YouTube video that explains what Deflategate is and the implications it could have the game of football if the footballs were illegally deflated for the game. The learners will then be given some data (see assessment section) regarding the measurements of the footballs before the game and during the halftime of the game, as well as game time temperatures, so the students can choose a gas law to use for the problem. The goal is to figure out if the cold weather (temperature) could have had an effect on the inflation of the game balls (pressure). The students should use Gay-Lussac’s law to solve this problem. They may also construct their own conclusion, based on the data and evidence, to determine if the ball deflation was due to cheating by the Patriots or by the cold temperatures on the field. Answers will be submitted in a Google doc/form.

https://www.youtube.com/watch?v=BBoSNcFwX1Q

Assessment Tools

Charles’s Law: Test-Out Assessment

This assessment will be created into a “Quizizz” on www.quizizz.com. The bolded choices are the correct answers. Each question will give feedback through the website based on the answer choices of the learner. The learner must take the assessment until they achieve an 80% score.

1. The relationship of which two variables are compared in Charles’s Law?a. Pressure and volumeb. Volume and temperaturec. Temperature and pressured. Volume and moles (amount of gas)

2. What temperature scale must all temperature measurements be converted to?a. Celsiusb. Fahrenheitc. Kelvind. Does not matter

3. Volume and temperature have a(n) _________ proportionality.a. Directb. Inversec. Lineard. Exponential

4. Which two variables must be held constant for Charles’s Law to apply?a. Pressure and volumeb. Volume and temperaturec. Pressure and moles (amount of gas)d. Volume and moles (amount of gas)

5. Julian and Jimmy are playing basketball outside in 82°C weather. If they leave the ball outside and temperature drops down to 53°C, what will happen to the volume of the gas in the ball if the pressure remains constant?

a. Volume will remain the same.b. Volume will increase.c. Volume will decrease.d. Volume will double in size.

6. At constant pressure, what happens to temperature of a gas when the volume doubles?a. The temperature doubles.b. The temperature decreases to half of its original volume.c. The temperature doesn’t change.d. The temperature quadruples.

7. For the problem below, what is the intial volume?Edelman and Gronkowski want to play a game of beach volleyball. If the beach ball

has a volume of 400 L at a temperature of 500 K, what will the temperature of the balloon be if the volume decreases to 176 L?a. 176 Lb. 500 Kc. 400 Ld. 226 K

8. Tom Brady enjoys balloon animals from the carnival. He just received a balloon giraffe that has an initial temperature of 39.0°C and a volume of 1.28 L. If Gronkowski plays a trick on Tom, and puts his balloon giraffe into the freezer, what would be the new volume of the balloon if the temperature drops down to 8.0°C? (Don’t forget about what must be done to temperatures!)

a. 1.42 Lb. 6.85 x 104 Lc. 3.78 Ld. 1.15 L

9. Tom wants his balloon back to normal size so he decides to put it on a heating vent. If the balloon initially has a volume of 0.6 L and a temperature of 293 K, what will the volume of the balloon be when it heats up to a temperature of 176°C?

a. 0.39 Lb. 0.92 Lc. 0.78 Ld. 0.92 K

10. Edelman and Gronkowski want to play a game of beach volleyball. If the beach ball has a volume of 261 L at a temperature of 502 K, what will the temperature of the balloon be if the volume decreases to 176 L?

a. 744 Kb. 0.0030 Kc. 339 Kd. 512 K

Boyle’s Law: Test-Out Assessment


1. The relationship of which two variables are compared in Boyle’s Law?a. Pressure and volumeb. Volume and temperaturec. Temperature and pressured. Volume and moles (amount of gas)

2. Which two variables must be held constant for Boyle’s Law to apply?a. Pressure and volumeb. Volume and temperaturec. Temperature and moles (amount of gas)d. Volume and moles (amount of gas)

3. Pressure and volume have a(n) ______________ proportionality.a. Directb. Inversec. Lineard. Exponential

4. LeGarrette Blount decides to go scuba diving while on vacation in Mexico. As he swims deeper into the ocean, the pressure pushing on him increases. Based on the relationship in Boyle’s law, what would happen to the volume of a LeGarrette’s lungs with this increase in pressure?

a. Volume of the lungs would increaseb. Volume of the lungs would have no changec. Volume of the lungs would double.d. Volume of the lungs would decrease.

5. What is the correct equation for Boyle’s Law?a. P1/T1 = P2/T2

b. P1/V1 = P2/V2

c. P1•T1 = P2 • T2

d. P1•V1 = P2 • V2

6. Michael Floyd is learning to calculate using the equation for Boyle’s Law. The problem states that the volume of a gas increased from 1.0 L to 3.3 L and the initial pressure was 1.5 atm while temperature was held constant. Michael calculated the problem and got the answer of 2.3 atm for the final pressure. Does this answer make sense? Why or why not?

a. Yes, if volume increases then so does pressure.b. Yes, if volume decreases then pressure increases.c. No, if volume increases then pressure should decrease.d. No, if volume decreases then pressure should also decrease.

7. For the problem below, what is the value for the final pressure?

A gas with a volume of 4.0 L at 90.0 kPa expands until the pressure drops to 20.0 kPa. What is its new volume if the temperature doesn’t change?

a. 4.0 Lb. 20.0 kPac. 90.0 kPad. 18.0 L

8. On the sidelines at the game, a container filled with oxygen for the players has a volume of 0.03 L and a pressure of 4.00 atm. If the pressure of the oxygen gas is reduced to 2.71 atm and the temperature is kept constant, what is the new volume of the oxygen gas?

a. 0.32 Lb. 361 Lc. 0.9 Ld. 0.04 L

9. The volume of an average NFL player is 2.4 L and the pressure is 101.70 kPa during exhalation. If the pressure during inhalation is 101.01 kPa, what is the volume of the lungs of a NFL player during inhalation?

a. 2.38 Lb. 2.4 Lc. 5.1 Ld. 4284 L

10. For a teammate’s birthday party, Martellus Bennett needs to buy a helium tank to fill up all of the balloons. If the helium must be compressed from an original volume of 27.0 L at 14.7 psi, down to a volume of 3.00 L, what would be the final pressure of the helium?

a. 132.3 psib. 1.63 psic. 5.51 psi

d. 132.3 L

Gay-Lussac’s Law: Test-Out Assessment


1. The relationship of which two variables are compared in Gay-Lussac’s Law?a. Pressure and volumeb. Volume and temperaturec. Temperature and pressured. Volume and moles (amount of gas)

2. What temperature scale must all temperature measurements be converted to?a. Celsiusb. Fahrenheitc. Kelvind. Does not matter

3. Pressure and temperature have a(n) _________ proportionality.a. Directb. Inversec. Lineard. Exponential

4. Which two variables must be held constant for Gay-Lussac’s Law to apply?a. Pressure and volumeb. Volume and temperaturec. Pressure and moles (amount of gas)d. Volume and moles (amount of gas)

5. What is the formula for Gay-Lussac’s Law?a. P1/T1 = P2/T2

b. P1/V1 = P2/V2

c. T1/P1 = T2/P2

d. P1•T1 = P2 • T2

6. At constant volume, what happens to temperature of a gas when the pressure doubles?a. The temperature doubles.b. The temperature decreases to half of its original volume.c. The temperature doesn’t change.

d. The temperature quadruples.

7. For the problem below, what is the initial temperature in Kelvin?

Bill Belichick uses a lot of hairspray to keep his hair looking good while coaching an entire game. If his can of hairspray has an initial temperature of 22°C and a pressure of 18.5 psi, what would be the final temperature of the gas is the pressure decreases to 16.9 psi after use?

a. 291.5 Kb. 289.9 Kc. 275 Kd. 295 K

8. Bill Belichick uses a lot of hairspray to keep his hair looking good while coaching an entire game. If his can of hairspray has a constant volume, an initial temperature of 22°C and a pressure of 18.5 psi, what would be the final temperature of the gas if the pressure decreases to 16.9 psi after use? (Don’t forget about what must be done to temperatures!)

a. 176 Kb. 322 Kc. 323 Kd. 269 K

9. The oxygen tanks on the sideline can be very dangerous if heated. Suppose an oxygen tank has a pressure of 120 atm at a room temperature of 25°C. If the temperature on the turf or field increases to 51°C, what will the resulting pressure of the oxygen tank be if the volume and amount of gas does not change?

a. 130 atmb. 804 atmc. 1.30 atmd. 254 atm

10. Waiting to play the Broncos, the Patriots notice the change in the barometric pressure that occurs when arriving in Denver, CO. In Boston, if the temperature is 25°C at a barometric pressure of 101.3 kPa, what would the temperature of the air be if the barometric pressure decreased to that of Denver’s; 84.0 kPa?

a. 175 Kb. 247 K c. 247 Ld. 28.5 K

Final Assessment – Deflategate

The following information will be provided on a Google document of form for the learners to fill out as they complete it and submit when they complete it.

Now that you have a little background of what Deflategate is, it is up to you to use your gas law knowledge to determine if the deflation of the balls was due to cold weather or a conspiracy by the New England Patriots. Below lists the facts of the case tried by the NFL. Use them to determine the gas law needed to solve the issue, and a place for you to solve for the missing variables. Good luck!

General Facts:

By NFL regulations, all footballs used during a game must have a pressure between 12.5-13.5 psi.

Each official NFL football holds a volume of 4.237 L of air, no matter the conditions.

Patriot’s football measurements:

Prior to the game, each of the Patriot footballs were measured by an NFL referee in the locker room. The locker room temperature was 20°C (68°F). The average pressure of the balls before the game was 12.6 psi which meets NFL regulations.

During halftime, after allegations of deflated balls, the Patriot’s footballs were measure again. They were measured immediately after leaving the field which had a temperature of 8.9°C (48°F).

Colt’s football measurements:

Prior to the game, each of the Colt footballs were measured by the same NFL referee in the locker room. The locker room temperature was 20°C (68°F). The average pressure of the balls before the game was also 12.6 psi for the Colts, which meets NFL regulations.

During halftime, the Colts footballs were also re-measured. The Colt’s footballs were measured toward the end of halftime back in the locker room which was now at 21°C (70°F). The balls once again met regulation with an average of 12.6 psi.

Your Task:

1. Does the place and temperature where the footballs were measured have an effect on the pressure of the football?

2. What gas law from the module would you to solve the Deflategate problem?

3. Using the data from above, calculate the pressure at halftime for the Patriot’s football.4. Using the data from above, calculate the pressure at halftime for the Colt’s football.5. Using the data, calculations and evidence from the scenario, write a paragraph (5-7

sentences) describing your take on the Deflategate scandal. Was it really a scandal? Were Tom Brady and the Patriots a victim of cold weather and bad timing? Why?

Self-Evaluation using Merrill’s 5 Star ID Rating System

Merrill’s Five Star Instructional Design Rating

Type of Instruction: eLearning Module: Deflate Scandal – Crack the Conspiracy with Gas Laws!

Stage Criteria Explanation

PROBLEMIs the courseware presented in the context of real world problems?

Does the courseware show learners the task they will be able to do or the problem they will be able to solve as a result of completing a module or course?

From the beginning of the module, the Deflategate scandal is introduced as the central problem and that all activities lead up to that final task. The learners are offered a variety of how the information is presented so they are engaged and the content doesn’t seem so monotonous. The module progresses through each of the two-variable gas laws, assessing the students with both conceptual and data driven problems, all to prepare them for choosing, applying and solving the Deflategate scandal in the final task.

Are students engaged at the problem or task level not just the operation or action levels?

Does the courseware involve a progression of problems rather than a single problem?

RATING FOR PROBLEM STAGE: Gold


ACTIVATIONDoes the courseware attempt to activate relevant prior knowledge or experience?

Does the courseware direct learners to recall, relate, describe, or apply knowledge from relevant past experience that can be used as a foundation for new knowledge?

Each of the main content pages for the gas laws is a review from a face-to-face lesson given previously. The demos that are included are a great refresher for how the two variables relate to each other for that particular gas law. The visuals from the demo are also great for learner recall later down the road. Each of the tutorial videos give hints and reminders of how to identify the variables in a problem based on their units and then how to solve for a missing variable using the gas law equation. There is a test-out assessment at the end of each gas law review. If the student does not need the review, they can skip those tiles and head straight to the assessment. Each learner must obtain an 80% or higher on the assessment to gain credit and move on to the next gas law. This score tracks data that succeeds in comprehension by the learner.

Does the courseware provide relevant experience that can be used as a foundation for the new knowledge?

If learners already know some of the content are they given an opportunity to demonstrate their previously acquired knowledge or skill?

RATING FOR ACTIVATION STAGE: Gold


DEMONSTRATIONAre the demonstrations (examples) consistent with the content being taught?

Are the demonstrations (examples) consistent with the content being taught? • Examples and non-examples

for concepts?• Demonstrations for

procedures?• Visualizations for processes?• Modeling for behavior?

All the demos and tutorial videos are a reflection of how the learner should proceed with a problem. The instructor models how to identify the variables based on units, plug them into the equation and solve for the missing variable. The thought process, outside of the mathematics, is also outlined in the tutorial so the learners can think through the problem prior to calculating. The media used is specific to high school students enrolled in the lower level chemistry courses such as Chemistry I or Integrated Chemistry and Physics. It could also be a good review for Honors Chemistry students who are struggling with applying the concepts.

Are at least some of the following learner guidance techniques employed?• Learners are directed to

relevant information?• Multiple representations are

used for the demonstrations?• Multiple demonstrations are

explicitly compared?

Is media relevant to the content and used to enhance learning?

RATING FOR DEMONSTRATION STAGE: Gold


APPLICATIONAre the application (practice) and the posttest consistent with the stated or implied objectives?

Are the application (practice) and the posttest consistent with the stated or implied objectives?• Information-about practice

requires learners to recall or recognize information.

• Parts-of practice requires the learners to locate, name, and/or describe each part.

• Kinds-of practice requires learners to identify new examples of each kind.

• How-to practice requires learners to do the procedure.

• What-happens practice requires learners to predict a consequence of a process given conditions, or to find faulted conditions given an unexpected consequence.

Each of the assessments aligns with learning objectives outlined in the project background section. The learners are assessed on their ability to identify variables, describe the relationship of two variables and solve for the missing variable using the correct gas law. Each assessment, with the exception of the final assessment, is aligned with a particular gas law.

The only time the students are assessed on their ability to choose the correct gas law is in the final task. This limits the data collected on this particular skill.

Does the courseware require learners to use new knowledge or skill to solve a varied sequence of problems and do learners receive corrective feedback on their performance?


Learners receive feedback in all of the test-out assessments for each gas law. If they do not meet the requirements of the 80% or higher score they are asked to re-take the assessment.

Unfortunately, for this module, there is no adaptive learning for the students to partake in. They are welcome to watch the tutorials/demos more than once and try along with the practice problems. There are sometimes hints given in earlier problems of an assessment that fall off in later problems.

Coaching through the problems is diminished once the learner gets to the final task. They are only given raw data and leading questions to help them solve.

In most application or practice activities, are learners able to access context sensitive help or guidance when having difficulty with the instructional materials? Is this coaching gradually diminished as the instruction progresses?

RATING FOR APPLICATION STAGE: Gold

INTEGRATIONDoes the courseware provide techniques that encourage learners to integrate (transfer) the new knowledge or skill into their everyday life?

Does the courseware provide an opportunity for learners to publicly demonstrate their new knowledge or skill?

The demo and tutorial videos try to show the gas law relationships with everyday items, rather than just a random sample of gas they cannot see. Each of the problems in the assessments try to build a story around a certain real-

Does the courseware provide an opportunity for learners to reflect-on, discuss, and defend their new knowledge or skill?


life scenario so it’s easily relatable.

The final task allows the learners to write a paragraph of explanation about their conclusion of what happened during the Deflategate scandal. They are able to use their calculations as evidence to support their case.

The module does not allow for learners to create or explore ways to use their new knowledge or skill directly. It is my hope that they will have a better understanding of how gases work in the real-world to make informed decisions when faced with a problem.

Does the courseware provide an opportunity for learners to create, invent, or explore new and personal ways to use their new knowledge or skill?

RATING FOR INTEGRATION STAGE: Silver

Overall Rating: 4.5 out of 5 Stars

References

Horton, W. (2012). E-learning by Design. San Francisco, CA. Pfeiffer

Timberlake, K., & Timberlake, W. (2017). Basic Chemistry. 5th edition. Los Angeles: Pearson

Wilbraham, A.C., Staley, D.D., Matta, M.S., & Waterman, E.L. (2012) Chemistry: Foundations edition. Boston, MA: Pearson

elearning module: paper prototype · web viewthe ideal gas law will be instructed on in a later...

Documents