Introduction
Students will investigate properties of gases. They will determine that gases have mass and take up space, and therefore are a type of matter. They will also determine what pressure is, what causes it, and how it relates to gases. They will take video of two experiments and edit their videos to include pop-up commentary in the form of text boxes.Prerequisite Experience
The Students will have demonstrated competence with capturing video using a Flip Video Camera and using computers to complete research on the Internet. They will possess some basic knowledge of the use of Windows Movie Maker software.Teacher Prep Time
Teachers will need to collect a few manipulatives including soda bottles (at least one per pair of students), balloons (at least one per student), and a few common reagents (vinegar, baking soda) and lab tools (spatula, graduated cylinder)Project
Students will create a video of an experiment pertaining to gases. They will use text boxes and/or audio narration to convey their understanding of properties of gases.
Assessment/Grading
The teacher will mark the answers to the questions in the Explore section. An evaluation rubric has been provided to use in assessing the presentations.Time Management Tips
Students should work in pairs or triads.
Lesson Plan Details
Engage
Under Pressure!For this part of the lesson, you will need to obtain a few materials:· 20 oz soda bottle (one per pair/triad)
· Balloon (one per person)
· Flip Camera
You and your partner(s) will take turns completing a test of lung capacity. You will video this experiment with the FlipCam for comparison! Make sure to get some good, up-close shots of what’s going on in the bottle! Directions (take video of the following experimental procedure, including setup):Attach your balloon to the bottle by stretching the opening of the balloon over the bottle neck. Push the balloon into the bottle (effectively turning the balloon inside-out inside the bottle). Take your biggest breath, put your mouth to the bottle and try to inflate the balloon inside the bottle. See how far you can get the balloon to inflate!Now your partner can use a different balloon and try the same thing. Who has the greater lung capacity?Discuss the results of this experiment with your partner.Here are some questions to consider:1. How much could you inflate the balloon? Your partner?2. Was it difficult or easy?3. What is stopping you from inflating the balloon any more?4. Is there something in the bottle? What is it? What conclusions can you draw about what is in the bottle?Explore
With a partner, discuss the following questions for about 5 minutes. You’ll be searching for the answers to some of these questions.- Do gases weigh anything? How would one weigh a gas? What exactly are gases made of? Where can they be found? Do they take up space? What do gases look like?
- Why do inflatables go flat after a while? What causes balloons to shrink after a birthday party? Why do car tires often need to be inflated during the winter, and why are drivers warned to watch their tire pressure in the summer?
Use the Gas Laws Livebinder to explore websites with information and animations pertaining to Gas Laws! Make sure to listen to the audio, watch the videos, and tinker around with the applets! http://livebinders.com/play/play_or_edit?id=10052
Explain
Part I: Now that you have done your research, write the definitions for each of the following:
Pressure /5
Volume /5
Temperature /5
Barometer /5
Part II: Answer each of the following:
Describe how pressure and volume of a gas are related. /10
Describe how temperature and volume are related. /10
How is the amount of a gas (number of particles) related to volume? To pressure? /10
What are gases made up of? Do gases have mass?
Elaborate
You should now understand the terms and concepts associated with gases enough to edit your video and elaborate on why the experiment went the way it did. Use pop-up text boxes or audio narration in your skit to discuss the following topics:
What is gas made of?
What was in the bottle?
What is pressure’s role in this experiment?
Why couldn’t you add more air into the container?
Share your project with the class and discuss your findings.
Evaluate
Evaluation Rubric| Criteria | Unsatisfactory | Needs Improvement | Satisfactory | Exemplary |
| Research | Limited research, from limited sources | Somewhat well researched from somewhat varied sources. | Well researched, from various sources | Thorough research from varied sources presenting different points of view |
| Videotaping | Little focus or erratic taping | Taping does not focus on main points of experiment | Taping captures the point of the experiment. | Taping is creative (not distracting) and thoroughly captures the point of the experiment. |
| Content | Lacks detail | Some detail | Good detail | Excellent detail |
| Technology Use to Demonstrate Understanding | Technology use with little purpose | Technology use with some purpose | Technology use with purpose | Intuitive technology use with specific purpose |
| Overall Final Project | Inconsistent and inappropriate aesthetics and technical functionality | Somewhat consistent and appropriate aesthetics and technical functionality | Consistent and appropriate aesthetics and technical functionality | Consistent, creative and appropriate aesthetics and technical functionality |
Extend
Students will complete a final experiment relating to the pressure of gases. This experiment can also be videotaped and edited, or videotaped and used for class discussion.
Students will obtain manipulatives:
<!--[if !supportLists]-->· <!--[endif]-->Soda can (one per person; easiest if students bring this in themselves)
<!--[if !supportLists]-->· <!--[endif]-->Shallow pan or small bucket
<!--[if !supportLists]-->· <!--[endif]-->Hot plate
<!--[if !supportLists]-->· <!--[endif]-->Beaker tongs
Students will be performing the “soda can crush” in groups of 2-3. Students should fill the cans with ~10-25mL of water each (just enough to cover the bottom of the cans). They will then place the cans on a hotplate. While the cans are heating, one person in the group can obtain some ice for the ice bath. Students will put some ice and cold tap water into the pan/bucket. When the soda cans are done heating (steam can be seen coming out the top of the can), students should CAREFULLY lift the can using the beaker tongs, invert the can, and place it into the pan of water.
QUESTIONS:
<!--[if !supportLists]-->· <!--[endif]-->What happened to the water inside the can when the can was heated?
<!--[if !supportLists]-->· <!--[endif]-->Which gas law governs the behavior of the gas under these conditions?
<!--[if !supportLists]-->· <!--[endif]-->What happened when the can was placed into the cold water bath? Why?
<!--[if !supportLists]-->· <!--[endif]-->What did you notice when you lifted the can from the cold water bath? What accounts for the presence of this extra substance?
<!--[if !supportLists]-->· <!--[endif]-->Draw a diagram of what happens at the instant the can touches the cold ice-water bath.