Science behind a hot air balloon
Investigation into gas laws
James Lovatt
School of Education Studies
Centre for the Advancement of Science and Mathematics Teaching and Learning
Dublin City University, Ireland
Version 1.1
Overview
• These slides will give an outline of one way to
use IBSE to teach the gas laws
• The slides will detail the main areas and the
notes section will provide more detail and
links to resources
• Please view and print out notes section for
detailed information and resource links
Introductory section and preparatory phase
• Short Description: Students will investigate the gas laws in the
context of an interdisciplinary team developing a hot air balloon
using an IBSE approach
• Keywords: Gas laws, experimental design, data logging, graphing,
data analysis and interpretation, presentations, physics, chemistry
• Age range: 13-18
• Context: School or university with modifications
• Time required: 2 x 40 mins and 1 x 80 minute classes *
*see note section
Key Features
• Video to attract attention and give context
• Group discussion and question development on context
• Use of simulations and computational models to develop
understanding
• Student experimental design and technology based
instrumentation
• Data analysis and interpretation
• Feedback and reflections
• Assessment to develop skills and learning
Introductory section and preparatory phase
•
Technical requirements: computer, projector, internet connection, data loggers
and sensors (pressure, temperature), general laboratory equipment
•
Author’s background: Teacher educator / former teacher
•
Connection with curriculum: air and oxygen, measurement, pressure, density
and floatation, heat and heat transfer – (topic titles from Irish curriculum)*
•
Learning objectives: Students will:
1.
2.
3.
4.
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8.
learn about scientific methods by designing and carrying out their own experiment to
determine relationship between temp/volume/pressure of gases
develop observational and psychomotor laboratory skills
develop questioning skills and experience of inquiry process
graph experimental results and analyse findings to determine gas laws
develop communication skills through peer cooperative learning, and final assessment
develop ICT skills through use, data loggers of excel graphing and video presentation
develop research skills when inquiring about task requirements
develop observational and psychomotor laboratory skills
Introductory section and preparatory phase
• Guidance for preparation: (re-read after reading entire document)
– Teacher should complete all of the experiments in advance to make sure all
equipment needed is available and to identify any hazards or difficulties their
students may have*
– Teacher should plan questions to direct learning in the context of their
students abilities*
– In advance of class, necessary equipment should be made ready for students
but additional equipment could be provided for students who want to try
different procedure*
– Teacher must decide how far students can go with their experimental design
and build in stages where students may need to be brought back on track*
– Depending on ability of students and experience with inquiry some guided
worksheets could be developed to aid students through the tasks
Teaching Phase 1
• Use a video of a hot air balloon to grab students attention
(http://www.youtube.com/watch?v=EzC20qqASnI&NR=1) and
appropriate task*
give them an
• Follow up video with students questions as per task in notes
• Follow this discussion about the construction of a hot air
balloon* (very brief)
• Divide students into groups – Task (make list of all aspects
that would need to be considered if making a hot air
balloon)
Teaching Phase 2
• Students present findings from group work from
(TP1)
• Discuss, clarify and correct some of students
answers if necessary still leaving scope for further
inquiry
• Focus discussion on gas laws to direct students
thinking then introduce task*
Teaching Phase 2
• Outline Task: You are part of a team to develop a hot air balloon. You are
responsible for investigating the science behind getting a hot air balloon
airborne - you have three subtasks:*
1.
Investigate how hot air balloons operate
2.
Investigate the relationship between temperature, volume and pressure
of gases
3.
Devise and carry out experiments to determine the relationships
between temperature, volume and pressure of gases using air as the gas
(graph and tabulate all findings)
4.
Make a written report and presentation (this can be video or oral) of
your experimental findings and advise the team on what will be required
to get the air balloon airborne
Teaching Phase 2/3
Facilitation / Feedback / Discussion Junctures
Include several facilitation junctures These will allow for direction and
development of student thinking and questioning skills
1.
2.
3.
4.
Feedback on findings on how a balloon works
Feedback on planned experimental design
Facilitation during experiment / modifications to experiment design etc.
Feedback on experiment conclusions
Teaching Phase 4/5 - Assessment
• Students should present their work to class
• Class discussion should be held on the following
– Findings presented
– Student ‘process challenges’ (researching, experimental design,
concept understanding, data analysis, skills, group work)
•
Teacher should give an overall summary/clarification
and reflection on findings and process issues linked to
students contribution
Follow up activities
• Depending on the age group / level of the class the teacher
could use TP5 Reflection to identify further areas for
discussion that students could then investigate areas such as:
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How would weather conditions effect flight?
Different gas properties (helium balloons)
What temperature does the gas have to reach?
Size of balloons are there any limitation factors?
How are balloons directed – physics of flight
Students could use their findings to make a balloon in class
Materials science for hot air balloons