Lesson Plan
Topic: Air pressure can crusher
Date: September 2013
Subject: The effects of a pressure difference on rigid structures
Grade Level: 9
General focus/
purpose
Objectives
In this experiment we are investigating how air interacts and affects our everyday
world. Our class will be heating up empty pop cans to lower the air pressure and then
sealing it to observe the effects of an air pressure difference.
Students will observe the effects of temperature change on air pressure.
Students will observe the results of air pressure change on a rigid object
Students will create written and video lab reports documenting the experiment and
results.
Materials
Experiment: empty pop can, 500 ml beaker, beaker clamps, thermometer, tea spoon,
hot plate, safety goggles, safety gloves, cold water, ice.
Video Lab Report: 3 iPads (video cameras), iPad stands.
Activity
The Experiment:
Start by rinsing out the soda cans to remove any leftover soda goo.
Fill the bowl with cold water (the colder the better).
Add one generous tablespoon of water to the empty soda can (just enough to cover
the bottom of the can).
Place the can on the burner of the stove while it is in the “OFF” position. It’s time for
that adult to turn on the burner to heat the water. Soon you’ll hear the bubbling sound
of the water boiling and you’ll see the water vapor rising from the can. Continue
heating the can for one more minute.
It’s important to think through this next part before you do it. Here’s what's going to
happen: you’re going to use the tongs to lift the can off of the burner, turn it upside
down, and plunge the mouth of the can down into the bowl of water.
Get a good grip on the can near its bottom with the tongs held so that your hand is in
the palm up position. Using one swift motion, lift the can off the burner, turn it upside
down, and plunge it into the cold water. Don’t hesitate just do it!
Wow... and you thought that you had nerves of steel. The can literally imploded. How
does that work?
Don’t just sit there... get back to that stove and do it again! Each time you repeat the
experiment, carefully observe what is happening in order to try to figure out how it
works.
http://www.stevespanglerscience.com/lab/experiments/incredible-can-crusher
The video production team:
Team members: Director, 3-camera operators, technical director, script writer(s), audio
and video editor(s).
The video production team will use the steps in the “Process Outline” as seen below
to produce the video lab report.
Homework/Classwork
The student team will produce a video lab report using the following format:
Title
Abstract
Introduction
Methods
Results
Discussion
The student video team will produce the video lab report using the “Process
Outline” seen below.
Individual students will produce a written lab report using the above format.
Assessment
See attached rubric.
Lab Report Rubric
Excellent (10 Points)
Title and Abstract
Introduction
Methods
Results Good (8 pts)
1.) Title is relevant and One of the “Excellent” formatted as “Effects of ______ conditions is not met
on ______”
2.) Includes your name, names of learning partners and teacher’s name
3.) Abstract is short and concise description of introduction, methods, results, and discussion 1.) Includes the question to be One of the “Excellent” answered by the lab.
conditions is not met
2.) States hypothesis that is based on research and/or sound reasoning.
3.) Provides background information regarding the topic
Description is included and could be repeated by another scientist. Tells material used and how they were used
Adequate (6 pts)
Needs Work (3 pts) Score
Two of the “Excellent” conditions are not met
Title and abstract are present, no “Excellent” conditions met
Two of the “Excellent” conditions are not met
Introduction present, no “Excellent” conditions met
Description included, Give generalities, Would be difficult to some steps are vague or enough for reader to repeat, reader must unclear
understand how the guess at how the experiment was data was gathered conducted
or experiment conducted
One of the “Excellent” Two of the Results are present conditions is not met, two “Excellent” but there is no conditions met
conditions are not explanation and/or met, one condition data is hard to read
met
1.) Data have been put into words so that it is easy for reader to see trends
2.) Charts and graphs of data are easy to read
3.) All Charts and graphs are clearly labeled
Discussion
1.) Summarizes data used to 3 of the 4 “Excellent” draw conclusions
conditions are met
2.) Conclusions follow data (not wild guesses or leaps of logic)
3.) Discusses applications or real world connections
4.) Hypothesis is rejected or accepted based on the data
Format and Lab Lab report submitted as Most of the excellent Protocols
directed and on time. conditions were met; Directions were followed and possible minor errors in stations were cleaned. All format or procedures
safety protocols followed.
2 of the 4 “Excellent” 1 of the 4 “Excellent” conditions met
conditions met
Some of the excellent Student did not conditions met, follow directions, directions were not practiced unsafe explicitly followed, procedures, goofed or group not around in the lab, practicing good left a mess or safety (such as not equipment lost.
wearing goggles)
Total Out Of 50
Process Outline
Multi-Media Learning Project
Reading
Assignment
Critical Details
Moving
from Novice
toward
Distinguished
Broad Content
Knowledge
Job Skills
College
Readiness
Higher Order
Thinking Skills
Planning, Organizing,
Application of
Knowledge
Research
Teamwork
Management
Critical Thinking
Development
What’s Your Point?
Why Should I Care?
Storyboarding
Writing Outline,
Scientific Process
Evaluation of
Sources
Thesis
Statement
Content Review
Preproduction
Problem Solving
Strategies
Real World
Learning
Common Core
Integration
Gather Your Facts
What Is Important
And Why
Multi-disciplinary
Learning
Research
Writing
Script, planning,
managing and scheduling
Multiple Learning
Styles
Comprehensive
Knowledge of
Content
Production
Shoot, edit, review,
edit again
Digital
Literacy
Postproduction
Distribution
Multi-media process is the same as writing, history or scientific inquiry project outlines.
Produced by Dataseam 7/9/13