LESSON PLAN

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Time :

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Title: Gas Pressure Overview/Annotation:

This lesson is a demonstration lecture that defines gas pressure in terms of force, explains how pressure is
measured, and defines and converts units of pressure. Students will create a slide show presentation on a gas
and its uses in science, medicine, or technology.
Content Standard(s):
SC(9-12) Physical Science 7. Relate velocity, acceleration, and kinetic energy to mass, distance, force, and
time.
SC(9-12) Chemistry
5. Use the kinetic theory to explain states of matter, phase changes, solubility, and
chemical reactions.
TC2(9-12) Computer
6. Utilize advanced features of multimedia software, including image, video, and
Applications
audio editing.
TC2(9-12) Computer
11. Critique digital content for validity, accuracy, bias, currency, and relevance.
Applications
Local/National Standards: Primary Learning Objective(s): Students will:
1. Define pressure and relate it to force.
2. Describe how pressure is measured.
3. Convert units of pressure.
4. State the standard conditions of temperature and pressure.
Additional Learning Objective(s): Students will use written and oral communication skills to present
information about, and technological uses of, a gas. Approximate Duration of the Lesson: Greater than 120
Minutes Materials and Equipment:
1. Overhead transparency of a ballerina such as the one from Ch 10, Modern Chemistry, by Holt, Rinehart, and
Winston
2. Demo 1: "Atmospheric Pressure Crushes a Can" Materials needed are a hot plate, a can with a small opening
(like a soda can, 1 gal turpentine can, etc.), beaker tongs, water, and a bowl or large beaker filled with ice water
3. Demo 2: "Air Pressure Holds the Water in a Cup Turned Upside-down" Materials needed are a glass or rigid
cup of water, and an index card that will completely cover the the top of the glass
4. Demo 3: "Magdeburg Spheres" Materials needed are a Magdeburg Sphere, a bicycle pump, and rubber or
plastic tubing to connect the sphere and pump
5. Graphing paper
6. Calculators
7. A two liter soda bottle filled with air
8. Handouts of gas pressure (see attached) and barometer practice (see Step 6), if they will be used

Technology Resources Needed:

Computers with Internet capability,
presentation software, projection device such as LCD projector, to be used for presentations
Background/Preparation:
Students should have a brief understanding of the Kinetic Theory of gases. (See the website Kinetic Theory .
The first page of this web site shows a diagram of the kinetic theory that will give the necessary background.
Procedures/Activities:
1.)LESSON STARTER: Show the two-liter bottle of air. Ask "How much air is in the bottle?" Point out that the
answer of two-liters isn't very meaningful without knowing the temperature and pressure because the volume of
gas in the bottle can be compressed to a few milliliters or allowed to expand to fill the entire room. Explain that
we will be investigating gas pressure in this lesson to lay the groundwork for the study of the gas laws.
2.)Have students observe the photo of the ballerina. Instruct them to derive a definition of pressure and relate it
to force from looking at the picture.
3.)In this step students will determine the relationship between altitude and air pressure. Without teaching this
concept, have the students graph the data from the data table (see attachment). After the graphing exercise, ask
the students "What is the relationship between altitude and air pressure?" Then check their understanding by
discussing the boiling of an egg in Huntsville, Alabama, or in Denver, Colorado. (See attached Altitude Data
Table) Time needed to cook the egg, temperature at which the egg cooks, and time needed to bring the water to
a boil, should be discussed and explained in terms of the differences in atmospheric pressure. This will lead to
further discussions, such as, "Why are airplane cabins pressurized?"
4.)Show that air pressure exerts a force on objects by doing Demo 1.
Fill a can with a layer of water about 1/4 inch deep.
Bring to a boil.
Pick up the hot can with tongs or hot pads (depending on the size of the can) and quickly turn it upside down
into a container of ice water.
The can should instantly implode.
Discuss why.
5.)Demonstrations 2 & 3 will be used to demonstrate that fluid pressures are exerted in all directions.
Demo 2:
Fill a glass over the rim with water.
Place an index card on the rim so that all the edges are in contact with the rim.
Supporting the index card, slowly turn the glass of water upside down and let go of the card.
The water should remain in the glass.
Discuss why.
Demo 3:
Show how easily the sphere comes apart.
Attach the bicycle pump to the Magdeburg sphere & remove the air.
Close the valve.
Try to pull the sphere apart.
Pick the two strongest students in class to do a "tug-a-war" to pull it apart.
Before they pull, assign students to be "spotters" behind each person pulling on the sphere in case the
Magdeburg sphere does come apart. Then open the valve.
Optional:
Show the picture from the Internet that shows a team of horses trying to pull the spheres apart.
Discuss why the sphere could not be pulled apart.

(Magdeburg Spheres)
It shows a line drawing of horses trying to pull the Magdeburg spheres apart.
6.)Tell how pressure is measured by discussing Torricelli's first barometer. Then show the lab barometer and
teach students how to read it. The teacher may choose to pass out worksheets to practice this skill. If using
Modern Chemistry, 2002, by Holt, Rinehart, & Winston, use the "One-stop Planner" CD, Alabama Edition,
Resource Index, Basic Skills Worksheets pp 7-9. If no worksheet is available, the following website may be
used to review this skill with students.
(Charles Edwin, Inc.)
A single page with directions to reading a mercury barometer.
7.)Refer students to the problem addressed in the lesson starter, that the volume of a gas is not meaningful
unless temperature and pressure are defined. This is why STP has been defined for gases. Tell them what STP is,
but point out that it can be addressed in many different pressure units and temperature units. Therefore, they
need to memorize the various pressure units and their equivalencies at STP. (1 atm = 760 torr = 760 mm Hg =
101.3 kPa). Explain that once they know the equivalencies, they will need to know how to change units in order
calculate gas law problems. Refresh students in the use of dimensional analysis to convert units. Assign
problems from the text for practice if applicable. (See Common Units of Force and Pressure attachment.)
8.)Students are now assigned to develop a slideshow presentation about pressure. It is recommended that they
work in groups of no more than 3 members. The following should be addressed: define gas pressure, explain
how gas pressure is used in science & technology, present a gas of their choice. The gas presentation should
address the physical and chemical characteristics of the gas, the history of the discovery of the gas, safety
considerations when handling the gas, and uses of the gas in science, medicine, or technology. Allow students to
work in their groups to decide how to allocate the work equitably.
9.)Remind students how to set up folders on the computer for saving their work. A brief review of copyright
laws and properly citing resources should take place at this time. (Refer students needing more information to
the following website.)
10.)Assist students with their use of the presentation software while they work on this part of the project. Most
students at this level will be proficient or have a working knowledge of this type of software.
11.)Additional class time may be provided for students to work on their presentations. Presentations may also
be assigned to finish as homework. Teacher should be sure all students have access to the required technology if
assigned as homework.
12.)Students will then present their slideshows to the class. Use the attached rubric to grade student
presentations.

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