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Gold Seal Lesson:
Why Do They
Burst?
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Copernicus
Education Gateway
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Subject:
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Science
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Grade:
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9-12
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ICLE Standards:
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Mathematics:
Use and value the connections between mathematics and other
disciplines. Represent situations that involve variable quantities with
expressions, formula, equations, etc.
Science: Charles's Law and scientific inquiry.
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Performance Task:
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Ian purchased 50 inflated balloons at a local
grocery store one hot August day to use as decorations at a birthday party
he and a few friends were giving that night. When he tried to put the
balloons into his hot minivan, they began to pop one at a time. Why were
they popping and how could he stop this from occurring before all the
balloons were gone. This activity should give you some insight as to why Ian's
balloons were popping.
Materials Needed:
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Each small group of three students should inflate one of the spherical
party balloons so that it will fit into a 1000-ml beaker. Estimate, in
centimeters, the radius of the balloon by laying it on a metric ruler at
its "equator." Record the estimated radius.
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Assuming the balloon is a sphere, compute its volume using the formula
for the volume of a sphere, ____________
. Record this initial volume as________
.
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Fill a beaker 3/4 full with water. Measure and record the temperature of
the water as________ .
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Place the beaker of water on a hot plate or Bunsen burner and bring the
water to a boil. Measure and record the temperature of the boiling water
as ____________ .
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Float the balloon on the boiling water for 5 minutes. Keep the water
boiling (thus, a constant temperature) throughout the 5 minute period.
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Remove the balloon from the boiling water and, as quickly as possible,
measure and record the radius of the balloon using the same method s in
step 1.
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Use the formula for the volume of a sphere to find its volume, _______ , after being in the boiling water.
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Test to see if the data obtained in the activity satisfy Charles's
Law, ________ . If they do
not, write, in your science lab notebook, a brief explanation explaining
why you think they don't.
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Make a hypothesis concerning the effort that temperature has on the
volume of gases and write an explanation to help Ian understand why his
balloons were popping.
Note to the teacher: This activity enables the learner to see that
mathematics plays a vital role in the "doing" and understanding
of science. In this activity students will investigate and gain greater
understanding of Charles's Law.
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Knowledge / Skills:
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Perform operations with signed (positive and
negative) numbers, including decimals, ratios, percents, and
fractions. (m1)
Understand the use of variables in expressions
such as 4x, x+2, and 2x-1, solve for the variable, and know how to
represent expressions such as "twice the number" or "four
more than the number" using variables. (m7)
Compute the volume of three-dimensional figures
(solids). (m17)
Know and apply the principles of scientific
inquiry. (xs1)
Measure properties of the environment using
dimensional quantities such as time, length, mass, pressure, volume,
acceleration, etc. Compare quantities and consider the error involved with
measuring environmental properties.
(s23)
Use writing as a tool for learning in formats
such as learning logs, laboratory reports, note-taking, and journals. (ela40)
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Rubric:
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3 Points =
The students independently complete all parts of the task. They work
carefully and accurately and are able to express themselves in a clear,
concise manner. Each student demonstrates an understanding of the principle
of Charles's Law and is able to write a clear explanation of why Ian's
balloons were popping.
2 Points = The students need some coaching to
complete all parts of the task. They have difficulty working with the
formula for the volume of a sphere. They work fairly carefully and produce
fairly accurate results. They are able to express themselves adequately.
Each student demonstrates an understanding of how temperature can affect
the volume of a gas, but has difficulty explaining why Ian's balloons are
popping.
1 Point = The students, even with coaching, are unable to complete the
entire task. They are unable to find the volume of the sphere using both
methods. The students are careless in their work, resulting in
"sloppy" work. The
students do not demonstrate that they understand how temperature can affect
the volume of a gas. Little understanding of the activity and its concepts
is evident. The students' explanation to Ian is meaningless.
0 Points = The students do not complete the
activity and show little, if any, understanding of the science and math
concepts in the activity. Little effort is applied, and the students show
no ability in applying the concepts to this or any situation. The student
fails to give Ian an explanation of why his balloons are popping.
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Keywords:
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EARTH SCIENCE
GASES
LAB EXPERIMENT
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Grades:
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Kg [] - 1 [] - 2 [] - 3 [] - 4 [] - 5 [] - 6 [] - 7 [] - 8 [] - 9 [X]
- 10 [X] - 11 [X] - 12 [X]
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ICLE Application:
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D
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© 2000 International
Center for Leadership in Education
1587 Route 146 - Rexford - NY - 12148
518.399.2776 Fax: 518.399.7607
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