I. Introduction. Lesson title: How does pressure effect a scuba diver at different depths?

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1 I. Introduction Lesson title: How does pressure effect a scuba diver at different depths? Grade level audience: Regents Chemistry 11th Grade Lesson overview: Students have been introduced to the definition of pressure. We discussed how atmospheric pressure varies with altitude and used common day experiences such as riding in a plane or climbing a high mountain. This hands-on activity will let the student measure the pressure experienced by a diver underwater without going under water or even near an ocean. Learning outcomes and assessments: By the end of this laboratory assessment students will be able to: Explain how pressure varies with depth Determine the pressure at different depths Use inquiry to design and experiment to prove or disprove how area affects the pressure value. Relate density and hydrostatic pressure. Instructional sequence overview: This laboratory-based lesson is approximately 1-2 days depending on the amount of prior knowledge and need for explanation. The students will watch a video to review atmospheric pressure. Lecture: Using the formula for pressure, derive the formula for the affect of depth on pressure underwater. Instructional strategies: Using a picture video of divers and fish, the students will be introduced to the topic. I will ask a series of questions that will review their prior knowledge of pressure and gravity. We will continue the exploration with mathematical formulas. Students will form a hypothesis and then do the hands on activity. Materials: Water, corn syrup, 100 ml graduated cylinder, beakers, scale, different size containers Safety Considerations: There are no major safety precautions. Students should always wear goggles and aprons during any experiment.

2 II. Instructional Sequence 1. Problem: How does depth affect the pressure a scuba diver experiences? 2. Procedures for data collection 1. mass the empty graduated cylinder 2. using a beaker measure exactly 50 ml of distilled water 3. carefully pour the water into the graduated cylinder 4. record data 5. repeat steps 1 to 4 using corn syrup instead of water. 3. Collecting data Use data in the formula: P = gh to determine the pressure. 4. Drawing conclusions Students should be able to explain the results of their experiments in terms of hydrostatic pressure, depth, area and density. 5. Assessment Communicate findings through some form of performance Students will do a research assignment to find how hydrostatic pressure is used in industry. They will then make a three slide PowerPoint explaining their findings. They will then do a presentation in front of the class explaining what they have learned. A bonus will be given to any student who comes up with an original proposal on the usage of hydrostatic pressure with scientific theory to back it. III. Causal Explanation If a fluid is within a container then the depth of an object placed in the fluid can be measured. The deeper the diver goes, the more pressure due to the weight of the fluid above the diver. The static fluid pressure at a given depth does not depend upon the total mass, surface area, or the geometry of the container. The pressure depends on the density of the fluid, the acceleration of gravity and the height of the fluid above the object. If the container is open to the atmosphere, it too produces additional pressure on the diver.

3 IV. Rationale This hands-on activity expands the students knowledge of chemistry and introduces them into a possible new interest or career. It enables the student to understand the world around them. References - National Aeronautics and Space Administration Fluids Pressure and Depth -Atmospheric Pressure : Science online -youtube.com -Pressure basics: -Hydrostatic pressure: Hydrostatic pressure in a liquid: - Effect of pressure on scuba divers:

4 Next Generation Science Standards/NYS Standards: Standard 1 - Analysis, Inquire, and Design Mathematical analysis Scientific Inquiry Engineering Design Information Systems - use of technology to retrieve, process and communicate information as a tool to enhance learning. Standard 6 - Interconnectedness: Common Themes Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions. Standard 7 - Interdisciplinary Problem Solving The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of science/technology/society, consumer decision making, design and inquiry into phenomena. Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathematics, science, and technology; and presenting results.

5 Title: How does pressure effect a scuba diver at different depths? Introduction What do divers feel as they dive deeper and deeper under the ocean? Scuba divers experience pressure changes as they move down into the water. If a fluid is within a container, then the depth of an object placed in the fluid can be measured. The deeper the diver goes, the more pressure due to the weight of the fluid above the diver. The static fluid pressure at a given depth does not depend up on the total mass, surface area, or the geometry of the container. The pressure depends on the density of the fluid, the acceleration of gravity and the height of the fluid above the object. If the container is open to the atmosphere it too, produces additional pressure on the diver. From this hands-on activity you will learn: How pressure varies with depth Determine the pressure at different depths Design your own experiment to prove or disprove how area affects the pressure value. Relate density and hydrostatic pressure. Pre-Lab Questions 1. Define: pressure atmospheric pressure hydrostatic pressure density area volume gravity 2. Name five common units of pressure. 3. Using the Kinetic Molecular Theory describe the molecules in the liquid state. 4. Explain the relationship between pressure and force. 5. What is the formula for density?

6 Part I Materials: Water corn syrup, graduated cylinder, beakers, scale, different size containers Procedures ALWAYS REMEMBER TO WEAR YOUR GOGGLES AND APRONS. 1. mass the empty graduated cylinder 2. using a beaker measure exactly 50 ml of distilled water 3. carefully pour the water into the graduated cylinder 4. record data in an organized chart. 5. repeat steps 1 to 4 using corn syrup instead of water. 3. Collecting data Water Mass of empty graduated cylinder Mass of graduated cylinder + water Mass of water Corn Syrup Mass of empty graduated cylinder Mass of graduated cylinder + corn syrup Mass of corn syrup

7 4. Observations and Results: 5. Conclusion: 6. Questions: Use the data in the formula: P = gh to determine the pressure. Explain your results using all the definitions from the pre-lab. a. What is the pressure experienced at a point on the bottom of a swimming pool 9 meters in depth? The density of water is 1.00 x 10 3 kg/m 3. b. The interior of a submarine located at a depth of 45 meters is maintained at normal atmospheric conditions. Find the total force exerted on a 20 cm by 20 cm square window. Use the density of sea water given above. c. How many atmospheres is a depth of 100 meters of ocean water? d. If the weight density of pure water is 62 pounds/ft 3, find the weight of water in a swimming pool whose dimensions are 20 ft by 10 ft by 6 feet. e. Draw a diagram of a diver beneath the surface of the ocean, label each section which pertains to the formula. Thought Question: How would the pressure difference affect the human body? Be specific. Lab: Part II Using the information you learned in Part I and your knowledge of pressure, design a lab to prove that the area of a container and/or the geometric shape of a container does not affect the hydrostatic pressure of water and therefore affect the pressure on a diver. Remember to use the formal lab format given to you at the beginning of the year. Include 4 questions (be sure to answer them). Extended Assignment Research practical uses of hydrostatic pressure. Make a three slide PowerPoint Presentation on your findings.. Submit the slides to me at fdziuma@stbarnabashigh.com by _(date) A 5 minute presentation will be made next lab period. A bonus will be given to any student who comes up with an original proposal on the usage of hydrostatic pressure with scientific theory to back it.

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