Gas Pressure and Distance The Force of the Fizz Within, By Donell Evans and Russell Peace

Transcription

1 Louisiana Curriculum Framework Content Strand Physical Science Chemistry Grade Level 9-12 Objective: The students will... Use a TI 83 Plus Graphing Calculator, a CBL System, a pressure sensor, and film to measure the distance traveled by force created with different size alkaseltzer tablets. Make graphs of the data Predict the distance with increased pressure Predict pressure with increased distance Benchmarks (see Reference 1) Teacher Information Time Frame PS-H-ES-E4, PS-H-AI, SI-H-B1, SI-H-A6, SI-M-A1, SI-M-A2, SI-M-A4, SI-M-A6, SI-M-A7 Curriculum Integration 2 or 3-50 minute. class periods Materials Science - laboratory reports, scientific method, and technology integration. Cross-curriculum Integration: Math - graphing and extrapolation, Language - lab reports, social skills CBL system DIN Adapter TI-Graph Link Program Alka Seltzer Tablets TI-Graph Link Cable Vernier Pressure Sensor 2 Film Canisters 50 ml Beaker of water Link Cable TI 83 graphing calculator Applications Engineering (Automobiles and weapons), Space Exploration, Data analysis, Statistician Student Groupings Cooperative pairs Possible Obstacles to Student Learning Background in friction and velocity. Mathematical analysis of graphs. Lack of higher order thinking skills. 1

2 Opportunities for Assessment Reports: students will write a laboratory report for both the exploration and application activities. A part of this report will include the student s design and procedures. The lab report also includes tables and graphing assignments. 1. Questioning during Concept Development 2. Graphing and Graphical Analysis from lab reports 3. Design and procedure assessment 4. Lab Report and lab questions 5. Unit assessment Lesson Procedure Exploration: Students will be given a set of materials to include film canisters, Alka seltzer tablets, and Vernier equipment. The students will explore different pressures created from the different size Alka seltzer tablets. The students will design and test a system to launch film canister over the greatest distance possible. One lab report per group will be written for the design and developed procedures. Concept Development Questions with anticipated responses: What are some possible causes for the difference in distanced traveled by the canister? Gravity, friction, wind resistance, amount of water, and experimental error. Answers will vary. What is the relationship between tablet size and distance traveled and tablet size and force? The relationship is directly proportional to a point then the system equalizes and eventually drops off. Integration of Technology: At this point, students should be able to handle and use CBL, graphing calculators, graph link program, and probes. Concept Application: Students will discuss in their cooperative pairs how an increase in tablet size, or varied water amounts will change the force in the canisters. The students will discuss how differences in designs affected the distance traveled. Attachments 1. Student Handout 2. Teacher Notes and Extensions 3. Assessment Rubrics 4. References 2

3 Student Handout Gas Pressure and Distance The Force Of The Fizz Within In this simple experiment, you will use a pressure sensor and a film canister to study the relationship between gas pressure and distance. Temperature of the gas will be kept constant. The results will be expressed in words, in a table, and with a graph from collected information. Students will also extrapolate additional information from developed graphs. These are four methods commonly used by scientists to communicate information. OBJECTIVES In this experiment, you will use a TI 83 Plus Graphing Calculator, a CBL System, a pressure sensor, and film to measure the distance traveled by force created with different size alkaseltzer tablets. make graphs of the data predict the distance with increased pressure predict pressure with increased distance MATERIALS CBL System TI 83 Plus Graphing Calculator 2 Film Canisters / Alkaseltzer (8 tablets) TI-Graph Link Cable TI-Graph Link Program 50 ml Beaker of water Vernier Pressure Sensor DIN Adapter Link Cable 3

4 Benchmarks: PS-H-ES-E4, PS-H-A1, SI-H-B1-B5, SI-H-A6, SI-M-A1, SI-M-A2, SI-M-A4, SI-M-A6, SI-M-A7 PROCEDURE 1 1. Prepare the pressure sensor and film can apparatus. Cut the top inside of the film canister lid to fit the stopper of the pressure sensor. Plug the pressure sensor cable into Channel 1 of the CBL. Connect the CBL System to the TI 83 Plus Graphing Calculator with the link cable using the port located on the bottom edge of each unit. Firmly press in the cable ends. Mark the 10 ml line on the film canister. Put water into the film canister to the 10 ml line. Set aside the film apparatus until calculator is ready to collect data. 2. Turn on the CBL unit and the calculator. Press APPS and select PHYSIC. Press, then press again to go to the MAIN MENU. 3. Set up the calculator and CBL for a pressure sensor and calibration (in atmospheres). Select SET UP PROBES from the MAIN MENU. Enter 1 as the number of probes. Select 5 PRESSURE from the SELECT PROBE menu. Enter 1 as the channel number. Select USE STORED from the CALIBRATION menu. Enter 2 PRESSURE SENSOR as the sensor type. Select ATM from the PRESSURE UNITS menu. 4. Set up the calculator and CBL for data collection. Select COLLECT DATA from the MAIN MENU. Select 3 TRIGGER PROMPT from the DATA COLLECTION menu. DO NOT PRESS ANY BUTTONS AT THIS POINT The calculator will read, Monitor CBL Press [Trigger] to collect data. The calculator is ready to collect data. 5. Make sure both the blue and clear valves are at a 90 ANGLE to the tubing. Drop the ¼ Alka-Seltzer tablet into the container, quickly close the unit making sure it seals and keep a firm grip on the stopper so it does not force its way out of the container. When the number value reaches a peak press the TRIGGER button on the CBL. The calculator will read ENTER VALUE? Enter the first value of 1. Then each time enter values in increasing number order (1, 2, 3, 4). 6. At this point the calculator screen will show the first point plotted on a graph. Press on the TI 83 Plus and the screen will read DATA COLLECTION. 4

5 7. Select MORE DATA from the DATA COLLECTION menu to collect another data pair. Repeat the Step 5 procedure for tablet sizes ½, ¾, and 1 whole tablet. 8. Record your pressure data. Select STOP AND GRAPH from the DATA COLLECTION menu. Use ρ and to examine the data points along the curve. As you move the cursor right or left, tablet size (X) and pressure (Y) are displayed below the graph. Record the pressure values in your Data Table (round to the nearest 0.01 ATM). 9. Use the TI-Graph Link cable and program to transfer your graph image to a Macintosh or IBM-compatible computer. Enlarge the graph to 250 % and print a copy of the graph. DATA Tablet Size 1/4 1/2 3/4 1 Pressure (ATM) PROCEDURE 2 1. Students will setup a procedure to see which size tablet of Alka-Seltzer will project a film canister the greatest distance. Students will relate this to problems associated with launching the space shuttle. 2. Put 10 ml of water in a film canister and mark the water line on the outside of the canister with a permanent marker. This will be used to measure water for each additional launch. 3. Students will launch the canister using tablet sizes ¼, ½, ¾, and a whole. 4. Record the distance data with a measuring tape and convert data to meters and transfer data to data table. 5. Graph the distance data DATA Tablet Size 1/4 1/2 3/4 1 Pressure (Meters) 5

6 PROCESSING THE DATA 1. See the data table and note the pressure when the tablet was ¼ of a whole tablet. What happened to pressure when the tablet size was increased to ½ of a tablet. 2. See the data table and note the pressure change when the tablet was increased to 1 whole tablet. Record that value here. 3. From your data and graph, what is the distance traveled with ¼ of a tablet? 4. What was the distance traveled with ¾ of tablet? 5. What is the relationship between tablet size and distance traveled? 6. From the devloped graph what size tablet would you need to launch your canister an additonal 2 meters? 7. From the graph figure the amount of pressure that would exist half way between ¼ of a tablet to ½ of a tablet. 8. What are some possible causes for the difference in distanced traveled by the canister? 6

7 TEACHER NOTES 1. In this lab it is essential to have a trial run of the experiment with the students before any data collected is kept. 2. HINT for PROCEDURE 1, step 4: The students are monitoring the pressure so as soon as the pressure starts to drop, they need to press the TRIGGER to try and collect the data at the highest point 3. Procedure 2 can be used with a set design or students can design their own launching system. Procedure two can also be used to allow students to create varied launching techniques. 4. Possible critical thinking questions: 1. Since the container is rigid should the amount of pressure that builds up in the container be the same for each launch? 2. Do varied amounts of water affect pressure? 3. Does the surface the container is launched across affect distance? 4. What gas and pressure laws could be directly related to this experiment? EXTENSIONS 1. Repeat the experiment using varied soutions such as acids and bases and varied amounts of water. Compare the results with your results from Alkas-Seltzer and water. 2. Find the best fit line for the graphs. You can do this using graph paper or the TI 83 Plus Graphing Calculator and TI-Graph Link, or Vernier GRAPHICAL ANALYSIS. 7

8 Assessment Rubrics 8

9 References 1. Louisiana Department of Education (1997). Louisiana Science Framework, Retrieved December 13, 2001, from the Louisiana Department of Education website Physical Science with CBL (1997). Donald L. Volze and Sandy Sapatka, Vernier Software, Published by Vernier Software, Third Printing, ISBN RubiStar, Retrieved June 21, 2002, from Rubistar website. 9