Is Air Matter?
Initial Publication Date: August 25, 2009
Summary
In this mini-lab, students will develop a working definition of matter. Students will construct a brief procedure using packaging bags and a balance to show how air is matter. Students will determine the mass of the filled bag and empty bag. Students will write a lab report in the format displayed (see attachment).
CollapseLearning Goals
This activity is designed for student to:
question whether prior knowledge is correct.
use critical thinking skills to problem solve.
develop a procedure to test a problem.
Students will review the concepts of mass and volume.
Students will develop a working definition of matter.
question whether prior knowledge is correct.
use critical thinking skills to problem solve.
develop a procedure to test a problem.
Students will review the concepts of mass and volume.
Students will develop a working definition of matter.
Context for Use
This mini-lab can be used as an introduction to a unit on matter or as practice in developing a procedure to test a hypothesis. It may be used for grades 6-9. The activity can be completed in about 30 minutes with activity and discussion depending on prior knowledge of matter and ability to develop a procedure.
Description and Teaching Materials
This activity is used as an introduction to our "Properties of Matter" unit in 8th grade. It has also been used as a first day activity for high school chemistry. For this activity, students work in pairs or groups of three. Students will need a working definition for matter (something that takes up space and has mass) – which can be a group discussion or looking up the text definition. Each pair/group is given a "bag 'o air" (air filled bags used to ship materials – sample picture attached). Balances are placed throughout the classroom for use. Attached procedure is displayed on the board. Students are given about ten minutes to record a possible procedure. After teacher approval of the procedure (1)weigh bag, 2)pop bag, 3)weigh flat, empty bag), students can experiment. Balances may not detect the small change in mass so a discussion about limitations of equipment or needed equipment maybe necessary. Mini-lab Report (PowerPoint 75kB Aug7 09) Bag 'O Air (Microsoft Word 62kB Aug7 09)
Teaching Notes and Tips
1) Check for the packing bags as orders come in at the beginning of the year (they do stay inflated for the entire school year.
2) Available balances often do not measure the mass of air in the bag so added discussion can occur about the limitations of available tools and technology.
3) Students enjoy popping the bags (it is loud) so if you don't care how many they pop you may want to have extra on hand.
2) Available balances often do not measure the mass of air in the bag so added discussion can occur about the limitations of available tools and technology.
3) Students enjoy popping the bags (it is loud) so if you don't care how many they pop you may want to have extra on hand.
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Assessment
Students test procedure.
Students will turn in mini-lab report.
Students will turn in mini-lab report.
Standards
Strand 1 – The Nature of Science and Engineering
Substrand: The Practice of Science
Standards: Science is a way of knowing about the natural world and is characterized by empirical criteria, logical argument and skeptical review (7.1.1.1 and 8.1.1.1)
Standards: Scientific inquiry uses multiple interrelated processes to investigate and propose explanations about the natural world (7.1.1.2 and 8.1.1.2)
Substrand: The Practice of Science
Standards: Science is a way of knowing about the natural world and is characterized by empirical criteria, logical argument and skeptical review (7.1.1.1 and 8.1.1.1)
Standards: Scientific inquiry uses multiple interrelated processes to investigate and propose explanations about the natural world (7.1.1.2 and 8.1.1.2)