Siti Hamizah Bte Hj Awang Haslie

04B0721
MOT SCIENCE 1 Peer teaching
PS 4217 Dr. Hunus Riah

Curriculum area: Integrated Science

Title/Topic: Forces Subtopic: Concept of air
pressure
Level: Lower secondary 1 (SPN 21) Ability: Advance Learners
Group : Small to medium size

The aims/goals of this lesson are for students to:

• Understand how air pressure or atmospheric pressure come about
• Realise the characteristics of air pressure

Syllabus/Content Learning objectives

• Kinetic theory of gases : (Knowledge)  low level
particles in gas are always
Students should be able to :
moving randomly in all
directions and collide with each • state that the atmospheric pressure
other and with the walls of the is due to the weight of the air
container all the time.
• Collision produce air pressure.
(Comprehension)  medium
• Air has mass therefore has level
weight. Due to gravity, air
exerts pressure on earth’s • explain pressure in a gas using the
surfaces (called atmospheric particle model
pressure)
• This is why in space, there is
(Application)  higher level
no air, no gravity hence no
pressure. • Apply the concept of air pressure in
• Characteristics of air pressure everyday life
(acts in all direction, decreases
with increase in vol., increases
with increasing temp.,
decreases with increasing
altitude)

Prior Knowledge/Prequisite:
• Types of forces (such as push, pull, friction gravity, etc)
• Effects of forces
• Expansion due to heat
• Pressure
• Matter

Links to: Keywords:

Physics & English Kinetic theory of gas, Bernoulli Effect, Boyle’s Law

“Lesson emphasise on concepts of air pressure”

Misconceptions Time Allowed: 20 minutes

• Students often think pressure in solids, especially in liquids and gases are the
same.
• Students often think that air has no mass and has no weight
• Students often think that increase in volume increases the pressure of gas in a
container.
• Students often think that still air has lower pressure than fast moving air.
Time Stage/Phase Lesson Content Teacher’s activity Students activity Resources/References
3 mins Introduction/ Air and water are fluids. Define today’s learning objectives: Judith Hann (1991) How Science
Engagemnet Hence air pressure and water • What causes air pressure Works, London: Dorling
pressure has some similarities. • Properties of air pressure Kindersley Limited, page 122.
i.e air also exerts pressure like
water. Demonstration to show existence of air Detail of experiment is on
pressure. Demonstration is designed in appendix 1.
such a way it can be seen supporting an
object. Powerpoint slide:
1 -5

Fill a thumbler with water up to the brim
and place a card on top and slowly turn it
upside down and slowly release hand
from the card.
Observe that when the cup
was empty, card fell off
when turned upside down.
When it was filled with
water, card stays despite
turned upside down.

Explain the demonstration:

Initially when there was no water,
Air pressure inside = air pressure outside
the thumbler

When it was filled with water,

Air pressure outside > air pressure and
water pressure inside the thumbler

2 mins Content: According to kinetic theory of Explain the property of gas particles using Listen attentively to Yeap Tok Kheng, 2008,
Explanation gas, air particles are randomly kinetic theory of gas to explain how air teacher. Longman Essential Science
of concept and continuously moving and pressure is produced PMR, Malaysia:
colliding producing force that May raise hand to ask Pearson/Longman, page 283 –
is felt as pressure. questions if do not 287
understand
Powerpoint slide: 6-7
10 mins Explore and Properties of air pressure: Instruct the students to relate the concept Do experiment on effect no. Yeap Tok Kheng, 2008,
Explain 1.Air pressure acts in all of air pressure to find the properties of air of particles on air pressure Longman Essential Science
Evaluation direction pressure. and effect of temperature PMR, Malaysia:
2.Air pressure is affected by on air pressure. Pearson/Longman, page 283 –
volume, no. of particles and Direct student to do experiment in small
 temperature.
3. Air pressure increases
when temperature increases
because air particles gain
more kinetic energy, hence
collide more frequently and
more forcefully, hence
higher pressure
4. Air pressure increases
when no. of air particles
increases because more air
particles produce more
collision hence higher
pressure
5. Air pressure increase
when volume decreases
because less space for the
same number of air particles
produce more frequent
collision, hence higher
pressure.
4 mins Extend Properties of air pressure:
Moving air has lower
pressure than still air
(Bernoulli effect) because
air particles in moving air is
moving in streams and
hence has less random
orientation thus produce less
collisions than particles in
still air.
groups of 4-5 Students should observe : 287
• Balloon swells
Give hints on the findings that should be uniformly due when air Detail of experiment is on
gain from the experiment. is blown in and when appendix 2-4.
the air particles inside
Facilitate the experiment. is heated up
Time keeper of the experiment. Students should learn that: Powerpoint slide:
• Air pressure acts in all 8-14
Go through over the experiment briefly direction
with the class • Air pressure increases
when there are more air
Evaluate the students’ understanding of particles.
concept of air pressure to the observation • Air particles increases
and explanation of experiment. when temperature
At this point recall the students of the
properties of air pressure so far.
Powerpoint slide:
Explain this concept using powerpoint 13
slide since there are no suitable simple
experiment that can be done to illustrate
this.
Demonstration of Bernoulli effect: Observe and think of the Powerpoint slide:
By floating a ping pong ball using a justification of the 14 -15
hair dryer observation
May raise hand and ask the
Explain that:
teacher to repeat the
Air particles in moving air is moving explanation.
in streams and hence has less random
orientation thus produce less collisions
than particles in still air.
 • The fast moving air from the hair
dryer creates a column of lower air
pressure.
• The surrounding higher air
pressure forces the ping pong ball
to stay inside this column, making
it easy to move the hair dryer
around without losing control of
the ping pong ball.

1 min Summary/ Wraps up the lesson by recalling through Powerpoint slide 16

Closure what causes pressure and the
characteristics of air pressure.

Ask the students to do exercise as

homework.

Remind the students to recall this lesson

for the next lesson.
Self-reflection of the lesson:

There were some unexpected and unavoidable deviations from the planned lesson.
Prior to the lesson, the trial of the second part of the experiment for the students to do, did not
worked. Hence that experiment was cut off from the lesson which leaves extra time for the
lesson. This experiment was replaced by an explanation of the experiment itself. I made the
students to imagine what they were supposed to observe and try to initiate a brief discussion
on the reasons behind it. Although experiment cannot be done, nevertheless the learning
objectives were achieved.

Another deviation of the lesson was on the powerpoint slide presentation. Some
words were overlapped and shifted. This was caused due to compatibility between different
versions of powerpoint programs. The powerpoint slide was prepared on the later version of
the program but was used on the older version. However the spoiled slide was covered up by
rewriting the points on the whiteboard. Animations and colourful pictures from the
powerpoint that was in sync to the lesson presentation however help to make the students to
pay attention.

The worksheet was dull however the colourful copy of the powerpoint slide can be
obtained from the website provided which they can access anytime anywhere they can.
Students were happy to hear that.

I inserted several demonstrations in the lesson which successfully capture students’

attention. Not only that, it also generates curiosity and help in class control. However since
the lesson was very conceptual and there was a time constraint, I did not really managed to
give time for the students to think. This leads me to slowly spoon-feed them. Furthermore it
was the last period of the day. Students were already tired and eager to go home. Although
they listen carefully to what was taught in the lesson, they were weary to fill up the activity
sheet. It was either that or they were lazy to do the exercise because it was easy. However I
went through the worksheet and the students seemed to understand the concept.

Overall, the lesson went well. Learning objectives were met and the lesson did not go
beyond the time allocated. As an improvement for the lesson, it can be restructured in such a
way that it is more student-centered and discovery-orientated by giving time for them to think
for themselves and creating a short but meaningful activities for the students.
Appendix 1 Demonstration of air pressure

Aim: to show that air exerts pressure

Method:
• A glass is filled with water until it is full.
• A piece of thick cardboard is placed on top.
• The cardboard is pressed on and the glass is turned over
• Remove hand from the cardboard slowly.

Observation: water does not spill out of the glass. Cardboard is supported at the mouth of the
inverted glass

Conclusion: Air exerts pressure that presses on the thick cardboard that supports the water in
the glass.
Appendix 2. Finding out characteristics of air pressure. (Teachers copy)

Aim: To find out the characteristics of air pressure

Part 1.
Procedure: Blow up the balloon.

Observation: The balloon swells.

Reason:
• Air pressure inside the balloon increases.
• Number of air particles inside the balloon increases.
• When more number of particles increases, there are more collisions produced, hence
increase in air pressure

Conclusion:
• Increase in air pressure is due to increase in no. of air particles in the balloon.
• Air pressure is affected by no. of air particles
• The balloon swells uniformly because air pressure acts in all direction.

Part2
Procedure:
• Rest the bottle with its mouth attached to the balloon in a bowl of warm water.
Anchor the bottle down by holding the bottle with hands
• Observe what happens to the balloon

Observation: The balloon swells

Reason:
• Air inside the bottle warms up and gets expand
• Expanded air pushes the balloon and cause it to swell
• Increase in temperature causes particles to gain more K.E and hence collide with the walls of the
container more forcefully, hence higher pressure

Conclusion:
• Air pressure increases as temperature increases.
• Air pressure is affected by temperature.
Appendix 3 Experiment on Air Pressure (teacher’s handouts; with model answers)
Aim: To find out the characteristics of air pressure
Part 1

Materials: Balloon
Procedure Observation (with
labeled drawings)
Blow up the balloon
• Balloon swells
uniformly.
• Balloon increase in
size.
Reasons Conclusion
• When air is blown into the • Increase in air
balloon, more air particles pressure is due to
is blown into the balloon, increase in no. of air
resulting in more collisions particles in the
of air particles against the balloon.
walls of balloons, causing • Air pressure is
the balloon to increase in affected by no. of air
size and pressure inside the particles
balloon to increase. • Air pressure acts in
• Balloon swells uniformly all direction.
because air pressure acts in
all direction.

Part 2

Materials: Balloon, bottle, Bowl of warm water.

Procedure Observation (with Reasons Conclusion
labeled drawings)
Attach the balloon The balloon swells • Air inside the bottle warms • Air pressure
to the mouth of the uniformly. up and gets expand increases as
bottle. • Expanded air pushes the temperature
balloon and cause it to swell increases.
Rest the bottle in • Increase in temperature • Air pressure is
the bowl of warm causes particles to gain affected by
water. Hold the more K.E and hence collide temperature.
bottle down on the with the walls of the
bowl of water if container more forcefully,
necessary. hence higher pressure.

Extension:

Procedure Observation Reason Conclusion

Float a ping pong ball using a
hair dryer.
Or Tape two apples on strings
from a door frame so they hang
about 3 cm apart and level with
your mouth. Wait until the
apples are steady and blow hard
between the apples
Ping pong floats in The fast moving air from the hair Bernoulli effect – moving air
air column of hair dryer creates a column of lower air has lower pressure than still air.
dryer and stays pressure. The surrounding higher
nicely without air pressure forces the ping pong Particles in moving air
shifting sideways ball to stay inside this column, has more orientation
making it easy to move the hair and collide less
Apples move dryer around without losing control randomly than in still
together of the ping pong ball. air.
Moving air inbetween the apples creates a
low pressure than the still air on either side
of them so the still air pushes the apples
together
Less space makes air particles collide more Air pressure is affected by the
frequently, hence more pressuure volume of the container.
Appendix 4 Experiment on Air Pressure (Student’s copy)

Aim: To find out the characteristics of air pressure

Part 1

Materials: Balloon
Procedure Observation (with Reasons Conclusion
labeled drawings)
Blow up the
balloon

Part 2

Materials: Balloon, bottle, Bowl of warm water.

Procedure Observation (with Reasons Conclusion

labeled drawings)
Attach the balloon
to the mouth of the
bottle.

Rest the bottle in

the bowl of warm
water. Hold the
bottle down on the
bowl of water if
necessary.

Observe what
happens.

Extension (discussion)

Procedure Observation Reason Conclusion

Appendix 5. Notes
Concept map

Pressure
Force (pushing/pulling/capacity to do work that causes physical change) per unit area – Nm2

Pressure in Solids Pressure in Liquids Pressure in Gases

Pressure = - Pressure acts throughout the liquid - Due to mass and weight of air particles

Pressure as - Kinetic Theory of gas that

surface area states air particles are continuously
moving and constantly colliding with
one another, producing force felt
as pressure.

- Pressure acts in all direction - Pressure acts in all direction and throughout
the gas

- Pressure as temp (particles gain more energy,

hit surface more forcefully and more
frequently).

- Pressure increases with depth of liquid - Pressure as no of particles (more particles,

more collision)

- Pressure does not depend on shape and surface area - Pressure as volume (more frequent
collision of particles against wall)
– Boyle’s Law

- Pressure as altitude (less particles in higher

altitude, hence less collisions).

- - Fast moving air has than still air (Bernoulli effect).

This is because in fast moving air, air particles
are moving in steams of column and are moving in
more ordered manner and hence less random
collision producing pressure.
Appendix 6. Exercise Sheet

Fill in the blanks with the appropriate words or terms.

Air pressure is sometimes called ____________________. We do not _________ or

___________ air pressure because we are use to it and our body fluid __________ back
against the atmospheric pressure.

Air consists of ___________________ that has mass and therefore has

____________. They are _______________ and continuously moving and ____________
with each other and with other things, producing __________________ that can be felt as
__________________.

Air pressure acts in ___________ direction. When the number of air particles inside
a container is increased, air pressure ______________. This is because more particles will
produce more _________________ and hence _____________ pressure. However when the
volume of container is increased instead (and the number of air particles stays the same), the
air pressure _________________. This is because larger space cause _____________
collisions and hence _____________ air pressure. When the air particles are heated, they gain
___________________ and more faster. They collide more forcefully and more frequently,
producing ________________ pressure. Finally, according to Bernoulli effect, moving air
produces _____________ pressure than still air. This is because in moving air, air particles
are colliding less randomly as they are moving in streams.

Hence we can conclude that air pressure is affected by

____________________________, ________________________________________,
__________________________, and ___________________________________.

Prepared by: Teacher Siti Hamizah Bte Hj Haslie

Appendix 6. Exercise Sheet ( With Answers)

Fill in the blanks with the appropriate words or terms.

Air pressure is sometimes called atmospheric pressure. We do not feel or see air
pressure because we are use to it and our body fluid pushes back against the atmospheric
pressure.

Air consists of particles/molecules that has mass and therefore has weight. They are
randomly and continuously moving and colliding/banging/hitting with each other and with
other things, producing force that can be felt as pressure.

Air pressure acts in all/every direction. When the number of air particles inside a
container is increased, air pressure increases. This is because more particles will produce
more collisions and hence resulting higher pressure. However when the volume of container
is increased instead (and the number of air particles stays the same), the air pressure
decreases/ is reduced. This is because larger space cause less/decreased collisions and hence
decreased air pressure. When the air particles are heated, they gain kinetic energy and move
faster. They collide more forcefully and more frequently, producing higher pressure. Finally,
according to Bernoulli effect, moving air produces less pressure than still air. This is because
in moving air, air particles are colliding less randomly as they are moving in streams.

Hence we can conclude that air pressure is affected by temperature, volume (Boyle’s
Law), number of particles and Bernoulli effect.

Prepared by: Teacher Siti Hamizah Bte Hj Haslie