Temperature and Air Pressure

High school 7th A all of you must submit this word document completed to
my e-mail today Wednesday August 10th 2016 before 10 pm. Please write
your name and highlight in yellow your answers to the questions

Name: Javier Barillas Paniagua Sosa. Date: Tuesday, August 23th, 2016

There is a direct relationship between the movement of molecules in gases of the

atmosphere and atmospheric pressure. As molecules move more quickly, temperatures and
pressure are increased. To observe the relationship between pressure and temperature,
complete the Can Crush lab, you should complete a Laboratory Report to keep in your
notes. You will need to have a good understanding of this lab and its concepts for upcoming
assessments.

Can Crush Lab.

Title: Can Crush: The Effects of Air Pressure

Objective: To demonstrate the effects of air pressure on an aluminum can.

Materials:

empty aluminum soda can

shallow pan (baking, or pie pan, or storage bowl will do)

water

metric ruler (to measure depth of water)

stove top burner

two oven mitts or hot pads

Safety Tips

2010 FLVS

Procedure:
Note: Read all the instructions for this lab before you begin working! Pre-reading the
procedure will give you a mental picture of what you will be doing and a better
understanding of the process.
 1. Make sure there are no materials around the burner. Then turn on the
stove top burner to the highest setting.

2. Place shallow pan off to the side, on the counter, and pour water into the
shallow pan to a depth of two centimeters (approximately two ounces).
You can measure using a metric ruler to be sure the water is this deep.

3. Fill the soda can so that there is about 1 centimeter of water at the
bottom. (This does not have to be exact.)

4. Place the can carefully on the burner so that it stands up securely. Have
the pan with the water in it on the counter, near the burner.

5. Allow the water in the can to heat up until the water inside is boiling
rapidly, and you see steam rising from the opening of the can (this will
take 3 to 5 minutes). Let it boil for about 30 to 60 seconds.

6. Use the hot pads to remove the can from the burner. (Do so by placing
one hot pad on top of the can and lifting from the top. Then place the
second hot pad on the bottom of the can and, gripping at the bottom of
the can, quickly put the can upside down in the water in the pan.)

7. Observe and record what you see and hear.

8. Leave the can in the water for a moment. Measure the amount of water
in the pan. Was it more or less than when you began? Think about why.

Data:

1. What did you observe as the can containing water was heated on the
burner?

Una presin d aire y el agua se evaporada.

2. What did you observe after you turned the can upside down and placed
it in the pan of water? (We used the water so that air movement in and
out of the can was stopped.)

Se apachurrada pero tena q estar bien caliente lata sino no se

apachurraba.

3. When you lifted the can, what did you find out about the amount of
water in the can at this point as compared to the starting point?

Empezaba a caer mucha agua ms de la q habamos puesto en la lata.

Analysis:
Things to consider: When air is heated, it expands, becoming less dense. That is, there
will be fewer molecules in a given volume of hot air than the same volume of cold air.

For example: When you heat the can on the burner, the air inside the can is heated, and
expands. The air that cannot be contained in the can escapes through the opening. As the
water is heated water vapor enters the air in the can and some of that escapes too, and we
see steam.

1. At the very beginning, when you put water into the empty can, was it
really empty? What was actually in the can as you added the water?

El agua adentro d la lata se evaporo.

2. When you started the activity, the can was open to the air outside the
can. How did the air pressure inside the can compare to the air pressure
outside the can? (equal, lower, or, higher). In your own words, explain
your response.
 El aire adentro d la lata tiene un equilibrio con el aire afuera y por so no
se aplasta y as pasa con nosotros en la vida real.

3. Now re-read the note above ("Things to Consider"). After we heat the
can, we have expanding air inside the can, and some of it is leaving the
can. Think about this in terms of numbers of air molecules inside and
outside the can. There should be a difference at this point in the
experiment between the air inside and outside the can.
After heating the can, where are there more air molecules - inside or
outside the can?

Las molculas estn afuera d lata xq cuando se apachurra salen todas.

4. Now, air pressure is related to the number of air molecules in a column

of air or in a volume of air (like inside the can and outside the can).
Based on your answers in #3, where is

a. the air pressure lowest

5. At this point, you inverted the can into the pan of water, preventing air
from flowing in or out of the can. What did you observe?

Solo se presionara tambin xq la presin cambia y lata se apachurra.

Conclusion:

1. In your own words explain what happened to the can in terms of air
pressure inside and outside the can, based on your answer to #3, 4, and
5 above.

Si no hay un balance entre el aire y la presin nosotros podramos

apachurrarnos como las latas.

2. Based on your experience in the lesson and in this lab, how was the can
in the pan of water similar to a mercury barometer?

Q el termmetro d mercurio funciona x el cambio d clima y el

experimento d las latas tambin funciono x el cambio d temperatura.