102046 Natural, social and cultural environment education: Teaching and learning from

natural and social sciences in primary education

SEMINAR 2: Matter model and air pressure

Objectives

 To undertake experimental work with air as matter

 To reflect on the concept of atmospheric pressure
 To record qualitative observations of phenomena
 To use the concepts of air and pressure to explain everyday phenomena

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 PART I: WHAT, WHY AND HOW TEACHING ABOUT AIR IN PRIMARY SCHOOL

As a future teacher, you may help children in their primary education to learn some key
ideas and some properties of the air. But what, why and how teaching about air?

1a) WHAT: Which ideas do you think are relevant related to air in primary school?
Which common misconceptions do students have?

1b) WHY: Why do you think it is relevant to learn about the idea of air and about air
properties? Propose some real-life problems related to air.

1c) HOW: Think about activities you could design to work on this concept with your
students.

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 PART II: INQUIRY ABOUT AIR IN LABORATORY

When making inquiries in the laboratory we must start thinking before doing, making
predictions based on our previous knowledge. Then we can compare our predictions
with the results obtained in the experiments.

Pre-experimental phase: Making predictions about Marshmallows in the Vacuum!

Marshmallows are sweets young children and families eat regularly in the Anglo-Saxon
world. In Catalonia they are called “núvols” and constitute one among many diverse
candies very appreciated by children. Marshmallows are made of jelly, sugar, and air.
We suggest you put the marshmallows within a vacuum jar and observe their
behaviour.

2a) How would you explain what is vacuum?

2b) What do you think will happen to marshmallows when you introduce them in a
vacuum jar?

2c) Why do you think this will happens?

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Experimental phase: Making Experiments and build explanations

2d) Make the experiment to test your predictions by introducing the marshmallows in a
vacuum jar. Use the vacuum pump to make a vacuum atmosphere within the jar. This
instrument is widely used in many kitchens around the world to preserve food. Observe
what happens and use the following table to record your observations

Experimental Table 1
Marshmallows in the vacuum!
What do I have? What do I do? What happens? Why does it happen?
Identify objects, Describe the Describe the Justify your observations using
materials, actions and observations, record concepts and theories
instruments, etc. procedures. data, etc.

2e) Let air get in the jar, observe and describe what happens.

Experimental Table 2
Marshmallows without the vacuum!
What happens? Why does it happen?
Describe the Justify your observations using concepts and theories
observations, record
data, etc.

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2f) Repeat the same procedure with a semi-inflated balloon. Which similarities and
differences between the two phenomena?

Post-Experimental phase: Reviewing our initial ideas and building a consensus

explanation

2g) How would you explain what you observed?

In your writing we use the terms particles, mass, volume, pressure, vacuum....

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 PART III: APLYING KNOWLEGDE IN NEW CONTEXTS

Understanding the behaviour of air allow making connections with a wide variety of
everyday life phenomena and historical events. Let’s explore some examples.

3a) Air food preservation: Why do you think that food can be preserved by storing it
in vacuum containers?

3b) The Mabdeburg Hemispheres: Watch the two Youtube videos linked below.
Then, answer the question:

Historical explanation of the Mabdebourg Hemispheres:

https://www.youtube.com/watch?v=luIqVQT4QWs

Tutorial about creating Mabdebourg Hemispheres:

https://www.youtube.com/watch?v=yBwowRLN9e4

How could you explain the phenomenon observed basing on the ideas discussed in the
seminar? How could you simulate this phenomenon in primary school? Why do you
think doing this experiment is relevant?

3c) Reading a weather map: Air pressure is strongly related to weather map. Observe
the map below and answer the questions.

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What does the A mean? What about the D? Look at the numbers at the isobar lines.
Can you predict the weather in the north of Italy? What about Catalonia? Where do you
think there will be a strong wind?

3d) Flying in a plane: What happens to a chips bag when you take a plane? And to
your ears? Explain it using the concept of pressure we are constructing.