SummaryWhile we know air exists around us all the time, we usually do not notice the air pressure. During this activity, students use Bernoulli's principle to manipulate air pressure so its influence can be seen on the objects around us.
Because they understand Bernoulli's principle, engineers manipulate air pressure in their designs to control and stabilize everything from rockets to helicopters to blimps. When designing airplane wings, engineers shape them so that they create lift. Even cars and trains are designed to take advantage of this principle, helping moving vehicles to stay on the ground at high speeds.
After this activity, students should be able to:
- Explain that air pressure decreases as the speed of air increases.
- Explain that air pressure acts in all directions (not just down).
- Explain that engineers use their understanding of pressure differences to make airplanes fly.
More Curriculum Like This
Students learn about the relationships between the components of the Bernoulli equation through real-life engineering examples and practice problems.
Students are introduced to the concept of air pressure. They explore how air pressure creates force on an object. They study the relationship between air pressure and the velocity of moving air.
Students are introduced to Pascal's law, Archimedes' principle and Bernoulli's principle. Fundamental definitions, equations, practice problems and engineering applications are supplied.
Students learn about the fundamental concepts important to fluid power, which includes both pneumatic (gas) and hydraulic (liquid) systems.
Each TeachEngineering lesson or activity is correlated to one or more K-12 science,
technology, engineering or math (STEM) educational standards.
All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN),
a project of D2L (www.achievementstandards.org).
In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics;
within type by subtype, then by grade, etc.
Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards.
All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN), a project of D2L (www.achievementstandards.org).
In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics; within type by subtype, then by grade, etc.
Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object.
(Grades 6 - 8 )
Do you agree with this alignment? Thanks for your feedback!This Performance Expectation focuses on the following Three Dimensional Learning aspects of NGSS:
Science & Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim.
Alignment agreement: Thanks for your feedback!Science knowledge is based upon logical and conceptual connections between evidence and explanations.
Alignment agreement: Thanks for your feedback!
The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion.
Alignment agreement: Thanks for your feedback!All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared.
Alignment agreement: Thanks for your feedback!
Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and forces at different scales.
Alignment agreement: Thanks for your feedback!
Each student needs:
- 1 sheet of paper (new or recycled)
- 2 round balloons
- 2 pieces of string (18 inches long)
- 2 small plastic cups
- 2 straws
- 1 ping pong ball
- Fun with Bernoullil Worksheet
When talking about baseball, why does a curveball curve? Why does an airplane fly? The reasons can be found in Bernoulli's principle, which states that the faster a fluid moves the less pressure it exerts. Different air velocities are present on different parts of a curveball as well as on the different parts of an airplane. Bernoulli's principle tells us that these differences in velocity mean differences in pressure exist as well. On a curveball, the difference in pressure causes the ball to move sideways. Engineers use their understanding of pressure differences to make airplanes fly.
For a system with little change in height, Bernoulli's equation can be written:
P + (v2/2g) = constant
Where P is the pressure, v is the velocity and g is gravity. Because this equation is always constant for a system, if the velocity increases, the pressure must decrease!
Before the Activity
Gather materials and make copies of the Fun with Bernoulli Worksheet.
With the Students
Hand out the worksheets.
Part A: The Paper Tent
- Have students fold a piece of paper (lengthwise) in half and make a paper tent.
- Ask students to predict what will happen when they blow into the tent. Will it appear to get larger, will it remain unchanged, or will it bend down toward the table? (Alternately, have students turn their paper tents upside down and blow through the V-shaped paper.)
- Make sure students notice that the tent flattens.This is because the air moving through the inverted V has less pressure, so the higher pressure on the outside of the paper tent flattens the paper.
- Have students experiment with their paper tents, answer the relevant worksheet questions, and discuss their results.
Part B: Moving Balloons
- Blow up two balloons. Tie them off, and then attach a string to each one.
- Have students hold the two balloons together.
- Ask them to predict what will happen when they blow between the two balloons. Have students record their hypotheses in the space provided on the worksheet.
- Have students hold the balloons 4-6 inches apart and blow between them. If they hold the balloons too close together, the balloons simply move away from the student. The balloons must be sufficiently far apart so that students can blow between the balloons, not at the balloons.
- Expect students to see the balloons come together just like the paper V in Part A of the Procedures section.
- Have students complete the worksheet and discuss the results.
Part C: Magic Moving Ball
- Place two plastic cups about 6 inches apart.
- Place a ping pong ball in one of the cups.
- Ask the students to predict how to get the ball from one cup to the other without touching either the ball or cup.
- Have the students try a few of their ideas.
- Tell the students to gently blow across the top of the cup with the ball in it.
- The ball should jump from one cup to the next. This is because the air pressure moving across the top of the cup is less than the pressure inside the cup. The higher pressure inside the cup forces the ping pong ball to jump out of the cup.
- Have the students experiment with how far apart they can place the cups and still get the ping pong ball to jump from one to the other.
Part D: Bernoulli's Water Gun
- Give the students one cup filled with water and two straws.
- Have students place one of the straws in the water.
- Then, have students cut the second straw in half to use as a "blower."
- Ask the students to predict what will happen if they blow across the top of one straw in the water with the other straw.
- Have students blow across the top of the straw with the other straw.
- Expect the water to rise up in the first straw and blow across the table. This happens because the air blowing across the straw in the cup reduces the air pressure at that point. The normal pressure underneath pulls the water up the straw and the moving air blows the water out and across the room.
- Have students experiment with different straw lengths as the "blower."
Worksheets and Attachments
- In advance, cut the string pieces to speed up the activity.
- Have a plan for the balloons after the activity is complete; otherwise, leaving the balloons with the students quickly becomes a distraction.
Discussion: Solicit, integrate and summarize student responses.
- Review with students the Bernoulli principle. Make sure everyone understands the concept. (The faster a fluid moves the less pressure it exerts.)
Activity Embedded Assessment
Worksheet: Have students record measurements and follow along with the activity on their worksheets. After students have finished the worksheet, have them compare answers with their peers. Discuss as a class.
Class Discussion: Have students engage in open discussion to suggest solutions to the following problem:
- Given what we have learned, how does the Bernoulli principle relate to airplane flight? (Answer: If air moves faster on one side of an object, the air pressure decreases and the object will move in the direction of the faster moving air. This is how wings create lift and why the objects in this experiment move in the direction of the faster air.)
Have students search for "Bernoulli principle" on the Internet to find an online demonstration of how the Bernoulli principle works. One good site is: http://home.earthlink.net/~mmc1919/venturi.html
Have students blow with a straw between two empty soda cans laying on their sides. Expect the cans to roll together just like the balloons came together. Will this will work with any two objects? Have students investigate and write a paragraph summarizing their findings. (Answer: Most objects will do this unless the objects are too heavy to blow apart.)
ContributorsTom Rutkowski; Alex Conner; Geoffrey Hill; Malinda Schaefer Zarske; Janet Yowell
Copyright© 2004 by Regents of the University of Colorado
Supporting ProgramIntegrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder
The contents of this digital library curriculum were developed under grants from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education and the National Science Foundation (GK-12 grant no. 0338326). However, these contents do not necessarily represent the policies of the DOE or NSF, and you should not assume endorsement by the federal government.
Last modified: February 12, 2019