bell jar experiment animation

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Practical Biology

A collection of experiments that demonstrate biological concepts and processes.

Observing earthworm locomotion

Practical Work for Learning

Published experiments

Modelling the human ventilation system.

This model uses a single balloon and a plastic drinks bottle, and offers the opportunity to explore the effect of changing the diameter of the inlet/ outlet tube to model the effect of bronchoconstriction, and to better understand the breathing difficulties experienced by asthmatics.

Lesson organisation

You can set this up as a classroom activity, or as a homework exercise. Or, if you have made a few models, you could simply ask students to explore the difference in the function of each model during the course of a lesson.

Apparatus and Chemicals

For each group making a model:.

Plastic drinks bottle, 0.5 litre to 1.5 litre

‘Gaffer’/ ‘duct’ tape, plenty(!)

Balloon, as large as is available

Tube, optional (different diameters if several models are made)

Plastic sheet cut into a circle 30–50 cm diameter (for example, a carrier bag)

Health & Safety

Read our standard health & safety guidance

SAFETY: Take care with scissors especially at the point of puncturing the bottle.

Preparation – making model lungs

a Remove the label from a plastic drinks bottle by filling with hot water (to melt the glue) then peeling off.

b Use scissors to cut the bottom off the bottle as shown in the photograph. It really is easier to cut by cutting away from you into the back of the bottle (see photograph).

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Describe a bell jar experiment to prove sound requires a medium to travel. [5 MARKS]

Aim: 1 mark procedure: 2 marks working: 2 marks aim: to show that sound needs a material medium for its propagation. procedure: the fact that sound needs a material medium for its propagation can be demonstrated by the bell and jar experiment. the apparatus is set up as shown in fig. it consists of a bell jar fixed with a stopper at the mouth. an electric bell is suspended inside a bell jar. two leads from the electric bell pass through the stopper and they are connected to a battery. the bell jar is placed on the disc of a vacuum pump. working: set the bell ringing. initially when jar has normal air inside it, sound waves produced by the ringing bell are heard outside the jar. the vacuum pump is started and the air from the jar is gradually drawn out. as air inside the jar decreases, the sound becomes feebler. after sometime no sound is heard though the hammer is still striking the bell..

From the bell jar experiment, it is inferred that sound needs a material medium to travel.

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Animation Activity: Gases Mark as Favorite (1 Favorite)

ACTIVITY in Temperature , Gas Laws , Pressure , Volume . Last updated December 12, 2023.

In this activity, students will view  an animation that explores how properties of gases (quantity, volume, temperature, and pressure) are related. This is done qualitatively through the balloon and bell jar scenarios. Quantitative relationships, with the corresponding laws, are summarized at the end.

Grade Level

Middle School, High School

NGSS Alignment

This activity will help prepare your students to meet the performance expectations in the following standards:

• Developing and Using Models

By the end of this activity, students should be able to:

• Describe the relationships between the quantity, volume, temperature, and pressure of a gas.

Chemistry Topics

This activity supports students’ understanding of:

Teacher Preparation : minimal Lesson : 10-30 minutes

• Computer and projector with internet access
• https://teachchemistry.org/classroom-resources/gases-animation
• Student handout
• No specific safety precautions need to be observed for this activity.

Teacher Notes

• All of the animations that make up the AACT Animation collection are designed for teachers to incorporate into their classroom lessons. Intentionally, these animations do not have any spoken explanations so that a teacher can speak while the animation is playing and stop the animation as needed to instruct.
• If you assign this to students outside of class time, you can create a Student Pass that will allow students to view the animation (or any other video or ChemMatters article on the AACT website ).
• We suggest that a teacher pause this animation at several points or watch it more than once to give students the opportunity to make notes, ask questions, and test their understanding of the concepts presented. The animation is a little over 1 minute long and moves quickly, so students will likely require pausing or multiple viewings to successfully complete the student activity sheet if you choose to use it.
• This animation provides qualitative examples of the relationships between the four commonly compared gas variables: quantity (n), volume (V), temperature (T), and pressure (P). Particle diagrams are shown for pairs of variables depicting how changing one variable affects the other, including the direct relationships between quantity and volume, temperature and volume, temperature and pressure, and the inverse relationship between pressure and volume.
• In this animation, a balloon is used to represent systems with variable volume, and a bell jar is used for systems with variable pressure.
• You can use this animation to visually demonstrate the definitions of temperature – a measure of the average kinetic energy of particles (how fast the particles in the balloon or bell jar are moving) – and pressure – a measure of force per unit area (how often/how hard the particles collide with the walls of the balloon or bell jar).
• Air (nitrogen and oxygen) and helium are used as example gases throughout this animation. It might be interesting to have a discussion with students about whether the type of gas effects the properties and relationships shown in the animation. (The type of gas won’t play a role in most gas laws calculations until you get to the AP/college level and start working with real/non-ideal gases. This could be a place to discuss the assumptions made by the treatment of gases as “ideal gases.”)
• Throughout the animation, qualitative comparisons are made between select variables. At the end of the animation, four equations for the four different gas laws shown in this animation are displayed, but students are not asked to do any calculations. There are numerous AACT resources (including a Gas Laws Unit Plan ) that can be used to teach gas laws quantitatively in greater depth, some of which are listed below.
• The final question before the extension section asks students to describe the relationships between variables that they saw in the animation as direct or inverse relationships. If your students aren’t familiar with these terms it may help to define them before they answer this question. (Direct relationships occur when an increase in one variable causes an increase in the other, and inverse relationships occur when an increase in one variable causes a decrease in the other.)
• Simulation: Gas Laws
• Unit Plan: The Gas Laws Unit Plan
• Lab: Three Station Gas Lab
• Activity: Understanding Gas Laws
• Activity: Modeling Gas Behavior
• Lab: Deriving the Gas Laws

For the Student

As you view the animation, answer the questions below.

• What types of gas particles are initially present in the balloon? What type of gas particles are added to fill the balloon?
• Based on what happens to the balloon when more gas is added, what is the relationship between the quantity of gas particles (n) and the volume (V) of a gas?
• What happens to the way the gas particles move when the balloon is taken outside? What does this indicate about the temperature of the gas?
• Based on what happens to the balloon when it is taken outside, what is the relationship between the temperature (T) and volume (V) of a gas?
• Circle the bolded phrase that best completes the sentence: When the balloon is first placed in the bell jar, the number of collisions of gas particles on the outside of the balloon is ( much higher than / much lower than / about the same as ) the number of collisions of gas particles on the inside of the balloon.
• Circle the bolded phrase that best completes the sentence: When the vacuum is turned on, the number of collisions of gas particles on the outside of the balloon is  ( much higher than / much lower than / about the same as ) the number of collisions of gas particles on the inside of the balloon.
• Based on what happens to the balloon in the bell jar when the vacuum is turned on, what is the relationship between the pressure (P) and volume (V) of a gas?
• Based on what happens to the gas in the bell jar when it is taken outside and heated up, what is the relationship between the temperature (T) and pressure (P) of a gas?
• Summarize: For each of the four pairs of variables presented in this animation, identify them as directly or inversely related by circling the correct description:

• Choose one of the pairs of variables you saw in the animation and research a practical, real-life application or phenomenon that demonstrates the relationship between those variables. Describe how that relationship contributes to the application or phenomenon. Cite the sources you referenced.

Sound - The Bell Jar Experiment

• Stephen K Kamau

Big Ideas Of Science

• Energy Transformation

Subject Domains

Average learning time, works offline, description.

Sound is produced when an object vibrates. It  is a form of mechanical wave that propagates in a longitudinal manner.

The chief objective of this ILS is to investigate whether sound energy requires a material medium for its propagation or it does not.

Prior Knowledge Requirements

Rating: 5 - 1 votes

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great 

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Describe the bell jar experiment to prove that sound requires a medium to propagate.

Bell jar experiment : let us take a bell jar and suspend an electric bell in it and connect it to a battery outside the jar when the circuit is closed (switch is on) we can hear the bell ringing as the jar contains air and sound travels through this air we then remove the air from the jar with the help of a vacuum pump connected to the bell jar now as we close the circuit we can hardly hear any sound even though the hammer of the bell is seen striking the gong so we can conclude that sound cannot propagate in the absence of the material medium.

From the bell jar experiment, it is inferred that sound needs a material medium to travel.