LESSON 22: Crushing Bottles

ESTIMATED TIME Setup: 5 minutes | Procedure: 15–20 minutes

• DESCRIPTION
Crush soda pop bottles using only temperature
changes.
• OBJECTIVE
This lesson demonstrates the relationships between
temperature, volume, and pressure. Students use water
with different temperatures to physically change a
plastic bottle. The lesson can be extended to address
energy and energy transfer.
• CONTENT TOPICS
Scientific inquiry; measurement; states of matter;
properties of matter (gas laws); energy
(energy transfer); force (pressure)
• MATERIALS
o Empty 2-liter soda pop bottle
o Sink with hot water
o Refrigerator, freezer, or large container filled with
ice water
Always remember to use the appropriate safety
equipment when conducting your experiment.
Refer to the Safety First section in the Resource Guide
on pages 391–393 for more detailed information about
safety in the classroom.
Jump ahead to page 285 to view the
Experimental Procedure.

NATIONAL SCIENCE EDUCATION STANDARDS SUBJECT MATTER

This lesson applies both Dimension 1: Scientific and Engineering Practices and Dimension 2: Crosscutting Concepts
from “A Framework for K–12 Science Education,” established as a guide for the updated National Science Education
Standards. In addition, this lesson covers the following Disciplinary Core Ideas from that framework:
• PS1.A: Structure and Properties of Matter
• ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World
(see Analysis & Conclusion)

OBSERVATION & RESEARCH

BACKGROUND
Matter is defined as anything that has mass and takes
up space. Mass is a measure of the amount of matter
in a substance. (It’s the amount of “stuff” in a substance.)
Volume is a measure of the amount of space an object
occupies.
Matter often changes as a result of changes in temperature
or pressure. Temperature is a measure of the average
kinetic energy (energy of motion) of particles in a
substance. It is a measure of how fast the particles are
moving around. The temperature of a substance is
measured using a thermometer.

Matter exists primarily as a solid, liquid, or gas on the
earth. Solids have a definite volume and a definite shape.
Examples of solids are chairs, glasses, and trees. Liquids
have a definite volume but no definite shape. Examples
of liquids are water and oil. Gases have no definite shape
and no definite volume. The volume and shape of a gas
are determined by the vessel that contains it. Examples
of gases include oxygen, nitrogen, and argon, which
along with other gases, make up the air around you.
Gases are defined by a set of laws known as the gas
laws, which describe the relationships between volume,
temperature, and pressure. One of those laws, Charles’
Law, explains the relationship between temperature and
volume. Charles’ Law states that the volume and
temperature of a gas are directly proportional. As the
temperature of a gas increases, the volume of the gas
increases at a proportional rate. (Proportional means that
they change at a constant rate. For example, ½ is
proportional to 2/4 and 3/6.)

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 LESSON 22: Crushing Bottles
Gay Lussac’s Law states that the pressure exerted on a
container by a gas is directly proportional to the
temperature of the gas. When the temperature of the gas
is increased, the pressure exerted on the container also
increases.
The particles that make up a gas, such as the air, move
around freely. When air is trapped within a certain space
or container, the particles bounce around and collide
with one another, creating pressure on the container.
Pressure is the amount of force exerted on an area.
Air pressure, or atmospheric pressure, is the force
exerted on a surface by the weight of the air above that
surface. The average air pressure at sea level is about
14.7 pounds per square inch (101.325 kPa). That’s
almost 15 pounds of air pushing on every inch of our
bodies! Fortunately, we’re so used to this pressure that
we don’t even notice it.
In this experiment, empty soda pop bottles are used to
illustrate the changes in volume and pressure as the
temperature of the air is changed. As the temperature
of a gas increases, the volume of the gas increases.
Therefore, as the air inside the bottle is heated, the
increased volume increases the pressure. The pressure
the gas exerts on the inside of the bottle is greater than
the pressure exerted on the bottle by the outside air.
When the hot air is cooled, the gas particles slow down
and the volume of the gas decreases. The pressure the
gas exerts on the inside of the bottle is also decreased.
The air pressure outside of the bottle is now greater than
the pressure inside the bottle. As a result, the bottle is
crushed inward. When the crushed bottle is placed under
hot water, the air inside the bottle expands, pushing the
sides of the bottle out.
FORMULAS & EQUATIONS
Air is a mixture of gases. A mixture is made of two or
more substances that are combined physically. The air
around us is made up mainly of nitrogen (N2) and
oxygen (O2) gas. Approximately 78% of the air is N2,
and about 21% is O2. The remaining 1% is made up of
trace gases such as argon (Ar), carbon dioxide (CO2),
water vapor (H2O), and other gases.
Volume is measured in a number of different ways. The
simplest equation is finding the volume of a rectangular
solid. The volume of a rectangular solid can be found by
using the following equation:
V=l×w×h
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Pressure is the amount of force exerted on an area.
This relationship is described by the following equation:
p = F/A
Charles’ Law: The volume and temperature of a gas are
directly proportional. Therefore, the proportion of
volume to temperature of a gas equals a constant.
V/T = K
Likewise, because the formula is equal to a constant, it is
possible to solve for a change in volume or temperature
using the following proportion:
V1 /T1 = V2 /T2
Gay Lussac’s Law: The pressure exerted on a container by
a gas is directly proportional to the temperature of the gas.
P/T = K
Again, Gay Lussac’s Law can be used to calculate changes
in pressure or temperature using the following proportion:
P1 /T1 = P2 /T2
CONNECT TO THE YOU BE THE
CHEMIST CHALLENGE
For additional background information, please
review CEF’s Challenge study materials online at
http://www.chemed.org/ybtc/challenge/study.aspx.
• Additional information on mass, volume,
temperature, and pressure can be found in the
Measurement section of CEF’s Passport to
Science Exploration: The Core of Chemistry.
• Additional information on states and properties of
matter can be found in the Classification of Matter
section of CEF’s Passport to Science Exploration:
The Core of Chemistry.
HYPOTHESIS
uWhen a plastic bottle is heated and then
cooled, the bottle will crush inward as a
result of the relationships between temperature,
volume, and pressure.
 LESSON 22: Crushing Bottles
DIFFERENTIATION IN THE CLASSROOM
LOWER GRADE LEVELS/BEGINNERS
Perform the experiment as described on page 285, but
spend more time on the different states of matter and the
different properties of solids, liquids, and gases. Name
items in the classroom, and ask the students to say whether
they are solids, liquids, or gases. Use the soda pop bottle as
an example. In which state is the plastic soda pop bottle?
Solid! It has a definite shape and volume. In which state
was the soda pop that was originally inside? Liquid! It has
a definite volume but no definite shape. In which state is
the substance currently inside the bottle? Gas! It has no
definite shape or volume. Discuss with the class how they
know certain gases exist if they can’t see them.
HIGHER GRADE LEVELS/ADVANCED STUDENTS
DESCRIPTION
Demonstrate energy and energy transfer by crushing soda
pop bottles using only temperature changes.
OBJECTIVE
This lesson demonstrates the relationship between
temperature and volume. It also addresses the relationships
between temperature, energy, and energy transfer.
OBSERVATION & RESEARCH
Energy is defined as the capacity to do work or produce
heat. Energy can take many different forms, including
light, sound, electricity, chemical bonds, mechanical
motion, and thermal energy. Thermal energy is the total
energy of particles in a substance. The transfer of thermal
energy from an object at a higher temperature to an
object at a lower temperature is known as heat. Heat is
commonly transferred (moved from one substance to
another) in one of three ways—conduction, convection,
or radiation.
Conduction is the transfer of energy by collisions
between nearby atoms. Conduction is the most common
means of thermal energy transfer in solid matter. For
example, on a hot summer day, if you grab the handle of
a car door, the heat will move from the door handle to
your hand. If you touch that hand to your face, you will
notice that your hand will feel warmer than usual because
of the energy transfer.
Convection is the transfer of energy by the bulk
molecular motion within a liquid or gas. Convection
occurs because of temperature differences within the
fluid or between the fluid and its container. In homes or
buildings that are a few stories high, you may notice the
results of convection. If there are not special temperature
You Be The Chemist® Activity Guide | page 284
controls on each floor, the upper floors will often be
warmer than the bottom floor because the hot air will rise
and the cooler air will fall.
Radiation is the transfer of energy by electromagnetic
waves. It does not need a medium or particles to transfer
energy. The most common form of radiation is solar
radiation. In solar radiation, the rays from the sun heat
up the earth.
In the experiment, the air inside the bottle is heated first
through conduction and convection. When you run hot
water over the bottle, the heat from the water is
transferred through the plastic to the gas molecules inside
the bottle, which circulate the heat. As the temperature
of a gas increases, its volume increases. The increased
volume inside the container increases the pressure
exerted inside of the bottle.
Then, when the bottle is placed in the refrigerator, the gas
particles slow down, which decreases the volume of the
gas. The pressure the gas exerts on the inside of the bottle
is also decreased. The heat is transferred from the gas
particles inside the bottle to the air outside of the bottle.
That heat is circulated through the air in the refrigerator
by convection and eventually removed to the outside.
Have you ever felt heat coming from the back or bottom
of a refrigerator?
Finally, when the crushed bottle is placed under hot
water, heat is transferred back to the gas particles in the
bottle. This increased energy causes the volume of the
gas to increase and pushes the sides of the bottle out
again.
CONNECT TO THE YOU BE THE
CHEMIST CHALLENGE
For additional background information, please
review CEF’s Challenge study materials online at
http://www.chemed.org/ybtc/challenge/study.aspx.
• Additional information on energy changes can be
found in the Classification of Matter section of
CEF’s Passport to Science Exploration: The Core
of Chemistry.
• Additional information on energy and heat can be
found in the Energy section of CEF’s Passport to
Science Exploration: Chemistry Concepts in
Action.
 LESSON 22: Crushing Bottles
EXPERIMENTATION
As the students perform the experiment, challenge them to identify the independent, dependent, and controlled variables,
as well as whether there is a control setup for the experiment. (Hint: If the temperature of the air inside the bottle changes,
will the volume of the gas and pressure exerted on the bottle change?) Review the information in the Scientific Inquiry
section on pages 14–16 to discuss variables.

EXPERIMENTAL PROCEDURE DATA COLLECTION

1. Run the empty soda pop bottle, with the cap off,
under hot water for a minute.
2. Immediately put the cap on and place the bottle
in a freezer, fridge, or ice bath for 10 minutes.
3. After 10 minutes, remove the bottle. It should
look like someone crushed it.
Have students record data in their science notebooks or
on the following activity sheet. For example, what
happens when the bottle is cooled? What happens when
the bottle is heated? Have students answer the questions
on the activity sheet (or similar ones of your own) to
guide the process.

4. Run the bottle under hot water again, with the

cap on. The bottle should return to its original
shape.

NOTES

Fun Fact
Jacques Alexandre César Charles,
who developed Charles’ Law, launched
the world’s first manned hydrogen-filled
balloon in December 1783. He and his
co-pilot, Nicolas-Louis Robert,
ascended to a height of about
1,800 feet.

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 LESSON 22: Crushing Bottles
ANALYSIS & CONCLUSION
Use the questions from the activity sheet or your own
questions to discuss the experimental data. Ask students
to determine whether they should accept or reject their
hypotheses. Review the information in the Scientific
Inquiry section on pages 14–16 to discuss valid and
invalid hypotheses.
ASSESSMENT/GOALS
Upon completion of this lesson, students should be able
to …
• Apply a scientific inquiry process and perform an
experiment.
• Define and give examples of mass, volume,
temperature, and pressure.
• Differentiate between the different states of matter.
• Describe the relationships between the temperature,
volume, and pressure of gases.
• Explain Charles’ Law and Gay-Lussac’s Law.
• Give the students balloons. Tell them they can try this
experiment at home, but remind them to ask their
parents first. Tell them to blow up the balloon
partially and tie it tight. Then put it in their freezer
for 10 minutes and observe the change. The balloon
should be smaller as the volume of the gas inside
decreases.
REAL-WORLD APPLICATIONS
• A birthday balloon blown up inside a warm building
will shrink when it is carried to a colder area. The
total amount of helium gas inside the balloon stays
the same, but the gas particles slow down when the
temperature decreases. As a result, the volume of the
gas decreases.
• Car engines work by Charles’ Law. The heat from the
combustion of the fuel in the small, enclosed space
releases a large amount of energy as expanding gas.
The expanding gas pushes the piston, a cylinder of
metal that moves up and down, and turns the
crankshaft.

• Explain why a plastic bottle crushes inward as a result COMMUNICATION

of temperature change.
Discuss the results as a class and review the activity sheet.
Review the information in the Scientific Inquiry section on
• Define energy and identify different forms of energy
pages 14–16 to discuss the importance of communication
(see Differentiation in the Classroom).
to scientific progress.
• Differentiate between the three forms of heat
transfer—conduction, convection, and radiation
(see Differentiation in the Classroom).

MODIFICATIONS/EXTENSIONS
Modifications and extensions provide alternate methods
for performing the lesson or similar lessons. They also
introduce ways to expand on the content topics presented
and think beyond those topics. Use the following
examples or have a discussion to generate other ideas
as a class.

• Before the lesson begins, tell the students you can

crush the bottle without pushing on it. Ask them if
they know how this is possible.

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LESSON 22 ACTIVITY SHEET: Crushing Bottles
OBSERVE & RESEARCH

1. Write down the materials you see. ____________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

2. How might these materials be used? __________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

3. Define the following key terms. Then, provide an example of each by writing the example or drawing/pasting an
image of the example.

Term Definition Example (write or add image)

Matter

Mass

Volume

Solid

Liquid

Gas

Temperature

Pressure

Air pressure

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ActivityGuides
 LESSON 22 ACTIVITY SHEET: Crushing Bottles

4. Consider how an empty soda pop bottle will react when the temperature of the air inside changes and why.

uWrite your hypothesis. ______________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

PERFORM YOUR EXPERIMENT

1. Take the cap off an empty soda pop bottle. Then, run the bottle under hot water for one minute.

2. Put the cap on quickly. Place the bottle in a freezer, fridge, or ice bath.

3. After 10 minutes, remove the bottle. Observe.

4. With the cap on, run the bottle under hot water again. Observe.

ANALYZE & CONCLUDE

1. Does the bottle seem to change when you first run it under hot water? Do you think a change is taking place? Why or
why not? __________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

2. What does the bottle look like after you take it out of the freezer, refrigerator, or ice bath? Why? ________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

3. What happens to the cooled bottle after you run it under hot water again? Why? ______________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

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LESSON 22 ACTIVITY SHEET: Crushing Bottles
4. In the table below, record whether the volume and pressure increased or decreased in the bottle.

Action Inside Bottle Refrigerator/Freezer/

Hot water (start) Hot water (finish)
(Increase or Decrease) Ice bath

Volume

Pressure

5. Which gas law describes the relationship between temperature and volume? What does it state? ________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

6. Which gas law describes the relationship between temperature and pressure? What does it state? ________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

7. What will happen if the air in the bottle is cold, and then you place the cap on and heated the gas in the bottle? Why?

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

8. Is your hypothesis valid? Why or why not? If not, what would be your next steps? ____________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

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ActivityGuides
LESSON 22 ACTIVITY SHEET: Crushing Bottles
EXPAND YOUR KNOWLEDGE—ADVANCED

1. Define the following key terms. Then, provide an example of each by writing the example or drawing/pasting an
image of the example.

Term Definition Example (write or add image)

Energy

Thermal energy

Heat

Conduction

Convection

Radiation

2. Can you deflate a balloon using only changes in temperature? Explain. ______________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

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LESSON 22 ACTIVITY SHEET: Crushing Bottles
ANSWER KEY Below are suggested answers. Other answers may also be acceptable.

OBSERVE & RESEARCH

1. Write down the materials you see. ____________________________________________________________________

Empty soda pop bottle, refrigerator or freezer or ice bath, hot water …

______________________________________________________________________________________________________

______________________________________________________________________________________________________

2. How might these materials be used? __________________________________________________________________

Empty soda pop bottles may be used to hold a substance. A refrigerator, freezer, or ice

______________________________________________________________________________________________________
bath may be used to reduce the temperature of a substance. Hot water may be used to increase the temperature of a substance.

______________________________________________________________________________________________________
These materials may be used to test the effects of temperature on the volume and pressure of the air inside the empty soda pop bottles.

3. Define the following key terms. Then, provide an example of each by writing the example or drawing/pasting an
image of the example.

Term Definition Example (write or add image)

Any substance that has mass and takes up space;
Matter matter is generally found as a solid, liquid, or gas
on the earth.

Mass A measure of the amount of matter in a substance.

A physical property that measures the amount of

Volume space a substance occupies.

A state of matter characterized by a definite volume

Solid and definite shape.

A state of matter that has a definite volume but no

Liquid definite shape; a liquid will take the shape of the
container that holds it, filling the bottom first.

A state of matter that has no definite volume or

Gas shape; a gas will take the shape of the container
that holds it, filling the entire container.

A measure of the average kinetic energy of

Temperature particles in a substance, generally identified by
sensations of hot and cold.

Pressure The amount of force exerted on an area.

The cumulative force exerted on a surface by the

Air pressure weight of the air particles above that surface.

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 LESSON 22 ACTIVITY SHEET: Crushing Bottles
ANSWER KEY Below are suggested answers. Other answers may also be acceptable.

4. Consider how an empty soda pop bottle will react when the temperature of the air inside changes and why.

uWrite your hypothesis. ______________________________________________________________

A bottle will crush inward if the air inside the bottle is warmed and then cooled because

______________________________________________________________________________________
of the relationship between temperature and volume. As the temperature decreases, the volume of the gas decreases.

______________________________________________________________________________________

PERFORM YOUR EXPERIMENT

1. Take the cap off an empty soda pop bottle. Then, run the bottle under hot water for one minute.

2. Put the cap on quickly. Place the bottle in a freezer, fridge, or ice bath.

3. After 10 minutes, remove the bottle. Observe.

4. With the cap on, run the bottle under hot water again. Observe.

ANALYZE & CONCLUDE

1. Does the bottle seem to change when you first run it under hot water? Do you think a change is taking place? Why or
why not? __________________________________________________________________________________________
The bottle does not seem to change when you first run it under hot water. However, a change is taking place. The energy of

______________________________________________________________________________________________________
the gas particles is increasing, which increases the volume of the gas inside the bottle. The increase in volume increases the pressure

______________________________________________________________________________________________________
that the gases exert on the inside of the bottle.

2. What does the bottle look like after you take it out of the freezer, refrigerator, or ice bath? Why? ________________
After you take the

______________________________________________________________________________________________________
bottle out of the freezer, it looks crushed. This change occurs because the colder temperature decreases the volume and the pressure of the

______________________________________________________________________________________________________
air inside the bottle. The air pressure on the outside of the bottle is greater than the pressure inside of the bottle, which causes the outside air

______________________________________________________________________________________________________
pressure to crush the bottle.

3. What happens to the cooled bottle after you run it under hot water again? Why? ______________________________
After running the bottle under hot water

______________________________________________________________________________________________________
again, the volume of the gas inside the bottle increases. This increase in volume causes the pressure inside the bottle to increase as well.

______________________________________________________________________________________________________
The increased pressure inside pushes the bottle back out.

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LESSON 22 ACTIVITY SHEET: Crushing Bottles
ANSWER KEY Below are suggested answers. Other answers may also be acceptable.

4. In the table below, record whether the volume and pressure increased or decreased in the bottle.

Action Inside Bottle Refrigerator/Freezer/

Hot water (start) Hot water (finish)
(Increase or Decrease) Ice bath

Volume Increase Decrease Increase

Pressure Increase Decrease Increase

5. Which gas law describes the relationship between temperature and volume? What does it state? ________________
Charles’ Law describes

______________________________________________________________________________________________________
the relationship between temperature and volume. It states that the volume and temperature of a gas are directly proportional. Therefore, the

______________________________________________________________________________________________________
proportion of volume to temperature of a gas equals a constant.

6. Which gas law describes the relationship between temperature and pressure? What does it state? ________________
Gay-Lussac’s Law

______________________________________________________________________________________________________
describes the relationship between temperature and pressure. It states that the pressure exerted on a container by a gas is directly

______________________________________________________________________________________________________
proportional to the temperature of the gas.

7. What will happen if the air in the bottle is cold, and then you place the cap on and heated the gas in the bottle? Why?
______________________________________________________________________________________________________
If you heat a capped bottle filled with cold air, the volume of the gas inside will expand. The bottle may not be large enough to hold the

______________________________________________________________________________________________________
increased volume and pressure. The bottle would then be stretched out or would burst.

______________________________________________________________________________________________________

8. Is your hypothesis valid? Why or why not? If not, what would be your next steps? ____________________________

______________________________________________________________________________________________________
Answer 1: Valid because the data support my hypothesis.

______________________________________________________________________________________________________
Answer 2: Invalid because the data do not support my hypothesis. I would reject my hypothesis and could form a new one, such as …

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 LESSON 22 ACTIVITY SHEET: Crushing Bottles
ANSWER KEY Below are suggested answers. Other answers may also be acceptable.

EXPAND YOUR KNOWLEDGE—ADVANCED

Have students complete this section if you used the advanced differentiation information, or challenge them to find the answers to these
questions at home and discuss how these terms relate to the experiment in class the next day.

1. Define the following key terms. Then, provide an example of each by writing the example or drawing/pasting an
image of the example.

Term Definition Example (write or add image)

Energy The ability to do work or produce heat.

Thermal energy The total energy of particles in a substance.

The flow or transfer of thermal energy from one substance to

Heat another because of differences in temperature.

Conduction The transfer of energy by collisions between nearby atoms.

The transfer of energy by the bulk molecular motion within a

Convection liquid or gas.

The transfer of energy (as electromagnetic waves) through

Radiation an empty space or clear material without heating the empty
space or clear material.

2. Can you deflate a balloon using only changes in temperature? Explain. ______________________________________
Yes. If there is a gas inside the balloon,

______________________________________________________________________________________________________
decreasing the temperature of the gas will decrease the volume and deflate the balloon slightly. However, the same amount of gas will

______________________________________________________________________________________________________
still be inside the balloon. If the gas in the balloon becomes warmer, its size will increase again.

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