Materials List

This activity is presented as a class activity using one Cartesian diver setup, but it can easily be expanded
with more materials so that groups of four students or individual students each have an activity setup.
To perform this activity as a class, the following materials are needed:

1-liter clear plastic soda bottle with cap, filled with water (soda bottle costs ~$2 or free in recycling
bin)

bowl of water

Cartesian diver, available at science teaching supply stores, such as the pre-madesingle
Cartesian diver shaped like a squid (#P1-2000) for $2.95 from Arbor Scientific
at http://www.arborsci.com/single-cartesian-diver

meter sticks, or other way to measure the classroom dimensions in metric units

Cartesian Diver Worksheet, one per student

(optional) if experiencing trouble with squeezing, or to conduct the "Trained Divers" activity
extension, use a pressurizing pump to pressurize the 1-liter bottle, such as the individual pressure
pumper (#P1-2050) for $3.25 from Arbor Scientific athttp://www.arborsci.com/individual-pressurepumper

To have students/groups make their own Cartesian diver setups, each needs:

1-liter clear plastic soda bottle with cap, filled with water

bowl of water

Cartesian diver, available at science teaching supply stores, such as the pre-madesquid-shaped
diver described above, or the do-it-yourself super diver kit (#P1-2000-01) with plastic pipettes and
other parts and instructions (and a pressure pumper) to make 30 divers from Arbor Scientific
at http://www.arborsci.com/super-diver-kit; alternatively, obtain your own parts, such as plastic
pipettes and weights (nuts, wire), or condiment packets (see below) to make as many divers as
you want

How to construct your own Cartesian diver(s) from pipettes, nuts and wire:

Cut a plastic pipette so that the length of the tube protruding from the bulb is about 1 inch long.

Place the metal nut around the tube, or wrap some metal wire around the tube to act as a weight.

How to prepare your own condiment packet Cartesian diver(s):

Ask students to bring to class, or obtain at restaurants or cafeterias, various small plastic
condiment packets, such as those for ketchup, mustard, mayonnaise, soy sauce, plum sauce, etc.

The best Cartesian divers are neutrally buoyant so test the packets in a bowl of water to observe
their buoyancy in order to determine which work best as trustworthy divers.

Introduction/Motivation
Who wants to take a guess at how much the air in this classroom weighs? (Listen to a few student
answers and then move on.) To calculate how much the air in this classroom weighs, we need to
determine a few things. Who knows what information we need in order to begin? (Listen to student
answers until all correct answers have been stated. Write the correct answers on the classroom board.)
That's right, we need to know the volume of the classroomthat means we need to know its length, width
and height measurements. What else? That's right, we need to know the density of air at room
temperature.
Who will volunteer to measure the length, width and height of the classroom? (Choose three to six
volunteers to measure the classroom dimensions in metric units.) Who wants to volunteer to calculate on
the board how much the air weighs? (Choose a volunteer to work the problem on the board. Draw on the
board a table titled, "Densities of Various Gases" and include any gases you wish, such as the Table 1

example.)

Table 1. Densities of various gases.

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(An example calculation using L = 15.85 m, W = 13.4 m and H = 3.66 m as classroom dimensions results
in the following volume, mass and weight:
volume (V) = L * W * H = (15.85 m) * (13.4 m) * (3.66 m ) = 777.35 m3
mass (M) = V * density () = (777.35 m3) * (1.205 kg/m3) = 936.71 kg
weight (W) = M * gravity (g) = (936.71 kg) (9.81 m/s2) = 9189.09 N ~ 2,000 pounds!)
(Verify the student's calculations because the weight of air in each classroom will be different than the
example calculation provided because it depends on the room size. Ask students what they think about
the weight of the air in the room.) Who remembers the relationship between mass and volume? (Listen to
student answers and guide them into a conversation about the air in the classroom and the density
relationship.)

Now that we know how much the air around us weighs, imagine how much the water around a scuba
diver weighs! What do scuba divers have to help control the pressure from the surrounding water? Think
about Archimedes' principle and buoyancy. What do scuba divers have that controls their buoyancy?
(Expected possible answers: Scuba divers use weighting systems, diving suits and buoyancy
compensators to control buoyancy.)
What are some examples of engineered devices that can dive deeper than scuba divers? (Expected
possible answers: Submarines and remote operated vehicles (ROVs or "robots"). How are they able to
dive deeper than scuba divers? (Answer: They are designed to withstand higher pressures.) What are
submarines and ROVs used for and why are they important? (Possible answers: They are essential to
helping us investigate deep-water regions that humans are unable to survive; they can reach depths much
greater than satellite and shipboard technologies; they enable exploration of abysmal ocean communities
and the discovery of new species.)
Who has heard of a Cartesian diver? (Listen to student answers.) The Cartesian diver is named after the
French philosopher, mathematician and scientist Ren Descartes who lived 15961650. It is interesting
that the Cartesian diver is named after Descartes, when in fact it was Galileo's student Raffaelo Maggiotti
who discovered the Cartesian diver, which he initially named the "Cartesian Devil." The French refer to the
Cartesian diver as "ludion," which means actor, jester or wandering entertainer. Does anyone know what
quotation Descartes is famous for saying? (See if any students know. Then write the correct answer on
the board: "I think, therefore I am.") Thinking about the definition for "ludion," many people suggest that
the Cartesian diver is named after Descartes because it makes you think! Who would have known?

Vocabulary/Definitions
buoyancy:
density:
mass:
mass density:
pressure:
volume:

The ability of an object to float in a liquid.

A measurement of the compactness of an object.
A measurement of the amount of matter in an object.
Mass per unit volume of a substance.
A measurement of force per unit area.
A measurement of the amount of space an object occupies.

Procedure
Background
Pascal's law states that a pressure applied anywhere to a fluid causes a force to be transmitted equally in
all directions; a change in pressure disperses equally throughout the fluid; and a force acts at right angles
to any surface in contact with the fluid.
When a bottle containing water and a Cartesian diver is pressurized (squeezed), the pressure within the
entire bottle and Cartesian diver is increased. Archimedes' principle states that the buoyant force is equal
to the weight of the water displaced; therefore, an object sinks if the weight of the water displaced weighs
less than the object, or the object floats if the weight of the water displaced weighs more than the object.
The Cartesian diver sinks because density is increased when water is taken up into the pipette of the
Cartesian diver and the volume of air decreases.
Before the Activity

Decide whether you will use a pre-made Cartesian diver or make your own from a kit, your own
parts, or condiment packets. Then gather all materials and construct and test the Cartesian diver.

Make copies of the Cartesian Diver Worksheet, one per student.

With the Students

1. Present the Introduction/Motivation content to the class.
2. (optional) Write the vocabulary words and definitions on the classroom board. Alternatively, save
them for later, as part of the worksheet assessment.
3. Fill the one-liter plastic bottle with room-temperature water.
4. Show students the Cartesian diver and what it is made of. If a pre-made Cartesian diver is used,
it may be difficult for students to see the pipette under the rubber squid. If a homemade Cartesian
diver is used, one constructed by the instructor or students, verify that each student understands
what materials were used to construct it (pipette, weight, etc.). Skip this step if using condiment
packets. Answer any questions students may have.
5. Squeeze the pipette portion of the Cartesian diver to expel the air and submerge the Cartesian
diver in a bowl of water so the pipette can take in water. Adjust the amount of water inside the
pipette until it is neutrally buoyantneither floating nor sinking.Alternative: If conducting this
activity with condiment packets, have students place the packets into a bowl of water and observe
them to determine which are neutrally buoyant. Select the most neutrally buoyant condiment
packets and proceed.
6. Place the prepared Cartesian diver inside the one-liter bottle and make sure that the bottle is
completely filled with water.
7. Screw the cap on the bottle so it is closed securely (see Figure 1-left).
8. Predictions: Ask students to guess what will happen when you squeeze the bottle. Ask students
use scientific terminology for their answers and explanations.

Figure 1. (left) A Cartesian diver demonstration setup with no pressure applied. (right) A sunken
Cartesian diver with an applied external pressure (right).
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9. While holding up the bottle so all students can see it, squeeze the bottle (see Figure 1-right). As
necessary, do this a few times, so that students have adequate time to observe what happens.
10. Hand out worksheets and direct students to answer the questions, including scientifically
explaining what has happened using the laws of physics they learned in the associated lesson.
11. Have students complete the worksheets and turn them in for grading. The next day, review the
answers in a class discussion in order to clarify any misconceptions and reinforce answers for
everyone's benefit.