Save this PDF as:

Size: px
Start display at page:

## Transcription

1 Density Author(s): Ms. Adrienne Maribel López Date Created: August 2007 Subject: Physics Grade Level: 6th-8th grade Standards: NYS Learning Standards for Mathematics, Science, and Technology-- Intermediate ( ) Standard 1;Scientific Inquiry, Key Idea Interpret the organized data to answer the research question or hypothesis and to gain insight into the problem. Standard 1; Mathematical Analysis, 1 Abstraction and symbolic representation are used to communicate mathematically. Standard 4; Physical Setting, 3.1 Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity; Observe and describe properties of materials, such as density, conductivity, and solubility. Schedule: Three to four 45-minute class periods CCMR Lending Library Connected Activities: Buoyancy - 1

2 Objectives: To further student understanding of density by comparing liquids of different densities quantitatively and qualitatively. Vocabulary: Density Quantitative Qualitative Mass Volume Students Will: Materials: - Apply their knowledge of the density formula by using the graduated cylinder and balance to determine the densities of liquids - Synthesize their knowledge by discussing whether or not their numerical results agree with their observations of the four liquids when poured into one glass beaker or graduated cylinder. - Create Explanations and 2-D models of how a Cartesian Diver works and how it illustrates the mathematical components of the density equation. For Each Station (2-4 students) 10 ml Graduated Cylinder Bottle(s) Glycerin Bottle(s) Vegetable Oil Bottle(s) Syrup Bottle(s) 90% Alcohol For Class Electronic Balance Teacher Will Need to Provide Beakers or cups Triple Beam Balances Safety No safety concerns are associated with this activity. Science Content for the Teacher: Density = mass volume Density is an intrinsic property of all matter (i.e. it is dependent on the type, not the amount, of matter). It measures the ratio of mass to volume; in other words, it is a measure of how much matter (mass), is packed into how much space (volume). The higher the mass to volume proportion the higher the density because the mass is more tightly packed into a certain amount of space. In middle school, students usually encounter density in grams per cubic centimeter or grams per milliliter (1 g/cm 3 for solids or 1g/mL for liquids, since 1 cm 3 = 1 ml). Thus, density (in units of g/cm3) is the mass of 1 cubic centimeter (cm3) of the substance. - 2

3 Since water has a density of 1 gram per milliliter 1 g/ml (or 1 g/cm 3 ), a material or object with a density higher than one will sink and anything with a density lower than one will float.[1] As one can see from the Density Equation (d = m/v), there are two ways of changing the density of an object: either changing the mass or changing the volume. If you change both equally, say by cutting an object in half, the density stays the same because you changed both parts of the proportion equally. Middle school students are accustomed to this from math, and can readily tell you that in solving equations what you do to the numerator you must also do the same to the denominator to keep the equality. Conversely, if you only change either the numerator or the denominator, or you change either unequally, you ve changed the equality. In terms of the density equation, as the mass gets bigger the density increases because mass is in the numerator, but as the volume gets bigger the density decreases because volume is in the denominator. This makes sense to even the less math-oriented students when they see that 2 /1 punched into the calculator does not give the same numerical value as ½. Thus density increases either by increasing the mass or by decreasing the volume. One must be very careful not to confuse mass with weight. Although close to the surface of the Earth they can be interchangeable, they are NOT the same thing. When students use the triple-beam balance they should realize they are finding the mass, not the weight, of an object. Mass is a property that does not change (until you add more, of course), whereas weight depends on the pull of gravity. On the moon the weight of a hammer would definitely change (decrease), but its mass would not. Conversely, on Jupiter the weight would be much heavier (because Jupiter is bigger and thus has a larger gravitational pull), but its mass would be the same on Jupiter, Earth, or the moon. It is important for middle school students to understand this distinction. Mass does not depend on gravity, weight does.[2] [1] Units are essential! I omitted them here for simplicity but do not omit them when discussing density with students. [2] New York State Learning Standard 4, Physical Setting, Key Idea 1, states that students should understand that Earth and celestial phenomena can be described by principles of relative motion and perspective. i.e., among other concepts, weight is not constant throughout the universe. Preparation: - 3

4 In order to scaffold their use of the mathematical formula for density, students need to have already been introduced to density conceptually at least once prior to these activities. This should not be their first introduction to density. 1. Photocopy print materials (Activity Sheets 1 and 2 and Discussion Sheet 1). 2. Add red food coloring to the 90% Alcohol bottle and blue food coloring to the glycerin (or colors of choice). 3. Distribute the materials into eight stations so that there are two stations of each of the four liquids for students to rotate among. 4. Give instructions for how students will rotate from one liquid station to another so that all groups of students get a chance to work with all four liquids i.e. the oil groups move to glycerin, the glycerin groups move to alcohol, etc. 5. About 15 minutes per station is usually enough time to find the density and clean up. Classroom Procedure: Day One: Engage (Time: 10 minutes) Ask students whether they ve ever noticed what happens to oil and water when they are mixed, say, in a salad dressing or in puddles of a car mechanic s shop? Have they ever wondered why oil and water don t mix? Show students the prepared beaker with the four liquids separated into layers. Tell them what each layer is (syrup, glycerin, etc.) and ask them to be thinking about why the liquids separated into layers as they gather data from each liquid. Tell them that today and tomorrow they are going to discover for themselves why these liquids don t mix. Do not tell them that each liquid has a different density, as they will be able to conclude this for themselves from the data they collect. Explore (Time: 30 minutes) Students will gather data (mass using the triple-beam balance or electronic balance scale, volume using a graduated cylinder) and calculate density (using a calculator, if needed) of two liquids today. To scaffold their data collection and density calculation use the Activity Sheet. Closing Exploration for Day One (5 minutes) For formative assessment, at end of class, teacher may want to collect each group s obtained densities on a class chart. Day Two: - 4

5 Opening Exploration for Day Two (5 minutes) Students review their data from previous day, and what they were trying to find out (why or how some liquids separate). Explore, continued (Time: minutes) Students will continue to gather data and calculate the densities of their remaining two liquids. Continue to add groups results to the class chart. Explain (Time: minutes) In their groups, have students discuss what they ve discovered about the four liquids and why they don t mix. One can guide this discussion by having students compare the numerical values obtained from the density calculation to their observations of the order of the layers. Have one presenter from each group share the group s reasoning, for how the liquids will interact, with the rest of the class. Day Three: Explain, continued Teacher Explains (Time: 5-10 minutes) Tell students that the density of water is 1.0 g/ml (or 1.0 g/cm 3 ). Ask them to look in their notebooks and tell you what the density of the liquids that sank were (they should be more than one), vs. the liquids that floated towards the top (less than one). Have students predict where water would separate if poured into the beaker containing the four separated liquids. Slowly pour some water (tinted with food coloring different from alcohol) into the beaker with the four liquid layers and watch it separate itself into the middle of the layers, as may have been predicted! Extension Activities: Extension Activity One: Students can find the density of a rectangular prism of clay (using a ruler and balance) and of a crayon (using a graduated cylinder and balance) when they are: 1) whole, and 2) cut in half. They should first hypothesize whether the density of each will change or stay the same as a result of cutting. When students see for themselves that the density of an object does not change by cutting it, they tend not to forget that density is an intrinsic property. Students will find that they get the same density, and will have to discuss why this occurred using the Density Formula as a guide. Extension Activity Two: Students can find the densities of some of the same liquids (say oil, water, and syrup) varying the volume (say 10 ml, 20 ml, 30 ml, 40 ml) to observe what happens to the mass - 5

6 and density. As with the solids (in extension activity one), students will find that the density does not change even though the volume and the mass do. This activity more explicitly allows students to see that even though the density stays the same both mass and volume increase or decrease. These extension activities work together well either performed on consecutive days or spiraled a few weeks apart to remind students that density is an intrinsic property. Extra Activities: Can follow up this activity with Buoyancy kit where students will build their own Cartesian diver and figure out how it works. Assessment: The following rubric can be used to assess students during each part of the activity. The term expectations here refers to the content, process and attitudinal goals for this activity. Evidence for understanding may be in the form of oral as well as written communication, both with the teacher as well as observed communication with other - 6

7 students. Specifics are listed in the table below. 1= exceeds expectations 2= meets expectations consistently 3= meets expectations occasionally 4= not meeting expectations Engage Explore Explain 1 Shows leadership in the discussion and offers creative explanations. 2 Participates in the discussion, offers a few ideas. 3 Contributes to the discussion. 4 Does not participate in discussion. Completes work accurately while providing an explanation for what is observed. Works very will with partner. Completes work accurately and works cooperatively with partner. Works cooperatively with partner, but makes some mistakes with the procedure. Has trouble working with partner. Does little to complete the procedure. Provides an in-depth explanation of findings. Fills out worksheet clearly. Offers thorough explanation for the science behind the Cartesian Diver. Provides clear explanation of findings. Fills out worksheet clearly. Offers good explanation for the science behind a Cartesian Diver. Provides a limited explanation of findings. Fills out some of the worksheet. Offers some explanation for the Cartesian Diver. Is not clear in explanation of findings. Does not fill out worksheet. Does not offer an explanation for the Cartesian Diver. - 7

### Buoyancy and Density: Middle School Unit Plan

Buoyancy and Density: Middle School Unit Plan Questioning Strategies to Promote Critical Thinking Using a Conceptual Change Model (Integration of mathematics & physical science) Delena Norris-Tull and

Chapter 3 Student Reading If you hold a solid piece of lead or iron in your hand, it feels heavy for its size. If you hold the same size piece of balsa wood or plastic, it feels light for its size. The

### Key. Name: OBJECTIVES

Name: Key OBJECTIVES Correctly define: observation, inference, classification, percent deviation, density, rate of change, cyclic change, dynamic equilibrium, interface, mass, volume GRAPHICAL RELATIONSHIPS

### Density Lab. If you get stuck or are uncertain, please ask questions and/or refer to the hints at the end of the lab. Name: Section: Due Date:

Name: Section: Due Date: Lab 01B-1 If you get stuck or are uncertain, please ask questions and/or refer to the hints at the end of the lab. Density Lab Density is an important concept in oceanography,

### Eighth Grade, Density To Float or Not to Float? 2004 Colorado Unit Writing Project 1

Density To Float or Not to Float? That is the Question! Grade Level or Special Area: Eighth Grade Science Written by: Aida Peterson, Clear Lake Middle School, Denver, Colorado Length of Unit: Twelve lessons

### Viscosity: The Fluids Lab Teacher Version

Viscosity: The Fluids Lab Teacher Version California Science Content Standards: 1. Motion and Forces: Newton's laws predict the motion of most objects. 1b. Students know that when forces are balanced,

### Activity #: 3. Suggested Discussion Topics Matter

Grade: Fourth Activity #: 3 Activity Title: Mass & Volume & Density, Oh My! Recommended Group Size: Class/Small Groups Special Notes: This is a wet experiment and should ideally be done in the Science

### Test Bank - Chapter 3 Multiple Choice

Test Bank - Chapter 3 The questions in the test bank cover the concepts from the lessons in Chapter 3. Select questions from any of the categories that match the content you covered with students. The

### Structure of the Earth/Density Test

Name Score /69 Structure of the Earth/Density Test Using the formula for density: to solve each problem, SHOWING ALL YOUR WORK, including UNITS. Refer to this chart to answer questions #1 & #2 Layer Approximate

### Student Exploration: Archimedes Principle

Name: Date: Student Exploration: Archimedes Principle Vocabulary: Archimedes principle, buoyant force, density, displace, mass, volume, weight Prior Knowledge Questions (Do these BEFORE using the Gizmo.)

### Timing This activity takes minutes to complete.

Module Overview This module is about density. Through several experiments, students will learn how to calculate the density of regular and irregular objects and liquids. They will also create a layered

### EXPERIMENT 2 EGG OBSERVATIONS. Contents: Pages 1-4: Teachers Guide Page 5: Student Worksheet. An Osmosis Eggsperiment ACKNOWLEDGEMENTS

EXPERIMENT 2 EGG OBSERVATIONS An Osmosis Eggsperiment Contents: Pages 1-4: Teachers Guide Page 5: Student Worksheet ACKNOWLEDGEMENTS The creation of this experiment and its support materials would not

### Mass and Volume Relationships

Mass and Volume Relationships Objective: The purpose of this laboratory exercise is to become familiar with some of the basic relationships and units used by scientists. In this experiment you will perform

### Interaction at a Distance

Interaction at a Distance Lesson Overview: Students come in contact with and use magnets every day. They often don t consider that there are different types of magnets and that they are made for different

### Chapter Test B. Chapter: Measurements and Calculations

Assessment Chapter Test B Chapter: Measurements and Calculations PART I In the space provided, write the letter of the term or phrase that best completes each statement or best answers each question. 1.

### Buoyancy. Program Description. Louisiana GLEs: Grades: 3 rd - 5 th grades Program Duration: 60 Minutes Program Type: Demonstration

Buoyancy Grades: 3 rd - 5 th grades Program Duration: 60 Minutes Program Type: Demonstration Program Description In this program students will investigate Archimedes Principle by using pan balances and

### DETERMINING THE DENSITY OF LIQUIDS & SOLIDS

DETERMINING THE DENSITY OF LIQUIDS & SOLIDS 17 Density, like color, odor, melting point, and boiling point, is a physical property of matter. Therefore, density may be used in identifying matter. Density

### Science - 7 th grade - Matter - Density - Science Process, Inquiry

Science - 7 th grade - Matter - Density - Science Process, Inquiry Overview The main idea associated with these activities is density. Density, as it is developed within these activities threads most closely

### S3 Physics Elective Density and Kinetic Theory

Name: Class: Duncanrig Secondary School East Kilbride S3 Physics Elective Density and Kinetic Theory Pupil Booklet Learning Outcomes Homework Summary SCN 4-08b Through experimentation, I can explain floating

Return to Lab Menu Mass, Volume and Density Objectives: -to measure different volumes of liquid -to understand that masses are additive but volumes are not necessarily additive -to understand the concept

### Density and Archimedes Principle

Drexel-SDP GK-12 ACTIVITY Activity: Density and Archimedes Principle Subject Area(s) Measurement, Physical Science Associated Unit Measurement, module 2 Associated Lesson Activity Title Grade Level 6 (3-8)

### Simulating Microgravity with Buoyancy A Space School Lesson Plan

ASTRONAUT TRAINING...UNDERWATER Simulating Microgravity with Buoyancy A Space School Lesson Plan by Bill Andrake, Swampscott Middle School Swampscott, Massachusetts Science Lesson: Buoyancy - Based on

### Objectives: Vocabulary: Materials: Students will: Safety: Magnet Electricity Electromagnet Charge Current Magnetic Field

Electromagnets Author: Jane Earle, Lauren Downing, Kevin Dilley Date Created: July 2007 Subject: Physics Level: High School Standards: New York State- Physics (www.emsc.nysed.gov/ciai/) Standard 1- Analysis,

### Section 1 What Is Matter?

Section 1 What Is Matter? Key Concept Matter is anything that has mass and takes up space. Matter can be described in terms of its volume, mass, and weight. What You Will Learn All matter has volume and

### Chapter 2. Preview. Section 1 What Is Matter? Section 2 Physical Properties. Section 3 Chemical Properties. The Properties of Matter.

The Properties of Matter Preview Section 1 What Is Matter? Section 2 Physical Properties Section 3 Chemical Properties Concept Mapping Section 1 What Is Matter? Bellringer What do you think some of the

### Buoyancy. What floats your boat?

Buoyancy What floats your boat? Sink or float? Test The cube sinks to the bottom. WHY? Weight Due to the pulling force of gravity both the cube and the water have the property of weight. Gravity Gravity

### POTATO FLOAT. Common Preconceptions:

POTATO FLOAT Unit: Salinity Patterns & the Water Cycle l Grade Level: Middle l Time Required: 30 min. (in class) after solutions are prepared by the teacher l Content Standard: NSES Physical Science, properties

### Name Date Hour. Buoyancy

Name Date Hour Buoyancy Consider: If I gave you an object that you had never seen before and it was made of unknown material and then asked you whether or not it would float in water, what would you base

### NNIN Nanotechnology Education

NNIN Nanotechnology Education Lesson 1: Refraction Tank Teacher s Preparatory Guide Purpose: This lab will help students understand and measure the angle of incidence and the angle of refraction of a beam

### Integrated Middle School Science (IMSS) Partnership

Next Generation Science Standards Literacy in the Science Classroom Dawn O Connor, Science Director Integrated Middle School Science Alameda County Office of Education Christine Lee, Researcher Integrated

### Quick Peek. H Students will learn about. H Students will design and. Students will learn about density, buoyancy, and how submarines dive.

Quick Peek sink, float, Hover design a submarine! Students will learn about density, buoyancy, and how submarines dive. Suggested Grade Levels: 4 8 Illinois State Learning Goals science 11.A, 11.B, 12.D,

### PHYS 1405 Conceptual Physics I Laboratory # 8 Density and Buoyancy. Investigation: How can we identify a substance by figuring out its density?

PHYS 1405 Conceptual Physics I Laboratory # 8 Density and Buoyancy Investigation: How can we identify a substance by figuring out its density? What to measure: Volume, mass. Measuring devices: Calipers,

### LAB #3: MEASURING SPECIFIC GRAVITY AND DENSITY. Set-up and Materials for Experiment

Set-up and Materials for Experiment 1 OVERVIEW The mass density of a substance is a measure of the mass that that substance contains in a given volume. Mathematically is written: ρ = m V ( Density = Volume

### 1 Introduction The Scientific Method (1 of 20) 1 Introduction Observations and Measurements Qualitative, Quantitative, Inferences (2 of 20)

The Scientific Method (1 of 20) This is an attempt to state how scientists do science. It is necessarily artificial. Here are MY five steps: Make observations the leaves on my plant are turning yellow

### Name Date Class. Guided Reading and Study

Describing Matter This section describes the kinds of properties used to describe matter. It also defines elements and contrasts compounds and mixtures. Use Target Reading Skills Write a definition of

Tennessee Department of Education Task: Representing the National Debt 7 th grade Rachel s economics class has been studying the national debt. The day her class discussed it, the national debt was \$16,743,576,637,802.93.

### Written By Kelly Lundstrom & Kennda Lynch January 31, 2012 Milk Dye ACTIVITY PLAN

Milk Dye ACTIVITY PLAN Objective: Students will use the scientific method to test the difference between using whole milk and skim milk in this milk and food dye experiment. Students will explore ideas

### Physical properties describe a substance.

Chapter 2, Section 1 Key Concept: Matter has observable properties. BEFORE, you learned Matter has mass and volume Matter is made of atoms Matter exists in different states NOW, you will learn * About

### Physics 181- Summer 2011 - Experiment #8 1 Experiment #8, Measurement of Density and Archimedes' Principle

Physics 181- Summer 2011 - Experiment #8 1 Experiment #8, Measurement of Density and Archimedes' Principle 1 Purpose 1. To determine the density of a fluid, such as water, by measurement of its mass when

### 2.2 Scientific Notation: Writing Large and Small Numbers

2.2 Scientific Notation: Writing Large and Small Numbers A number written in scientific notation has two parts. A decimal part: a number that is between 1 and 10. An exponential part: 10 raised to an exponent,

### Experiment 3 Introduction to Density INTRODUCTION

Experiment 3 Introduction to Density INTRODUCTION The purpose of this experiment is to understand the meaning and significance of the density of a substance. Density is a basic physical property of a homogeneous

### Subject: Math Grade Level: 5 Topic: The Metric System Time Allotment: 45 minutes Teaching Date: Day 1

Subject: Math Grade Level: 5 Topic: The Metric System Time Allotment: 45 minutes Teaching Date: Day 1 I. (A) Goal(s): For student to gain conceptual understanding of the metric system and how to convert

### Lesson 13: The Formulas for Volume

Student Outcomes Students develop, understand, and apply formulas for finding the volume of right rectangular prisms and cubes. Lesson Notes This lesson is a continuation of Lessons 11, 12, and Module

### CLEANING WATER. Student Section

National Aeronautics and Space Administration CLEANING WATER Student Section Student Name This lesson challenges you to create and test a water filtration system. During this lesson, you will design and

### Shampoo Properties Evaluation General Science

/ 10 Shampoo Properties Evaluation General Science Name It is difficult to obtain exact information on the formulation of commercial shampoos. These facts are held by the manufacturer to protect their

### Perimeter, Area and Volume What Do Units Tell You About What Is Being Measured? Overview

Perimeter, Area and Volume What Do Units Tell You About What Is Being Measured? Overview Summary of Lessons: This set of lessons was designed to develop conceptual understanding of the unique attributes

### Density: Sea Water Mixing and Sinking

Density: Sea Water Mixing and Sinking Unit: Salinity Patterr~s & the Water Cycle I Grade Level: Middle or High I Time Required: two 45 minute class periods I Content Standard: NSES Physical Science, properties

### Water Properties Lab

Name: Block: Biology 2/2010 Water Properties Lab Water is a polar molecule. The oxygen atom in water has a greater electronegativity, or a stronger pull on the electrons that it shares with the two hydrogens

### Experiment 1: Measurement and Density

Experiment 1: Measurement and Density Chemistry 140 Learning Objectives Become familiar with laboratory equipment and glassware Begin to see the link between measurement and chemical knowledge Begin to

### Bay Area Scientists in Schools Presentation Plan

Bay Area Scientists in Schools Presentation Plan Lesson Name Presenter(s) Grade Level 5th The Chemical Workout/Blow it Up Chemistry Graduate Students from the Maimone Group at UC Berkeley Standards Connection(s):

### The Structure of Water Introductory Lesson

Dana V. Middlemiss Fall 2002 The Structure of Water Introductory Lesson Abstract: This is an introduction to the chemical nature of water and its interactions. In particular, this lesson will explore evaporation,

### Buoyancy Boats Florida Sunshine State Science Standards: Objectives Engage: Explore:

Buoyancy Boats Florida Sunshine State Science Standards: SC.C.2.3.1 The student knows that many forces act at a distance. SC.C.2.3.2 The student knows common contact forces. SC.C.2.3.3 The student knows

### The Mystery of the Pirate s Booty- Salinity and Buoyancy

The Mystery of the Pirate s Booty- Salinity and Buoyancy Buoyancy If you ve ever lain on your back in a swimming pool you have demonstrated the ability of an object to float in water. You float because

### Preparation for BioScience Academy Math Assessment Test

Preparation for BioScience Academy Math Assessment Test Math is an essential component of laboratory science and solid math skills are required for a successful career in this field. To be eligible for

### Lesson Plan: Mystery Metals

Lesson Plan: Mystery Metals Summary In this lesson, students will make measurements, calculations, and inferences to help solve a mystery about Created by: 2014 AACT Elementary School Content Writing Team

### Recovery of Elemental Copper from Copper (II) Nitrate

Recovery of Elemental Copper from Copper (II) Nitrate Objectives: Challenge: Students should be able to - recognize evidence(s) of a chemical change - convert word equations into formula equations - perform

### Objectives: Vocabulary: Materials: Students will: Safety: Element Mineral Streak. Absolute Hardness

: Finding Clues Like a Scientist Author: Kris Poduska Date Created: 2000 Subject: Earth Science, Classification Level: Elementary and Middle School Standards: New York State- Intermediate Science (www.emsc.nysed.gov/ciai/)

### How Strong Is It? The earth's gravity pulls any object on or near the earth toward it without touching it. 4G/E1*

How Strong Is It? Lesson Overview: Overview: Students frequently use Post-it Notes but seldom give thought to using a Post-it Notes to learn and practice the skills of inquiry. Post-it Notes readily stick

### Teacher Information Lesson Title: Density labs

Teacher Information Lesson Title: Density labs Lesson Description: These labs are hands on exercises that will allow the students to measure and calculate the densities of different types of objects. The

### Archimedes Principle. Biological Systems

Archimedes Principle Introduction Many of the substances we encounter in our every day lives do not have rigid structure or form. Such substances are called fluids and can be divided into two categories:

### The Making of Lava Lamps: An Interdisciplinary Project Addressing National Science and Technology Education Standards

The Making of Lava Lamps: An Interdisciplinary Project Addressing National Science and Technology Education Standards Table of Contents I. Introductions II. III. IV. Mission Scheduling Goals V. Current

### GRAVITATIONAL FIELDS PHYSICS 20 GRAVITATIONAL FORCES. Gravitational Fields (or Acceleration Due to Gravity) Symbol: Definition: Units:

GRAVITATIONAL FIELDS Gravitational Fields (or Acceleration Due to Gravity) Symbol: Definition: Units: Formula Description This is the formula for force due to gravity or as we call it, weight. Relevant

### Chapter 3, Lesson 4: Density: Sink and Float for Solids

Chapter 3, Lesson 4: Density: Sink and Float for Solids Key Concepts The density of an object determines whether it will float or sink in another substance. An object will float if it is less dense than

### Pushes and Pulls. TCAPS Created June 2010 by J. McCain

Pushes and Pulls K i n d e r g a r t e n S c i e n c e TCAPS Created June 2010 by J. McCain Table of Contents Science GLCEs incorporated in this Unit............... 2-3 Materials List.......................................

### The Density of Liquids and Solids

The Density of Liquids and Solids Objectives The objectives of this laboratory are: a) To determine the density of pure water; b) To determine the density of aluminum (applying the technique of water displacement)

### Three Methods for Calculating the Buoyant Force Gleue: Physics

Three Methods for Calculating the Buoyant Force Gleue: Physics Name Hr. The Buoyant Force (F b ) is the apparent loss of weight for an object submerged in a fluid. For example if you have an object immersed

### 1. Tell the volume of each solid figure made of 1-inch cubes. Specify the correct unit of measure.

NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment TaskLesson 5 5 Name Date 1. Tell the volume of each solid figure made of 1-inch cubes. Specify the correct unit of measure. a. b. 2. Jack found

### Exploring Buoyancy and Density With an Online Simulation

Curry School of Education, University of Virginia www.teacherlink.org/content/science/ Exploring Buoyancy and Density With an Online Simulation With the Density Lab simulation at www.explorelearning.com,

### Overview. Essential Questions. Grade 8 Mathematics, Quarter 4, Unit 4.3 Finding Volume of Cones, Cylinders, and Spheres

Cylinders, and Spheres Number of instruction days: 6 8 Overview Content to Be Learned Evaluate the cube root of small perfect cubes. Simplify problems using the formulas for the volumes of cones, cylinders,

### STATE GOAL 7: Estimate, make and use measurements of objects, quantities and relationships and determine acceptable

C 1 Measurement H OW MUCH SPACE DO YOU N EED? STATE GOAL 7: Estimate, make and use measurements of objects, quantities and relationships and determine acceptable levels of accuracy Statement of Purpose:

### Science - - PHYSICAL SCIENCE GRADE 9 Unit 5: FORCES (3.5 WEEKS)

Youngstown City Schools Science - - PHYSICAL SCIENCE GRADE 9 Unit 5: FORCES (3.5 WEEKS) SYNOPSIS: Students will learn the different types of forces and their applications. They will also learn the relationships

IDENTIFICATION OF POLYMERS 1998 by David A. Katz. All rights reserved David A. Katz Chemist, Educator, Science Communicator, and Consultant 133 N. Desert Stream Dr., Tucson, AZ 85745 Voice/Fax: 520-624-2207

### Where is all the freshwater on Earth?

Where is all the freshwater on Earth? Subject/ target grade: Middle School (8 th grade) Earth Science Duration: Three 50 minute period Setting: Classroom and computer lab Materials and Equipment Needed:

### *Choose a RED, BLUE or GREEN activity from both of the KNOWLEDGE and CRITICAL THINKING assessments.

Name Directions: *Choose a RED, BLUE or GREEN activity from both of the KNOWLEDGE and CRITICAL THINKING assessments. *Suggested extensions can be completed and will count as extra credit KNOWLEDGE Individual

### Unit: Understanding Science and Engineering Through Solar Power Lesson 5 Making Observations and Recording Data for Solar Powered Water Pumping

Unit: Understanding Science and Engineering Through Solar Power Lesson 5 Making Observations and Recording Data for Solar Powered Water Pumping AUTHOR: Mike Hellis DESCRIPTION: Students use a solar module

### 5 th Grade Math. ELG 5.MD.C Understand concepts of volume and relate volume to multiplication and to addition. Vertical Progression: 3 rd Grade

Vertical Progression: 3 rd Grade 4 th Grade 5 th Grade 3.MD.C Geometric measurement: understanding concepts of area and relate area to multiplication and to addition. o 3.MD.C.5 Recognize area as an attribute

### Grade 1 Geometric Shapes Conceptual Lessons Unit Outline Type of Knowledge & SBAC Claim Prerequisite Knowledge:

Grade 1 Geometric Shapes Conceptual Lessons Unit Outline Type of Knowledge & SBAC Claim Prerequisite Knowledge: Standards: Lesson Title and Objective/Description Shape names: square, rectangle, triangle,

### Unit 1 - Pure Substances and Mixtures Chapter 2: Solutions

2.1 Solutes & Solvents Vocabulary: Unit 1 - Pure Substances and Mixtures Chapter 2: Solutions solvent the larger part of a solution - the part of a solution into which the solutes dissolve solute the smaller

### 1 Branches of Earth Science

CHAPTER 1 1 Branches of Earth Science SECTION The World of Earth Science BEFORE YOU READ After you read this section, you should be able to answer these questions: What are the four major branches of Earth

### Understanding Density

Understandings of Consequence Project Teacher Overview Understanding Density What is density and why is it hard to understand? This overview outlines concepts in the Density curriculum and explains difficulties

### Area, Perimeter, Surface Area and Change Overview

Area, Perimeter, Surface Area and Change Overview Enduring Understanding: (5)ME01: Demonstrate understanding of the concept of area (5)ME02: Demonstrate understanding of the differences between length

### Day 1 Day 2 Day 3 Day 4. Reading and discussing informational text. Use a preview strategy to identify text features.

1 st Grade Learning Sequence Overview Learning Sequence Concept: Liquids have properties by which they can be described. CCSS Content Literacy in Science: SL1.1a SL 1.5 SL1.6; W1.2, W1.5, W1.8,RI1.1, RI1.2,

### Bubbling Tablets. Objective: Investigate the effects of surface area on reaction rates.

Bubbling Tablets Objective: Investigate the effects of surface area on reaction rates. Key concepts Increasing the surface area of a reactant results in a faster reaction. Things on the nanoscale have

### Buoyant Force and Archimedes Principle

Buoyant Force and Archimedes Principle Predict the behavior of fluids as a result of properties including viscosity and density Demonstrate why objects sink or float Apply Archimedes Principle by measuring

### Science Grade 1 Forces and Motion

Science Grade 1 Forces and Motion Description: The students in this unit will use their inquiry skills to explore pushing, pulling, and gravity. They will also explore the different variables which affect

### Student Exploration: Gravitational Force

5. Drag STUDENT PACKET # 7 Name: Date: Student Exploration: Gravitational Force Big Idea 13: Forces and Changes in Motion Benchmark: SC.6.P.13.1 Investigate and describe types of forces including contact

### Cell Diffusion & Permeability: The See-Thru Egg Lab Teacher Version

Cell Diffusion & Permeability: The See-Thru Egg Lab Teacher Version In this lab, students will learn about the permeability of the cell membrane. By studying the ability of a shell-less egg to absorb various

### MD5-26 Stacking Blocks Pages 115 116

MD5-26 Stacking Blocks Pages 115 116 STANDARDS 5.MD.C.4 Goals Students will find the number of cubes in a rectangular stack and develop the formula length width height for the number of cubes in a stack.

### Mixing Warm and Cold Water

Mixing Warm and Cold Water A Continuing Investigation of Thermal Pollution By Kevin White 1 Context: This lesson is intended for students conducting an ongoing study of thermal pollution. Perhaps, students

### Solids, Liquids, and Gases

Solids, Liquids, and Gases nd Intended for Grade: 2 Grade Subject: Science Description: Activities to help students understand solids, liquids, gases, and the changes between these states. Objective: The

### Barbie Bungee Jump. High School Physics

Barbie Bungee Jump High School Physics Kris Bertelsen Augusta Middle/High School Concept: The change in energy storage systems during a bungee jump activity demonstrates how energy can be transferred from

### What s the MATTER? For further information contact. Brandi Miller

What s the MATTER? ~ A Returning Developer ~ For further information contact Brandi Miller Caldwell Elementary 141 Dairy Road Auburndale, FL 33823 Route B 863-965-5470 brandi.miller@polk-fl.net n PROGRAM

### Maintaining an Oil Spill Disaster: Free Volume, Solubility and Crosslinking Explained

Maintaining an Oil Spill Disaster: Free Volume, Solubility and Crosslinking Explained Created by Maliha Syed 2012-13 GK-12 Program, Connections in the Classroom: Molecules to Muscles, Award# 0947944 National

### Section 2 Buoyancy and Density

Section 2 Buoyancy and Density Key Concept Buoyant force and density affect whether an object will float or sink in a fluid. What You Will Learn All fluids exert an upward buoyant force on objects in the

### N Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

Performance Assessment Task Swimming Pool Grade 9 The task challenges a student to demonstrate understanding of the concept of quantities. A student must understand the attributes of trapezoids, how to

### Sample Cooperative Learning Lesson Plan

1 Sample Cooperative Learning Lesson Plan OVERVIEW Subject Grade Level Topic Brief Overview and Explanation PLANNING Objectives Assessment Pre / Diagnostic Formative (informal and/or formal) Summative

### Chapter 1: Chemistry: Measurements and Methods

Chapter 1: Chemistry: Measurements and Methods 1.1 The Discovery Process o Chemistry - The study of matter o Matter - Anything that has mass and occupies space, the stuff that things are made of. This