Teacher. Density. Procedures: Day of Activity
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1 Teacher Density NGSSS: MA.912.S.1.2 Determine appropriate and consistent standards of measurement for the data to be collected in a survey or experiment. MA.912.S.3.2 Collects, organizes, and analyzes data sets, determine the best format for the data and present visual summaries for the following: bar graphs, line graphs, stem and leaf plots, circle graphs, histogram, box and whisker plots, scatter plots and cumulative frequency (ogive) graphs. Purpose of Lab/Activity: Measure the mass and volume of several different objects. Calculate the density of objects by using their measured mass and volume. Compare the densities of various objects. Learn how to calculate experimental percentage error. Prerequisite: Prior to this activity the student should be able to Describe the units used to measure matter in science. Report measurements using certainty and uncertainty readings. Manipulate variables in simple algebraic formulas. Materials (individual or per group): 100-ml graduated cylinder 2-L graduated cylinder (plastic) balance (50g capacity) distilled water rubber stopper (#2 solid) zinc piece (cube or cylinder preferred) aluminum piece (cube or cylinder) copper piece (cube or cylinder) lead piece(cube or cylinder) dropper 2000 ml graduated cylinder (or large container) Procedures: Day of Activity Before activity: What the teacher will do: a. Set up all lab equipment and calculate the density of the rubber stopper with the most accurate equipment available to you. This will give students a theoretical value for them to compare their results. b. Help students differentiate between mass and weight. Compare the efforts of pushing horizontally on a block of slippery ice on a frozen pond versus lifting it. The block has the same mass but it will feel different when you try to lift it. Ask what is responsible for this? c. Students have misconceptions about volume. Measure a particular amount of water using a graduated cylinder and then pour the water into containers of different shape. Make sure that students are able to understand that the volume remains the same although the way the liquid is distributed is dependent of the shape of the container. d. Students often confuse mass and volume particularly when measuring liquids, review concepts, instruments and units. e. Make sure that students add enough water to do the graduated cylinder or container where you drop the soda or the experiment will not yield the expected results.
2 Teacher During activity: After activity: f. The following misconceptions relating to density have been identified by the American Institute of Physics and should be addressed throughout the activity. 1. Large objects sink and small objects float. 2. Objects float in water because they are lighter than water. 3. Objects sink in water because they are heavier than water. 4. Wood floats and metal sinks. 5. All objects containing air float. 6. Mass/volume/weight/heaviness/size/density may be perceived as equivalent. What the teacher will do: a. Monitor that students are using the instruments to measure mass and volume correctly. For example if using analytical balances make sure that students know how to calibrate to g. b. Make sure students know how to read the meniscus correctly. c. As you visit each group, ask them for a definition of mass and volume and check that their understanding is accurate. It is important to reinforce this notion throughout the entire activity to minimize student misconceptions. d. Ask students to offer explanations for the differences observed in the density of the soda. What the teacher will do: a. Have students share their lab group data with the whole class. b. Lead a discussion to try to explain the differences in the values reported by each group. Introduce the concept of random variation in measurements caused by different students measuring the same quantity with different equipment. c. Review the use of the formula to calculate % error. Explain to students that for this type of a lab an error below 5% is acceptable. If any group has an error that is higher, discuss the differences of measurement error and instrumental error. d. Check the student results with the following values in g/cm3: Density of zinc piece = 7.13 Density of aluminum piece = 2.70 Density of copper piece = 8.96 Density of lead piece = Density of rubber stopper = 1.34 Extension: Gizmo: Density Laboratory
3 Density NGSSS: MA.912.S.1.2 Determine appropriate and consistent standards of measurement for the data to be collected in a survey or experiment. MA.912.S.3.2 Collects, organizes, and analyzes data sets, determine the best format for the data and present visual summaries for the following: bar graphs, line graphs, stem and leaf plots, circle graphs, histogram, box and whisker plots, scatter plots and cumulative frequency graphs. Background: Density is a physical property of a substance and is often used to identify what the substance is. Density is a ratio that represents how much mass (amount of matter) there is in a unit of volume (amount of space something occupies) of a substance. Density can be computed by using the equation -. Mass is usually expressed in grams and volume in milliliters (ml), which are equivalent to cubic centimeters (cm 3 ). Mass and volume measurements can be made in the laboratory. Mass can be determined by using a balance. If the object has a regular shape, such as a cube or a cylinder, volume can be calculated from length measurements. However, most objects have irregular shapes, and the volume must be determined indirectly. One way to measure the volume of an irregularly shaped item that does not dissolve in or react with water is by water displacement. An item that is entirely submerged in water will displace a volume of water equal to its volume. It is necessary to use the proper units when calculating the density of a substance. Densities of liquids and solids are usually expressed in terms of g/ml or g/cm 3. Densities of gases are usually expressed in g/l. The accuracy of your methods can be reported in terms of percent error. The percent error of measurements is a comparison of the differences between experimental results and theoretical or standard values, expressed as a percentage. The equation for percent error is: [ ] Purpose of Lab/Activity: Measure the mass and volume of several different objects. Calculate the density of objects by using their measured mass and volume. Compare the densities of various objects. Calculate percentage error Safety: Always wear safety goggles and a lab apron. Clean up any spills immediately. Do not eat or drink anything in a laboratory. Vocabulary: matter, mass, volume, density, significant digits, percent error Materials (per group):
4 100-ml graduated cylinder 2-L graduated cylinder (plastic) balance (50g capacity) distilled water rubber stopper (#2 solid) zinc piece (ideally a cube or cylinder) aluminum piece (cube or cylinder) copper piece (cube or cylinder) lead piece (cube or cylinder) 2000 ml graduated cylinder (or large container) Procedures: Part A: Density of Water 1. Find the mass of a clean, dry 100-ml graduated cylinder. Record this mass in Data Table Fill the cylinder with distilled water. Use a dropper to adjust the bottom of the meniscus exactly to the ml mark. 3. Find and record the mass of the graduated cylinder and water. 4. Calculate and record the mass of the water. Part B: Density of a Rubber Stopper 5. Find the mass of a solid #2 rubber stopper. Record this mass in Data Table Pour about 50 ml of tap water into the 100-ml graduated cylinder. Read and record the exact volume. 7. Place the rubber stopper into the graduated cylinder. Make sure that it is completely submerged. (If it floats, use a pencil to hold the stopper just under the surface of the water.) 8. Read and record the exact volume. Part C: Density of a piece of zinc 9. Find the mass of zinc (the best are prepared cylinders). Record this mass in Data Table Pour about 50 ml of tap water into the 100-ml graduated cylinder. Record the exact volume. 11. Place the zinc into the graduated cylinder, making sure that it is completely submerged. 12. Read and record the exact volume. Part D: Density of the other metals 13. Find the mass of the other metals. Record this mass in the other Data Tables. 14. Pour about 50 ml of tap water into the 100-ml graduated cylinder. Record the exact volume. 15. Read and record the exact volume. 16. Use the mass and volume data to calculate the densities of water, the rubber stopper, and the different metals. Show work and then record the answers in the data tables.
5 Observations/Data: Data Table 1 Part A: Density of Water Mass of empty graduated cylinder (g) Mass of graduated cylinder and water (g) Mass of water (g) Volume of water (ml) Density of water (g/ml) Data Table 2 Part B: Density of Rubber Stopper Mass of rubber stopper (g) Volume of rubber stopper (ml) Density of rubber stopper (g/ml) Data Table 3 Part C: Density of a piece of zinc Mass of aluminum (g) Volume of piece of zinc (ml) Density of zinc (g/ml) Data Table 4 Part D: Density of lead Mass of lead (g) Volume of lead (ml) Density of lead (g/ml) Data Table 5 Part C: Density of a piece of copper Mass of copper (g) Volume of piece of copper (ml) Density of copper (g/ml)
6 Data Table 6 Part C: Density of a piece of aluminum Mass of aluminum (g) Volume of piece of aluminum (ml) Density of aluminum (g/ml) Observation/Data Analysis: 1. What is the density determined for your water sample? 2. Using 1g/ml or 1 g/cm 3 as the theoretical density of distilled water, calculate the percent error of your measurement (see formula in Background Information section). Show work. 3. What could you do to improve the accuracy of your measurements? 4. How does the density of the rubber stopper compare to the density of water? 5. Compare the densities of the metals tested and match the measured densities to reported densities. Conclusion: 1. When you use the terms heavier or lighter to compare different objects with the same volume (such as the two soda cans), what property of the objects are you actually comparing? 2. Would you expect the densities of various fruit juices in the same container to all be the same? Explain. 3. How can the concept of density be used to differentiate between a genuine diamond and an imitation diamond? 4. Explain why a tractor-trailer can be completely filled with one type of merchandise, such as butter, but only partially filled with a second type of material, such as steel. 5. The density of aluminum is 2.70 g/cm3. What volume will 13.5 grams of aluminum occupy?
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