# Vocabulary: Objectives: Materials: For Each Station: (Have 2 stations for each liquid; 8 stations total, in student groups of 3-4) Students will:

Save this PDF as:

Size: px
Start display at page:

Download "Vocabulary: Objectives: Materials: For Each Station: (Have 2 stations for each liquid; 8 stations total, in student groups of 3-4) Students will:"

## Transcription

1 Author: Ms. Adrienne Maribel López Date Created: August 2007 Subject: Properties of Matter Level: 6 th 8 th 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 Objectives: To further student understanding of density by comparing liquids of different densities quantitatively and qualitatively. Students will: 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. Vocabulary: Quantitative Qualitative Materials: For Each Station: (Have 2 stations for each liquid; 8 stations total, in student groups of 3-4) 1 of the following four liquids: (90% alcohol, vegetable oil, glycerin, syrup) 4 Graduated Cylinders (10 ml) 1 Triple-Beam Balance 1 calculator 1 air-filled sealed pipette bulb 1 water-filled sealed pipette bulb 1 sealed Cartesian Diver in Bottle 1 opened Cartesian Diver in Bottle Safety: Mass Volume For each student: Activity Sheet 1 Activity Sheet 2 Discussion Sheet 1 For the Class: 1 prepared beaker with the four layers of liquids already separated 1 Cartesian Diver in large soda bottle for demonstration. May have both sealed and opened divers inside No safety concerns are associated with this activity.

2 Science Content for the Teacher: = mass volume 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. 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 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. - 2

3 Preparation: 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. - 3

4 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, 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 Activity Sheet 1. Closing Exploration for Day One (5 minutes) For formative assessment, at end of class, teacher may want to collect each groups obtained densities on a class chart. Day Two 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. Activity Sheet 1, continued. 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 (see Discussion Sheet 1). Have one presenter from each group share the group s reasoning (and/or answers to Discussion Sheet 1) with the rest of the class. - 4

5 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! Students Explain (Time: minutes) Tell students that now that students know so much about density, they are going to use what they know to explain how a Cartesian Diver works. Bring out a Cartesian Diver in a water-filled 2-liter soda bottle to show the class. Place it on a table, being careful not to press it, and say, think about what the diver s density is at the moment, but don t tell me (students may circle their answer on their Activity Sheet 2, thus ensuring all students have time to process their answer for themselves). Then press the sides of the bottle, and ask, is the diver s density the same now, is it more or less? Why? Tell students that their goal as a group is to explain what happens? to explain how the Cartesian Diver can float when the bottle is not pressed, but sink when it is pressed. Closing of Final Explanation Day (Time: 10 minutes) Have presenters share their explanations and answers to Activity Sheet 2. Correct any misconceptions and encourage students to verbalize how they knew the mass or the volume was changing, and how this affected the density using the formula for density as a guide. Expand (Time: 10 minutes of third day and/or assigned as homework) Have students sketch a first draft of how a Cartesian Diver works. Tell students they will make a Cartesian Diver to take home and will use the poster to explain to their family and friends how it works. Once their draft has been approved give students 8.5 X 11 poster board or other hard paper for their final draft. - 5

6 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 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 explainations. 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. - 6

7 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. See Activity Sheet 3. Students will find that they get the same density, and will have to discuss why this occurred using the 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 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. Supplemental Information: For instructions to make the Cartesian Divers, see the lesson Cartesian Divers by Byron Warner and Kevin Dilley, copyright 2004, CCMR Educational Programs. It can be obtained by clicking on the Lesson Plan/Modules link on CCMR s education web page: Safety: No safety concerns are associated with this activity. Acknowledgments: Nev Singhota, Kevin Dilley, and Jane Earle from the Educational Programs Office were extremely supportive and patient, providing me with the resources and a fun atmosphere to develop this lesson. I am also indebted to Kevin Dilley and Byron Warner for the inspiration I derived from their Cartesian Diver Activity. - 7

### The density of a substance is the same for all samples of that substance.

8.8.a Density and Buoyancy Students know density is mass per unit volume. P71 Wood Steel The density of a substance is the same for all samples of that substance. 1. The two blocks shown have the same

### CH 112 Special Assignment #2 Density Layers and Lava Lamps

CH 112 Special Assignment #2 Density Layers and Lava Lamps PRE-LAB ASSIGNMENT: Make sure that you read this handout and bring the essentials to lab with you. Here are the pre-lab questions for this week.

### Students measure the change in pressure by varying the volume of trapped air in a syringe while:

How Does a Trapped Gas Behave? Teacher Information Objective Students investigate the effect of changes in the volume of a confined gas on pressure at constant temperature. Using the pressure sensor, students

### Purpose. Introduction

Purpose The objective of this experiment is to determine the density of an unknown liquid and solid. The students will become familiar with the techniques for measuring mass and volume of several samples

### 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.)

### Objective: Decompose a liter to reason about the size of 1 liter, 100 milliliters, 10 milliliters, and 1 milliliter.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 3 2 Lesson 9 Objective: Decompose a liter to reason about the size of 1 liter, 100 milliliters, Suggested Lesson Structure Fluency Practice (4 minutes) Concept

### I. Introduction. Lesson title: How does pressure effect a scuba diver at different depths?

I. Introduction Lesson title: How does pressure effect a scuba diver at different depths? Grade level audience: Regents Chemistry 11th Grade Lesson overview: Students have been introduced to the definition

Name: Scuba Divers Two identical twins named Jill and Rachel were planning separate trips to go scuba diving. Jill planned to scuba dive in the ocean off the coast of Maine and Rachel planned to scuba

### 17.2 and 17.3 Classifying Matter Liquids. Liquids

17.2 and 17.3 Classifying Matter Liquids Read p.295-301 in book Liquids Liquids have an indefinite shape, but a definite volume. the same shape as their container. particles that are close together, but

### Overview of Density Worksheet

Name Key formulas/concepts: Overview of Density Worksheet Density Density = Mass divided by Volume (D = M/V). The mass of an object is 25 grams. The volume of an object is 5 cm 3. D = 25g/5cm 3 = 5 g/cm

### Objective: Decompose a liter to reason about the size of 1 liter, 100 milliliters, 10 milliliters, and 1 milliliter.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 3 2 Lesson 9 Objective: Decompose a liter to reason about the size of 1 liter, 100 milliliters, 10 milliliters, and 1 milliliter. Suggested Lesson Structure

GRADE 6: Materials 1 Solubility UNIT 6M.1 7 hours About this unit This is the first of four units on materials in Grade 6. This unit builds on the study of the properties of water in Unit 5M.1. Unit 7M.1

### LAB 7. ROTATION. 7.1 Problem. 7.2 Equipment. 7.3 Activities

LAB 7. ROTATION 7.1 Problem How are quantities of rotational motion defined? What sort of influence changes an object s rotation? How do the quantities of rotational motion operate? 7.2 Equipment plumb

### Buoyancy and the Density of Liquids (approx. 2 h) (11/24/15)

Buoyancy and the Density of Liquids (approx. 2 h) (11/24/15) Introduction Which weighs more, a pound of lead or a pound of feathers? If your answer to this question is "a pound of lead", then you are confusing

### Part A How Many Drops Are in 1 ml of Water?

Investigation: Tools and Measurements Name(s): Introduction: This investigation requires you to use various scientific tools to measure volume, mass, and dimensions of objects. The goal is to become familiar

### Anglophone School District - North

Anglophone School District - North Grade 7 Science - Unit Lesson Guide Fluids Table of Contents Scientific Literacy!!!!!!!!!! 3 Science Assessment Overview!!!!!!!! 4 Focus and Context!!!!!!!!!! 5 Unit

### 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

### Underwater Volcano Authors: Christian Bertsch, University of Vienna years

9-11 years Science Content: Physics Target Concepts/Skills: Density of solids and fluids Target Age group: 9-11 years Duration of activity: 3 hours Summary: Students inquire the concept of floating and

### Density and Buoyancy Notes

Density and Buoyancy Notes Measuring Mass and Volume 3.1 Density A balance can be used to measure the mass of an object. If the object is a liquid, pour it into a graduated cylinder to measure the volume.

### NAME BLOCK Density Lab PROBLEM: How can we determine the densities of different substances?

NAME BLOCK Density Lab PROBLEM: How can we determine the densities of different substances? PART 1 Determining relative density procedure 1. Designate an eyedropper for each beaker. Do not mix them up

### Experiment #2. Density and Measurements

Experiment #2. Density and Measurements Goals 1. To measure and record length, volume and mass accurately with the correct number of significant figures 2. To use significant figures correctly in calculations.

### Bay Area Scientists in Schools Presentation Plan

Bay Area Scientists in Schools Presentation Plan Lesson Name Exploring States of Matter! Presenter(s): The Sarpong Group Grade Level 1st California Science Standards Connection(s): 1-PS: States of Materials

### Students will use two different methods to determine the densities of a variety of materials and objects.

Activity #1: Determining Densities Summary The concept of density has many useful applications. This image is an electron density map, used by biochemists to help understand the structure of a protein.

### Partnerships Implementing Engineering Education Worcester Polytechnic Institute Worcester Public Schools Supported by: National Science Foundation

Partnerships Implementing Engineering Education Measurements 6.F.3 Density and Hydrometers Grade Level 6 Sessions 1 approximately 60 minutes Seasonality N/A Instructional Mode(s) Class Team Size Class

### Multiple Representations of Buoyancy. Meredith Weglarz, Jessica Oliveira, James Vesenka University of New England, Department of Chemistry and Physics

Multiple Representations of Buoyancy Meredith Weglarz, Jessica Oliveira, James Vesenka University of New England, Department of Chemistry and Physics Abstract: A modeling lab exercise, based on multiple,

### DENSITY AND BUOYANCY

DENSITY AND BUOYANCY DENSITY - RECAP What is DENSITY? The amount of MASS contained in a given VOLUME Density describes how closely packed together the particles are in a substance Density Experiment SINK

### Read ENTIRE lab up to Disposal Section. MAKE NOTES!!! **For Procedures, Highlight equipment used and circle quantities measured out.

Lab Ch 2 Mass, Volume, & Density Lab Partners: READ Prelab!!! Read ENTIRE lab up to Disposal Section. MAKE NOTES!!! **For Procedures, Highlight equipment used and circle quantities measured out. Density

### CARTESIAN DIVER (1 Hour)

(1 Hour) Addresses NGSS Level of Difficulty: 2 Grade Range: K-2 OVERVIEW In this activity, students will build a Cartesian diver and discover how compression and changes in density cause the diver to mysteriously

### SIXTH GRADE OCEANS 1 WEEK LESSON PLANS AND ACTIVITIES

SIXTH GRADE OCEANS 1 WEEK LESSON PLANS AND ACTIVITIES WATER CYCLE OVERVIEW OF SIXTH GRADE WATER WEEK 1. PRE: Evaluating components of the water cycle. LAB: Experimenting with porosity and permeability.

### Float a Big Stick. To investigate how objects float by analyzing forces acting on a floating stick

Chapter 19: Liquids Flotation 53 Float a Big Stick Purpose To investigate how objects float by analyzing forces acting on a floating stick Required Equipment/Supplies Experiment vernier calipers 250-mL

### It s a Gas - Natural Gas

Lesson Plan - Page 1 Topic Natural gas Source Oil and Natural Gas, pages 20-21, 22-23 Objective Students will learn that natural gas is a substance formed over millions of years from decaying ocean plants

### Authors: Mário Rui da Cunha Pereira, Hands on Science

9-11 years Science Content: Physical Science Target Concepts/Skills: Density and Bouyancy Target Age group: 9-11 years Duration of activity: 3 hours Summary: In this activity children inquire about why

### Bay Area Scientists in Schools Presentation Plan

Bay Area Scientists in Schools Presentation Plan Lesson Name Exploring States of Matter! Presenter(s): The Sarpong Group Grade Level 1st California Science Standards Connection(s): 1-PS: States of Materials

### Key Terms Chapter 7. boiling boiling point change of state concentration condensation deposition evaporation flow rate fluid freezing point

Foldable Activity Using the instructions on page 267 in your textbook on how to make foldables, write a key term on each front tab, and the definition on the inside (see example that I made up). You will

### I CAN: Define Volume, know that it is a property of matter, and measure volume accurately.

LastFirst Date Per # 5 4 3 2 1 0 late WORKED HARD DURING CLASS TIME even if some sections not quite done. Mostly Complete Not Accurate Instructions not followed Overall Neatness Parts left undone Complete

### Model of Prosthetic Leg

Model of Prosthetic Leg Grade Level: 5 Total Time Required: Six 30 minute class sessions Two 30 minute class sessions (optional) Prepared By: Bryan Hubbard, John Grutzner, Kari Clase, Alyssa Panitch, Nancy

### What Causes Wind? Exploration: How Does Air Move When Pressure Builds Up? 4.2 Explore. Predict

4.2 Explore What Causes Wind? In Learning Set 1, you built an anemometer. You used it to measure wind speed and direction in your community. In the last section, you read about how wind and ocean currents

### SINK vs. FLOAT THE CASE OF THE CARTESIAN DIVER

SINK vs. FLOAT THE CASE OF THE CARTESIAN DIVER INTRODUCTION: This lesson provides practice making observations and formulating hypotheses. It also provides opportunities to explore the concepts of buoyancy,

### Dec 6 3:08 PM. Density. Over the last two periods we discussed/observed the concept of density. What have we learned?

Over the last two periods we discussed/observed the concept of density. What have we learned? is a ratio of mass to volume describes how much matter is packed into a space is a property of both solids

### Buoyancy and Density. Buoyant Force and Fluid Pressure. Key Concept Buoyant force and density affect whether an object will float or sink in a fluid.

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 fluid.

### Standard 3.1 The student will plan and conduct investigations in which

Teacher Name: Tammy Heddings Date: April 04, 2009 Grade Level: 3-6 Subject: Science Time: 30 minutes Concept: Scientific Investigation Topic: Variables SOLs: Standard 3.1 The student will plan and conduct

Experiment 2 A Submarine Adventure: Density Saves the Day Instructor Notes and Lab Preparation: Chemicals and Equipment: various metal shapes of copper, nickel, lead, aluminum, brass, iron and magnesium

### We can tell that diameter of the tube influence the pressure of the water at the bottom.

IDS 102 Pressure Part II You may have found that there is a slight difference in the distance of the two streams, but this is due to frictional forces between the water and the tube, not the different

### Measuring Mass and Volume

Measuring Mass and Volume Experiment 2 Expt 2 Measurement.wpd INTENT The purpose of this experiment is to introduce some fundamental aspects of the measurement making process as well as to introduce some

### BASIS Lesson Plan. *Note to teachers: Detailed standards connections can be found at the end of this lesson plan.

Lesson Name: States of Matter Grade Level: 5 Presenter(s): The Long Group Standards Connection(s): BASIS Lesson Plan California Science Standards: Grade 5 Physical Sciences Next Generation Science Standards:

Fourth Grade Mathematics Unit 5 Practice Task: Trash Can Basketball STANDARDS FOR MATHEMATICAL CONTENT MCC4.NF.7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons

### From and

From http://www.school-for-champions.com/science/fluidpressure.htm and http://www.school-forchampions.com/science/fluidfloating.htm by Ron Kurtus, School for Champions Pressure in Fluids by Ron Kurtus

### Shark Biology Buoyancy by Bill Andrake

Shark Biology Buoyancy by Bill Andrake Science Lesson: Buoyancy - Based on Webisode 45 - Shark Biology Grade Level: 6-8 Time: Four (45-50 minute) class periods Introduction Jonathan narrates an educational

GRADE 7: Physical processes 1 Measurement and density UNIT 7P.1 8 hours About this unit This unit is the first of five units on physical processes for Grade 7. All the other units require competency in

### Chapter 1, Lesson 5: Air, It s Really There

Chapter 1, Lesson 5: Air, It s Really There Key Concepts In a gas, the particles (atoms and molecules) have weak attractions for one another. They are able to move freely past each other with little interaction

### CONCEPTUAL PHYSICS LAB

PURPOSE The purpose of this lab is to determine the density of an unknown solid by direct calculation and by graphing mass vs. volume for several samples of the solid. INTRODUCTION Which is heavier, a

### Fluids PROCEDURE. 1. Record the mass of the block of wood. 2. Record the mass of the beaker of water (without the block).

Fluids This format for this experiment will be a little different from what you re used to. Instead of spending all your time at one station interacting with a single apparatus you ll be spending 10-15

### 1 Fluids and Pressure

CHAPTER 3 1 Fluids and Pressure SECTION Forces in Fluids BEFORE YOU READ After you read this section, you should be able to answer these questions: What are fluids? What is atmospheric pressure? What is

### ELEMENTARY SCIENCE PROGRAM MATH, SCIENCE & TECHNOLOGY EDUCATION. A Collection of Learning Experiences BUOYANCY CATTARAUGUS-ALLEGANY BOCES GRADE 3

ELEMENTARY SCIENCE PROGRAM MATH, SCIENCE & TECHNOLOGY EDUCATION A Collection of Learning Experiences BUOYANCY CATTARAUGUS-ALLEGANY BOCES GRADE 3 TABLE OF CONTENTS Unit Overview...2 Format & Background

### Lesson 24: The Volume of a Right Prism

Student Outcomes Students use the formula for the volume of a right rectangular prism to answer questions about the capacity of tanks. Students compute volumes of right prisms involving fractional values

### Deep Water Currents Lab

Deep Water Currents Lab Background: Anyone visiting the seashore is struck by the constant motion of water traveling on the surface of the ocean in the form of waves. But beneath the ocean's surface, water

### Chemistry. TEKS 2D Organize, analyze, evaluate, make inferences, and predict trends from data.

Chemistry TEKS 2D Organize, analyze, evaluate, make inferences, and predict trends from data. Students will be able to collect data, organize into a data table and construct a graph by the time they reach

### Inquiry Investigation: Factors Affecting Photosynthesis

Inquiry Investigation: Factors Affecting Photosynthesis Background Photosynthesis fuels ecosystems and replenishes the Earth's atmosphere with oxygen. Like all enzyme-driven reactions, the rate of photosynthesis

### Cuisenaire Rods. A Guide to Teaching Strategies, Activities, and Ideas

Cuisenaire Rods A Guide to Teaching Strategies, Activities, and Ideas INTRODUCTION This Learning About Cuisenaire Rods Activity Guide provides handson activities and ideas for leading students in an active

### Hydrostatics Physics Lab XI

Hydrostatics Physics Lab XI Objective Students will discover the basic principles of buoyancy in a fluid. Students will also quantitatively demonstrate the variance of pressure with immersion depth in

### Exam Review Mass, Weight, Density, Buoyancy, States of Matter

Exam Review Mass, Weight, Density, Buoyancy, States of Matter Volume An object s volume is the amount of space it takes up. The volume of a cup of water can change if you freeze it in to a solid or boil

### Investigating Sinking and Floating

Chapter 13 Forces in Fluids Investigation 13A Investigating Sinking and Floating Background Information When an object is placed in a fluid, the force of gravity causes part or all of the object to sink

### UNIT 2 FLUIDS PHYS:1200 LECTURE 12 FLUIDS (1)

1 UNIT 2 FLUIDS PHYS:1200 LECTURE 12 FLUIDS (1) Lecture 12 is the first lecture on the new topic of fluids. Thus far we have been discussing the physics of ideal solid objects that do not change their

### 1. Determining Solution Concentration

In this exercise you will determine the concentration of salt solutions by measuring samples with known concentration and making a calibration curve. You will review units of concentration, and how to

### Name Class Date. What are some properties of gases? How do changes of pressure, temperature, or volume affect a gas?

CHAPTER 3 States of Matter 4 Behavior of Gases SECTION KEY IDEAS As you read this section, keep these questions in mind: What are some properties of gases? How do changes of pressure, temperature, or volume

### Experiment 1, Measurement and Density Chemistry 201, Wright College, Department of Physical Science and Engineering

Name Date Experiment 1, Measurement and Density Chemistry 201, Wright College, Department of Physical Science and Engineering Making measurements in the laboratory involves equipment and instrumentation.

### 5 th Grade - Lesson 2.4 Density and Sinking and Floating

5 th Grade - Lesson 2.4 Density and Sinking and Floating Objective Students will be able to explain that the density of a substance has to do with how heavy it is compared to the size of the object. Students

### Grade: 8. Author(s): Hope Phillips

Title: Tying Knots: An Introductory Activity for Writing Equations in Slope-Intercept Form Prior Knowledge Needed: Grade: 8 Author(s): Hope Phillips BIG Idea: Linear Equations how to analyze data from

### Pressure is defined as force per unit area. Any fluid can exert a force

Physics Notes Chapter 9 Fluid Mechanics Fluids Fluids are materials that flow, which include both liquids and gases. Liquids have a definite volume but gases do not. In our analysis of fluids it is necessary

### Inquiry Module 1: Checking the calibration of a micropipette

Inquiry Module 1: Checking the calibration of a micropipette 1. Introduction Larger volumes (1mL and more) are usually measured using pipets or measuring cylinders. Such cylinders and pipets are labelled

### MiSP Solubility L2 Teacher Guide. Introduction

MiSP Solubility L2 Teacher Guide Introduction In this unit students will learn about solubility. Students should already be familiar with the basic chemistry concepts. They should know that some substances

### Experiment 1 Introduction to Some Laboratory Measurements

Experiment 1 Introduction to Some Laboratory Measurements Introduction In this experiment you will familiarize yourself with the English & metric systems of measurement, weigh with a centigram balance,

### Name: Period: DUE Friday 9/ 16 Honors Chemistry Lab #1: Metric System

Name: Period: DUE Friday 9/ 16 Honors Chemistry Lab #1: Metric System Introduction: The Metric System is a worldwide standard system of measurement. Scientists must be able to communicate with each other

### Engineering Design Challenge. Mapping the Ocean Floor

Engineering Design Challenge Project Title: Project Source: Project Submitter: Mapping the Ocean Floor NOAA, http://tinyurl.com/boydlek STEM Improvement Lesson Development Team Grade Level/Subject: Math,

### Density of Brass: Accuracy and Precision

Density of Brass: Accuracy and Precision Introduction Density is a measure of a substance s mass-to-volume ratio. For liquids and solids, density is usually expressed in units of g/ml or g/cm 3 ; these

### Rod Stamping OVERVIEW THE BIG IDEA

Rod Stamping OVERVIEW OBJECTIVE Children will explore surface area and use spatial reasoning to make predictions about the surface area of any size rod. In this activity, children pretend to stamp Cuisenaire

### Fluids. James H Dann, Ph.D. Say Thanks to the Authors Click (No sign in required)

Fluids James H Dann, Ph.D. Say Thanks to the Authors Click http://www.ck12.org/saythanks (No sign in required) To access a customizable version of this book, as well as other interactive content, visit

### LESSON 4 - INVESTIGATING REFRACTION

LESSON 4 - INVESTIGATING REFRACTION Overview: Through a series of demonstrations, students will learn why waves refract. By observing how different materials shift the position of an object, the concept

### Target Density Lab SCIENTIFIC. Density Inquiry Lab Activities. Introduction. Concepts. Materials. Safety Precautions. Preparation

Target Density Lab Density Inquiry Lab Activities SCIENTIFIC Introduction The concept of density is reinforced as students measure the volume and mass of an unknown liquid in a graduated cylinder, graph

### Converting Between Measurement Systems. ESSENTIAL QUESTION How can you use ratios and proportions to convert measurements? 7.4.E

LESSON 3.1 Converting Between Measurement Systems Proportionality 7.4.E Convert between measurement systems, including the use of proportions and the use of unit rates. Also 7.4.D? ESSENTIAL QUESTION How

### The use of the analytical balance, and the buret.

1211L Experiment 1. Density 2015 by H. Patterson Instructor Notes: Students make measurements individually then share data to make the graph. There are four volumetric measurements to be studied; 3.00

### Making a Cartesian Diver Toy

Making a Cartesian Diver Toy Abstract: The purpose of this activity is to construct a Cartesian Diver device illustrating the concept described by Boyle s Law, so that a theory may be constructed explaining

### Bubble Technology, Part 2: How Are Bubble Blowers Different?

Bubble Technology, Part 2: How Are Bubble Blowers Different? In this investigation, you will show what you have been learning about bubbles. You have already made observations and predictions - trying

### The Math and Science of Bowling

The Report (100 : The Math and Science of Bowling 1. For this project, you will need to collect some data at the bowling alley. You will be on a team with one other student. Each student will bowl a minimum

### North Carolina State University PY131 Lab Manual

INTRODUCTION In the 3 rd century BC, Archimedes was asked by a king to figure out the purity of the gold in the king s crown. While Archimedes knew he could find the weight of the crown using a balance,

### Solubility Unit. Solubility Unit Teacher Guide L1-3. Introduction:

Solubility Unit Introduction: In this unit the students will learn about solubility. Students should already be familiar with the basic chemistry concepts. They should know that some substances are soluble

### Card 1 Chapter 17. Card 2. Chapter 17

Card 1 Card 2 Liquid A - 1.4 g/ml; Liquid B -.82 g/ml; Liquid C - 1.0 g/ml; one liquid you know. What is it? Also how will they stack? Where will a 1.6 g/ml object end up? Find the density of a 5 milliliter,

### 4. Using the kinetic molecular theory, explain why a gas can be easily compressed, while a liquid and a solid cannot?

Name Period HW 1 Worksheet (Goals 1-4) - Kinetic Molecular Theory 1. Describe how gases, liquids, and solids compare using the following table. Solids Liquids Gases Volume (definite or indefinite) Molecular

### MHF 4U Unit 2 Rational Functions Outline

MHF 4U Unit Rational Functions Outline Day 1 Lesson Title Specific Epectations Rational Functions and Their Essential Characteristics C.1,.,.3 (Lesson Included) Rational Functions and Their Essential Characteristics

### LEARNING OBJECTIVES. Overview of Lesson. guided practice Teacher: anticipates, monitors, selects, sequences, and connects student work

D Rate, Lesson 1, Conversions (r. 2018) RATE Conversions Common Core Standard N.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units

### Gases. Unit 10. How do gases behave?

Gases Unit 10 How do gases behave? Gases are perhaps the most mysterious of all of the phases of matter. For the most part gases are invisible to us, and it was once believed that in the air there is no

### AP Lab 11.3 Archimedes Principle

ame School Date AP Lab 11.3 Archimedes Principle Explore the Apparatus We ll use the Buoyancy Apparatus in this lab activity. Before starting this activity check to see if there is an introductory video

### BASIC QUANTITIES OF GASES

BASIC QUANTITIES OF GASES PRESSURE (P): Definition: 1 atm = 101325 Pa = 1,01325 bar (1 bar = 10 5 Pa) 1 atm = cmhg = mmhg (Torr) Manometer: Barometer: VOLUME (V): - - - Unit: 1 NUMBER OF MOLES (n): Avogadro

### mass of container full of air = g mass of container with extra air = g volume of air released = cm 3

1992 Q32 The air pressure inside the passenger cabin of an airliner is 9 x 10 4 Pa when the airliner is at its cruising height. The pressure of the outside atmosphere at this height is 4 x 10 4 Pa. Calculate

### How does atmospheric pressure vary? Measuring atmospheric pressure at different altitudes above sea level

Dimension 2 Cross Cutting Concepts Dimension 1 Science and Engineering Practices FRAMEWORK FOR K-12 SCIENCE EDUCATION 2012 USA Standards Correlation The Dimension I practices listed below are called out

### UNIT PLAN. Grade Level: 3 Unit #: 4-2 Measurement: Length, Volume, Mass, & Equivalencies

UNIT PLAN Grade Level: 3 Unit #: 4-2 Unit Name Measurement: Length, Volume, Mass, & Equivalencies Big Idea/Theme: Measurement is used to effectively communicate a common language of numerical information.