Step 1/2: Explorations in Teaching Secondary Mathematics and Science

Title of Lesson: Sink or Float

UFTeach Students Names: Danielle Nelson, Hayley Doyle
Teaching Date and Time: October 28th, 2014 (1:44-2:34)
Length of Lesson: 50 minutes
Grade / Topic: 8th grade/ Science
Source of the Lesson: Adaptation of:
http://www.wccusd.net/cms/lib03/CA01001466/Centricity/domain/1040/grade%208%20lessons/LiquidDensit
yColumnV2.pdf
Standards with Cognitive Complexity:
Benchmark Number Benchmark Description

Cognitive Complexity

SC.8.P.8.3

Explore and describe the densities of various materials

through measurement of their masses and volumes.

Level 2: Basic Application

of Skills & Concept

SC.8.P.8.4

Classify and compare substances on the basis of characteristic

physical properties that can be demonstrated or measured; for
example, density, thermal or electrical conductivity, solubility,
magnetic properties, melting and boiling points, and know that
these properties are independent of the amount of the sample.

Level 2: Basic Application

of Skills & Concept

Performance Objectives: Students will be able to:

Calculate the density of solids and liquids using mass and volume and displacement.
Predict which liquids will float on others based on density.
Compare densities of objects based on mass and volume.

Concept Map:

Step 1/2: Explorations in Teaching Secondary Mathematics and Science

Materials List and Student Handouts

Liquids to use for examples:

Water
Vegetable or olive oil (1 bottle)
Rubbing alcohol (2 bottles)
Karos Corn Syrup (1 bottle)
Honey (1 bottle)
Dish soap (1 bottle)
Graduated cylinder. (100mL is okay, but larger cylinders are easier for class to see.)
Food coloring (to aid visibility for water or alcohol)
2 Ping pong balls
2 Soda Caps
2 Beads
2 Cherry Tomatoes
Popcorn Kernels
2 Bolts
Two empty water bottles
28 Guided activity worksheets
28 Sink or Float worksheets
6 triple beam balances
6 100 mL graduated cylinders
6 scientific calculators
Turkey baster (not necessary, but helpful)

Advance Preparations
Have liquids pre measured for each group ready to pass out.
Have solids ready to be passed out.
Have triple beam balance, calculator and graduated cylinder with water at each lab group.
Have two bottles ready to be taped together.
Have graphs drawn on the board.
Have PowerPoint loaded on school computer
Have copies of worksheet ready
Send lesson plan to mentor teacher two days before teach
Safety
Students are careful not to spill liquid.
Clean up mess if they do spill.
Make sure they dont eat/drink solids/liquids.
Make sure they dont throw solids or liquids.

Step 1/2: Explorations in Teaching Secondary Mathematics and Science

5E Lesson:
Engagement
What the Teacher Will Do Teacher Directions and Probing Questions
(What the teacher says.)
Slide 1: Welcome
Welcome to class! On your way in make
students to class and
sure to pick up a worksheet and your
handout name plates and name plate!
guided activity worksheet.
Slide 2: Have warm up
While everyone is getting settled, read
slide on the board.
the story on the PowerPoint and decide
which of Ashleys friends you agree with
most. Why? Write the answer on your
worksheet!

Time: 12 minutes
Student Responses/Possible
Misconceptions

[Mona said, They will

probably be in layers. Oil on

top, then water, then honey on
the bottom.]
They could think any of the
other options are correct.

Slide 3: Miss Nelson and

Miss Doyle will have one
bottle with orange
rubbing alcohol and one
bottle with blue water

What are some observations you can

make about these two bottles?

[One is orange rubbing

alcohol and the other is blue
water. They are full. They
are both liquids.]
-They are both water.

Slide 3: Next we will

connect them and turn
them on their side.

What do you will happen if we flip the

bottles and connect them at their opening
and turn them on their side?

Slide 3: The orange will

float to the top and the
blue will sink.

Why do you think this happened?

[The alcohol will float on

top, the water will stay on
the bottom]
They might think the colors
will mix.
[The alcohol is less dense
than the water.]
-They might not understand
why they didnt mix.

Slide 3: Explanation.

Think about why this happened while we

work on our next activity!

Exploration
Time: 23 minutes
What the Teacher Will Do Teacher Directions and Probing Questions Student Responses/Possible
Misconceptions
Slide 4: Pass out one of 6 Using the triple beam balance and the
[Find the densities of the
solids to each lab group, a graduated cylinder find the density of each objects]
graduated cylinder with
liquid and solid you were assigned. You
-Incorrect measurements
50mL of water, a triple
may use a calculator.
beam balance, a
calculator and
instructions
Slide 4/5: Have students
Once you have found the density of your [Find the densities of the

Step 1/2: Explorations in Teaching Secondary Mathematics and Science

bring their solid and

water to teacher and
exchange for liquid to find
density.
Slide 4: While one is
passing out supplies, the
other will explain
directions. (Directions
will also be on a PPT
slide.)

Slide 5: While students

are working, have slide 5
on the board and assist
with math.
Slide 5: Ask probing
questions

solid, bring your graduated cylinder with

water and solid to Miss Nelson or Miss
Doyle and get your liquid and then begin
to find the density of your liquid.
You have two tables on the bottom of
your worksheet (one for liquids, one for
solids). You are only responsible for
finding the density of the two objects we
give you and the other students in the
class will find the densities of the rest.
Record the measurements your group
finds on your table and we will fill in the
rest of the table as a class! Do you have
any questions?
Remember that density is the mass of the
object divided by the volume of the
object! Or you can find volume by
displacement. Check out the slide for
instructions on how to do that!
If we gave you more liquid, do you think
the density would be the same or
change?

Slide 5: Have one chart

for students to write the
densities of each liquid
and one chart for solids
on the board.

Once you have found the density of your

liquid, write the answer in the appropriate
space on the chart.

Slide 5: Solid Density

Chart premade on the
board.

Once you have found the density of your

solid, write the answer on the board.

Slide 5: While one

person is recording your
densities, have another
person bring the solid and

While one person is recording your

densities, have another person bring the
solid and the liquid back up to us! Be
careful not to spill!

objects]
-Incorrect measurements

[Students record their own

measurements.]

[Find the densities using

formulas on board]
-Divide volume by mass
-Incorrect readings
[It would stay the same
because density is an
intensive property.]
-The density might be
greater.
[Honey= 1.42 g/mL
Water = 1.0 g/mL
Vegetable oil= .91 g/mL
Rubbing alcohol= .87 g/mL
Corn Syrup= 1.4 g/mL
Dish soap= 1.03 g/mL]
Ping pong ball= .08 g/mL
less than .87 g/mL
Soda Cap= .87 to .91
g/mL
Bead= .91 to 1 g/mL
Cherry Tomato= 1 t0 1.4
g/mL
Popcorn Kernel= 1.03 to
1.4 g/mL
Bolt= greater than 1.42
g/mL
[Students bring up
supplies.]

Step 1/2: Explorations in Teaching Secondary Mathematics and Science

the liquid back up to us!

Slide 6: Tell students that
we are going to make a
density column.

Slide 6: Have students

predict what order the
liquids will stack in the
cylinder.
Slide 6: Start with honey,
then ask students to
predict:

Now we are going to test out to see if

[The correct order should
your densities are correct! We are going to be: Honey with bolt, Corn
make a density column!
Syrup with kernel, Dish Soap
with tomato, bead on top of
Water, soda cap on top of
oil, ping pong ball on top of
alcohol]
What do you predict will happen when
[Items that are more dense
we pour these liquids into the graduated
should sink to the bottom
cylinder? Draw or describe your prediction and items that are less
on the worksheet.
dense should float on top!]
-The liquids will mix.
What will happen if corn syrup is added
[The corn syrup will float]
to the honey in the cylinderWill it float? - The corn syrup will
Sink? Mix in together?
mix/sink.

Slide 6: Pour in the corn

syrup, watch it float to
the top
Slide 6: Now use dish
soap.

Why does it float?

[Less dense than honey ]

- It doesnt mix with honey.

Predict the result of adding the new

liquid: Float? Sink? Mix?

[It will float.]

-It will sink, or mix.

Slide 6: Pour in water

Predict the result of adding the new

liquid: Float? Sink? Mix?

[It will float]

- The alcohol will mix/sink.

Slide 6: Pour in oil

Predict the result of adding the new

liquid: Float? Sink? Mix?
Why does it float?

[It will float]

- The dish soap will mix/sink.
[Less dense]
-The honey does not mix
with water/its thicker.
[They will rest in the liquid
they match density with.]
-They will all sink.

Slide 6: Pour in the

alcohol. Watch it float.
Slide 6: Ask the students
to look at the densities of
the solids:

What do you think would happen if we

put these in the cylinder? Where would
they land?

Slide 6: Put the solids in

the cylinder.

Now Im going to put the solids in the

cylinder. Lets see if your predictions were
correct!
Why did they land this way?

Slide 6: After the solids

are in place ask a probing
question.
Explanation

[Ping pong ball, soda cap,

beadcherry tomato,
popcorn kernel, bolt]
[The will only sink in things
they are more dense than.]
-They got stuck in the level
they float in.
Time: 15 minutes

Step 1/2: Explorations in Teaching Secondary Mathematics and Science

What the Teacher Will Do Teacher Directions and Probing Questions

Elaborate on Exploration
Slide 7: Ask students to
predict:

What do you think would happen if we

doubled the amount of alcohol at the
top?

Slide 7: Ask students to

predict:

Would that make it sink to the bottom?

Down one layer? Mix in? Stay at the top?

Slide 7: Add more of the

lowest-density liquid to
the column. Watch it
remain at the top of the
column.

Floating and sinking are independent of

the amount (volume), or the mass, and
depends only on the density of the
substance.

Slide 8: Instruct students

to flip over worksheet.

Lets use our new knowledge on density

to figure out this worksheet! Feel free to
work together with your group!
Well be walking around the room
peeking in on your work, but if you need
any help just raise your hand and well be
right over!

Slide 8: Walk around to

make sure they are
understanding topic.

Slide 8: Ask probing

questions:
Slide 8: Ask probing
questions:

Slide 8:

Student Responses/Possible
Misconceptions
[Nothing will change, just
more alcohol]
-It will sink

[It will stay at the top.]

-It will go down a layer/mix
in/sink.

[Students will work in groups

to finish Sink or Float
worksheet]
[Students will raise hand if
they have any questions or
ask when we are at their
table]
-Students walk around to ask
questions
Why did you say there are two liquids less
[The other two liquids are
dense than water?
less dense .] They are two
floating on top.
How did you decide which pieces of wood
[The ironwood is more
would float and which would sink?
dense than water so it will
sink, the other three are less
dense so they will float]
Before you leave hand your worksheet to [Students turn in worksheet
either Miss Nelson or Miss Doyle and have
before they leave.]
a great day!

Attach any assessments and handouts as additional pages in this document. Do not submit
them as separate files!

Step 1/2: Explorations in Teaching Secondary Mathematics and Science

Name:_____________
Date:_____________

Sink or Swim?
Use this sheet to follow along with todays lesson!

1. Warm Up: Which of Ashleys friends do you most agree with? Why?
______________________________________________________________
______________________________________________________________
2. Engagement: Predict what will happen to the 2 liquids when the bottles
are turned on their sides.
______________________________________________________________
______________________________________________________________

3. Density Exploration:
Fill in the blanks for your groups liquids and solids while you work. We
will fill in the rest of the table as a class!
Name of Liquid

Mass

Volume

Density
(mass

Honey
Corn Syrup
Dish Soap
Water
Oil
Rubbing
Alcohol
Name of Solid

g
g
g
g
g
g
Mass

volume)

mL
mL
mL
mL
mL
mL
Volume

g/mL
g/mL
g/mL
g/mL
g/mL
g/mL
Density
(mass

Beads
Cherry Tomato
Ping Pong Ball
Soda Cap
Popcorn Kernel
Bolt

g
g
g
g
g
g

mL
mL
mL
mL
mL
mL

volume)
g/mL
g/mL
g/mL
g/mL
g/mL
g/mL

Draw or list what you think will happen when we combine all of the liquids
and solids.

Step 1/2: Explorations in Teaching Secondary Mathematics and Science

_______________________________________
_______________________________________
_______________________________________

Step 1/2: Explorations in Teaching Secondary Mathematics and Science

Name:___________________________
Date:___________________________

SINK OR FLOAT?
Use the diagram to answer questions.
1.Which liquid in the diagram is the most dense?
___________________________________________________
2. How do you know that liquid is the most
dense?
________________________________________________________________
________________________________________________________________
3.How many liquids in the cylinder are less dense
than water?
________________________________________
4.Which is more dense, olive oil or corn syrup?
___________________________________________________
5. What do you think would happen if the amount
of
rubbing alcohol at the top were doubled?
_____________________________________________________________________
____________________________________________________________________

Liquid
Density
Chloroform 1.49 g/mL
Alcohol
0.79 g/mL

6. Water has a density of 1.00 g/mL. Which of the liquids in the table to
the right would float on top of water?

Type of Wood
African Teakwood
Balsa
Cedar
Ironwood

Density
0.98 g/mL
0.14 g/mL
0.55 g/mL
1.23 g/mL

Step 1/2: Explorations in Teaching Secondary Mathematics and Science

_____________________________________________________________

Gasoline

0.67 g/mL

7. Use the diagram to the right. What type of wood sinks in water?
___________________________________________________________________________
___________________________________________________________________________

Name:___________________________
Date:___________________________

SINK OR FLOAT?
Use the diagram to answer questions.
1.Which liquid in the diagram is the most dense?
____________________Honey___________________________
2. How do you know that liquid is the most
dense?
________It is at the bottom of the graduated cylinder.____
________________________________________________________________
3.How many liquids in the cylinder are less dense
than water?
__________2/Two (Olive Oil and Rubbing Alcohol)_____________
4.Which is more dense, olive oil or corn syrup?
________Corn Syrup______________________________
5. What do you think would happen if the amount
of
rubbing alcohol at the top were doubled?
______________Nothing, it would just double the amount of rubbing
alcohol on the top on the stack_________

Type of Wood

Density

Step 1/2: Explorations in Teaching Secondary Mathematics and Science

6. Water has a density of 1.00 g/mL. Which of the

liquids in the table to the right would float on
top of water?

African Teakwood
Balsa
Cedar
Ironwood

0.98 g/mL
0.14 g/mL
0.55 g/mL
1.23 g/mL

_____Alcohol and Gasoline (Density less than 1.00 g/mL)___________________________________________________

7. Use the diagram to the right. What type of wood sinks in water?
________________________________Iron Wood_________________________
________________(Density greater than 1.0)_______________________

Liquid
Density
Chloroform 1.49 g/mL
Alcohol
0.79 g/mL
Gasoline 0.67 g/mL

Step 1/2: Explorations in Teaching Secondary Mathematics and Science

DENSITY EXPERIMENT INSTRUCTIONS:

FIRST
Find the volume of your solid by displacement. Record the volume in the
appropriate space on your worksheet.
Weigh your object and find its mass. Record the mass in the appropriate
space on your worksheet.

Solve for density (mass volume) and record the answer in the
appropriate space on your worksheet.
Bring your solid and graduated cylinder to Miss Nelson or Miss Doyle.
SECOND
Get a liquid from Miss Nelson or Miss Doyle.
Weigh the liquid and the cup and subtract _________ (the mass of the
Dixie Cup) to find the mass. Record the mass in the appropriate space on
your worksheet.
Use the graduated cylinder to find the volume of the liquid. Record the
volume in the appropriate space on your worksheet.

Solve for density (mass volume) and record the answer in the
appropriate space on your worksheet.

Once you have found the densities, have one member of your group
record the answer on the board in the appropriate space.

Fill out the chart on your worksheet when every group has filled out
the chart on the board.