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Notes for teachers

Prep for this activity ahead of time by dying a bottle of corn syrup red (or any color other than blue), dying a pitcher of water blue, break popsicle sticks into 2 inch pieces and cut a thick rubber band into 2 inch pieces.

For the most impact pour the least dense liquid into the jar first( baby oil) followed by the rest of the liquids allowing each one to settle before pouring the next one. Then add the rubber band, paper clip, and wood one at a time, allowing each to settle before adding the next one.

Students will be designing their own investigation with the various other materials, but make sure that water is always one of the substances they use. I limit it to only 3 types of liquids and only 3 types of materials to be dropped into their jars.

Students need to know how to use the scale and how to find volume of irregular shaped objects; this can be found in the density article.

List of Materials:

Lesson Presentation Density Phenomenon Presentation

Density article: Density Article

Writing a Claim Guide: Writing a Claim Guide

For Teacher Demonstration:

Beakers or pint size mason jars, graduated cylinder, triple beam scale (or any other scale to measure the mass of objects)
Food Coloring Red/Blue
Corn Syrup dyed red, baby oil, water dyed blue.
Small paper clips, popsicle stick broken into 2 in. pieces, thick piece of rubber band cut into 2 in. pieces.

For Student Investigations:

Beakers or a pint size mason jars, graduated cylinder, triple beam scale (or any other scale to measure the mass of objects)
Various other small objects ex: marbles, centimeter cubes, washers, screws, large paper clips, anything that can be weighed and the volume found by water displacement. Other liquids ex: soy sauce, shampoo, vinegar, etc.

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Science Standards

8.P4U1.3- I can construct an explanation on how energy can be transferred from one energy store to another.

ELA Standards

8.W.1 Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.

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Objectives:

Students will learn that density is a physical property of matter.

Students will learn how to use the density formula.

Students will learn how the density of an object is related to the object's ability to float.

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Agenda ( 2- 4 days)

Day 1: Students will observe the phenomenon of a piece of rubber band and other objects being put into a jar of corn syrup, water, and baby oil. Students will complete a see, think, wonder sheet about the phenomenon.Group and class discussions about the see, think, wonder. (See Presentation Guide)

Day 2: Students will choose an investigational question and design and conduct an investigation, in order to gather data to help explain the phenomenon. (Students should use the density formula in their experiments, found in the density article in the materials list)

Day 3: Students will analyze their data and construct an explanation by writing a claim. (See claim guidelines in the materials list)

Day 4 - (Optional) Students can share their claims and/or make models of their investigation to share with the class.

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Intro/Driving Question/Opening

How is the density of an object related to its ability to float?

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Hands-on Activity Instructions

This activity can be conducted in groups of 2-4.
Step by step instructions (See Presentation Guide Density Phenomenon Presentation

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Assessment

Data collection will be assessed accordingly: The data should be neat, organized and easy to read and use, the data should be accurate (the density formula is used) , and the data should be complete for all trials of the investigation.

Claims will be assessed based on the clarity of the claim statement, the reference to their data in the evidence section and reasoning statement based on scientific principles and is applicable to the phenomenon.

Informally students will be assessed on their ability to think analogously about the phenomenon.

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Differentiation

The exploring density article’s reading level can be adjusted.

Students needing remediation can be given writing frames in order to write a claim.

Specific websites can be suggested to find the scientific principles for writing their claims.

Students needing remediation can be directed to youtube videos, to help them understand how to find the volume of irregular shaped objects or on the concept of density.

Remediation

Extension/Enrichment

Students can design another investigation to find an alternative way to determine if objects have more or less density than other substances.

Students can investigate density through online lab simulations ex: PHET, PBS learning etc.

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