How dense is it? - Author: Pam DeCarr - Grade Level: Physical Science 8 - Subject Area: Science - This unit begins with students learning the definition of density and the formula to calculate density. Students then continue on to discover the factors that effect density.

Planning Guide

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LU Title: How dense is it?		Author: Pam DeCarr
Grade Level: Physical Science 8^th		School Address: Fairground Rd, West Winfield, NY 13491
Subject Area: Science		School Phone/Fax: 315-822-6361

CONTENT KNOWLEDGE

Declarative	Procedural
Definition of mass, volume and density	Measuring mass and volume
Formula Density=mass/volume	Find the density of objects
What makes objects sink or float	Problem solving
Density does not change with size of the substance	Liquids will depending on density
Each substance has a definite density	Manipulating the density formula

ESSENTIAL QUESTIONS

How does density play a role in building a raft?
How would the world change if the density of water was changed to 10g/ml?

INITIATING ACTIVITY

The teacher would have an egg hovering is a beaker in the front of the room. At different stations in the lab, the teacher would ask students to recreate the example. Some of the stations would be given tap water and others would be given salt water. After a few tries, students would be allowed to mix water between stations. After a few tries, the teacher would review the student’s strategies and show them the correct way to recreate the example. As a class, for a hypothesis of why the egg hovered in the mixture. (This experiment can be done with an egg or potato.)

Connection to State Learning Standards

Content Area: Science

Level: Physical Science 8^th Grade

Benchmarks: 1.1 Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.

1.3 The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

Benchmarks: 1.1nformation technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

Standard: MST 1 Students will use mathematical analysis scientific inquiry, and engineering design, as appropriate, to pose questions, seek answer, and develop solutions.

Standard: MST 2 Students will access, generate, process and transfer information using appropriate technologies.

Unit Theme: Density

Standard: MST 4 Students will understand and apply scientific concepts principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Standard: ELA 1 Students will listen, speak, read, and write for information and understanding.

Benchmarks: 1.3Matter is made up of particles whose properties determine to observable characteristics of matter and its reactivity.

Benchmarks:1.1 Write and present research reports, feature articles, and thesis/support papers on a variety of topics related to all school subjects

1.2 present a controlling idea that conveys an individual perspective and insight into the topic

1.3 use a wide range of organizational patterns such as chronological, logical (both deductive and inductive), cause and effect, and compare/contrast

Learning Experiences

Declarative Knowledge

What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

Definition of mass, volume and density

Formula Density=mass/ volume

What makes things sink or float?

Density doesn’t change with size

Density changes with substance

Textbook reading

Text and teaching demonstrations of density

Physical representations of examples

Teacher demonstrations

Charts and student’s textbook

Students will derive their own definition for each word

Mnemonic Skill

Three minute pause and classroom, guided lecture

Reciprocal Teaching

Compare objects and hand on experiments

Students will read the textbook and then in groups write a definition

Students will identify individual parts of the formula

From the examples given by the teacher, student will create a list of floating and sinking objects along side of their densities. Students will discover the relationship that an object with a density greater than one will sink in water.

Students will be finding the density of given objects. Then they will break it in half. Students then will find the density of the two individual pieces. Students will discover the density of the two pieces is the same at the one larger piece.

Students will measure samples of the same size and shape but made out of different substances in order to compare densities. Students will find that each sample will have a different density because it is made of a different material.

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

Measure mass and volume

Find the density of objects

Problem solving

Liquids will layer depending on density

Manipulating the density formula

Determining the density of water

Record the measurements taken from using a triple beam balance (mass) and water displacement method or using the formula V=LxWxH (Volume)

By using measurement of mass and volume, students will calculate density

By finding density, students will compare properties to those listed in the chart

Teacher will set up a demonstration of three liquids in a beaker. Students will be asked to explain why they were layered in this order. A discussion will follow.

Students will be given measurements of density, mass and volume in sets of two. Students will be asked to calculate the unknown measurement by manipulating the formula

Show students how objects sink and float in two different liquids. Compare the different results of the demonstrations along with the density of selected objects.

Students will be given 5 objects to measure mass and volume. Objects will be regular and irregular shapes. Measurements will be recorded and include a number and unit.

Students will be given 5 objects to measure mass and volume. They will then calculate and record the density of the objects.

Students are given a list of density and 3 mystery samples. Students would need to figure out the name of the sample

Students will be given density of the liquids in the teacher’s demonstration and asked to match the density with the correct layer of liquid. Students will experiment to find the answer.

Students will move through 3 stations in which they need to find the missing variable in the density formula. Station1- no triple beam balance Station 2- no graduated cylinder Station 3- Find Density of the objects

Students will be given water and several other types of liquids. They find the density of all the liquids except the water. They then pour them together without mixing them. By using the density of the surrounding liquids, students make a prediction of the density of water.

Learning Experiences

Extending and refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…	What reasoning process will they be using?	Describe what will be done.
Throughout this unit students are learning about the scientific concept of density and what things effect it in the world. By using many different skills, students will learn what density is, how to calculate it and the factors that effect density.	Comparing Classifying Inductive Reasoning Deductive Reasoning Error Analysis Analyzing Perspectives Constructing Support Abstracting Other:	While performing the activities in the unit, students will use the scientific process to solve problems. Through the use of trial and error students will self- discover answers on their own. The students will be lead through a series of questions based on "what if" and "how can you explain your answer". Students are asked for written outcomes to the activities in order to support their findings.

Planning Guide

Unit:

Step 1	Step 2	Step 3
*What knowledge* will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to...........**	What reasoning process will they be using?	Describe student's products and performances and the criteria for evaluation.
Measure mass and volume Calculate density Analysis facts and make a prediction Predict the order of liquids based on observation and facts Manipulate the formula and find the missing variable Predict if a object will float or sink in water	[X ] Decision Making (selecting from seemingly equal alternatives or examining the decisions of others) [X ] Problem Solving (seeking to achieve a goal by overcoming constraints or limiting conditions) [ X] Invention (creating something to meet a need or improve on a situation) [ X] Experimental Inquiry (generating an explanation for a phenomenon and testing the explanation) [ X] Investigation (resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something) [ X] Systems Analysis (analyzing the parts of a system and how they interact) [ ] Other:	Products/Performances
		Criteria for evaluation Students will hand in their measurements for the objects at their table. The measurements must have a number value and unit of measurement Students will hand in their density values that were calculated. Students must show work and label all answers with the correct unit. Students must write a paragraph using a word processing program that supports their predictions. Students must make a drawing and write a paragraph using a word processing program to support the prediction of the layering of liquids. Students must hand in their calculated densities that are correctly labeled and identified as volume, mass or density. Students must classify the items that float or sink and write a paragraph using a word processing program that states why an item is placed in the float or sink category. The students must also make a chart with the 2 categories using a spread sheet program.

Rubric:

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated? This rubric will be used to evaluate the culminating project for the unit. The culminating activity is the following: The students are given 10 liquids and 1 object. By using a graduated cylinder and triple beam balance students will find mass and volume of the liquids. After determining the density of each liquid, students will be given an object and asked to make it hover between 2 layers of liquids. Students will need to determine the density of the objects and then perform experiments. The must record predictions, observations, diagrams and conclusion for each time that they test 2 liquids. When the class is done, groups will do an oral conclusion to the class including charts, diagrams and a written summary for the overhead projector. Students are asked to us a word processing program and spreadsheet program to effectively organize their data.

The written conclusion is the item that the following rubric will be used for. The written conclusion will include student’s recorded data, the method of discovering their answer, and a paragraph that supports their decision.

Are the identified elements of equal importance or will they be weighed differently?

	Element #1	Element #2	Element #3	Element #4
Elements Scale	Method in which students found the density of the liquids	Recorded data from their experiments	Written conclusion	Mechanics of the written conclusion
Weights	X3	X2	X3	X1
4	Recorded work shows student used density formula to find the correct density for all liquids	Data was recorded and organized to the best ability of the lab and technology available	Full explanation of method used and a conclusion was stated	You made no mechanical errors.
3	Recorded work shows student found correct density for only ½ of the given liquids	Data was recorded in a meaningful way with no use of technology	Does not clearly state method but an answer was given with supporting detail	You made a few mechanical errors.
2	Students layered liquids to estimate density of liquids	Data was presented but not in a meaningful way	Stated the answer only with not supporting details given	You made mechanical errors which did not interfere with communication
1	Students did not find the density for any of the given liquids	Did not follow a method for research	Conclusion does not state answer	You made mechanical errors that did interfere with communication

NOTE: Rubric or other performance assessment instruments may be used.

Have You Considered These Yet?

Learn to Learn Skills: By doing this unit students will get a hands on approach to learning about density and the factors that effect it.

Assessment Modifications: Modifications that can be made for the special education population is that the amount of objects in a given activity can be decreased. Students with special needs can use electronic balances, calculators or a teacher assistant to help facilitate learning.

Unit Schedule/Time Plan: This unit should take about 4 week to implement. The planning time involved includes set up and retrieving materials for each activity.

Written Overview: This unit begins with students learning the definition of density and the formula to calculate density. Students then continue on to discover the factors that effect density. The culminating activity allows students to use their knowledge of density to make an object hover between two layers of liquids.