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Overview/Introduction: Developing a student's solid understanding of the concept of density is an important stepping stone to gaining a complete grasp on the atomic theory of matter and the use of physical properties in the indentification of matter. It is important that students are given concrete experiences with materials in learning to calculate density and use density to indentify unknown materials. This activity
was developed using the Density Block kit #46065 from Science Kit
& Boreal Laboratories, but is easily adapted to any density kits with
materials of equal volume. This specific density kit was used due
to the size of the samples, which are easy to handle, and the 10 different
materials supplied. The activities supplied with this kit were adapted
to take advantage of a spreadsheet's capacity to calculate and graph
information. The density blocks can be used to teach the basics of classification and types of matter. After completing this activity, the instructor should be able to adapt the sample spreadsheets to a wide variety of density activities. Purpose or Objective: In these activities,
students will learn to predict which solic materials will sink or
float in water, calculate the density of a variety of materials, and
use density to indentify an unknown substance. Time Required: The time required for each activy will vary with the skills of the students. Each hands-on activity can usually be complete in an hour class period. The time need to for the student to complete the computer analysis of the data and the laboratory write up will depend on the skills of the indiviadual students. Materials, Tools, and Resources Needed: including Technology Application Density Blocks with equal volumes Electronic balances Metric rulers Mathematical Formulas Density = d Mass = m Volume = v Density = mass divided by volume d = m/v Mass = density times volume m = d x v Volume = mass divided by density v = m/d Volume = length
x width x height Students should have an understanding of density and the calculations used to determine density and the relationship of the density of water to the density of other materials. Prerequisite Student Knowledge: What should students have studied; be familiar with in order to contextualize the lesson, make meaning of the information etc. This does not harken back to first grade (one teacher asked me if she had to list read at grade level, know how to index!!!). What within the current course should students have learned in order to do this lesson. Or what material in the preceding course should they be familiar with.
Procedure: What are the steps
of the lesson that lead to, accompany, or follow the technology activity.
(If you have any discussion questions, scaffolding activities, handouts,
include those so we can link them as attachments to the lesson) Excel Introduction These activities will help students to develop an understanding of density.
Procedure Open Microsoft Excel. A new workbook, titled Workbook 1, will be open when Excel is first opened. A Workbook is a collection of spreadsheets. In this activity
you will be using one workbook containing 3 different spreadsheets. Student Handouts/ Record Sheets: Here are the activites for this unit on density: Activity 1: Thinking about Density - Sink or Float Activity II: Sink or Float? Using Desity to Make a Prediction Activity III: Determining Density of a Regular Solid Activity IV: What is foil made of? Culminating
Activity: Is It Real Gold? Student Discussion Questions: Assessment: The students
will be graded on their ability use density to indentify what metal
a gold colored weight is made of. The students will use a spreadsheet
to graph the experimental density of common metals and compare the
know densities to their calculated density of the known metal. Rubric: Teacher-writers
have been doing this in different ways. And thatŐs fine. But please
be sure to include qualitative indicators and not just quantitative
criteria)
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Subject: Physical Science California Content Standards Addressed: Grade: 8 Density and Buoyancy 8. All objects experience a buoyant force when immersed in a fluid. As a basis for understanding this concept:
Grade 9-12: Investigation and Experimentation 1. Scientific progress in made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other four strands, students should develop their own questions and perform investigations. Students wil: National Education Technology Standards for Students Addressed: Technology Foundation Standards for Students 3. Technology productivity tools Students use technology
tools to enhance learning, increase productivity, and promote creativity.
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