Amanda Tessier
December 11, 2013
ESCI 300 Learning Cycle!
92
1. Introduction
a) - Have a better understanding of the science behind density in relation to the particle
theory
- Begin to understand the difference in densities among and between solids, liquids, and
gases, and communicate these ideas.
- Carefully follow procedure and carry out several experiments or activities individually
and in groups
b) The principles of density apply to so many basic everyday things. It I important to
understand the general concept of density as a property of substances.
c) Curricular Outcome: Grade 8 Science- Investigate and represent the density of solids,
liquids, and gases based on the particle theory of matter. [SI, TPS]
d) I will judge the overall all success based on the questions and answers that are posed in
class discussion at the beginning and end of each lesson. I will also judge the success
based on the understanding or lack thereof, revealed in the evaluation activities.
e) These lessons (including the evaluations) would likely take about 5-6 hour long classes
to complete. 5
Amanda Tessier
December 11, 2013
2. Engagement Activity 15.5
As a Matter of Fact… It’s Plasma!
Predict
When air molecules are heated creating the fourth state of matter how will that matter
appear?
Materials:
- Microwave
- 300ml Pyrex beaker
- Matches
- Modeling clay
- 3 rubber stoppers
Safety:
- Wear PPE (Safety goggles, Lab coat, Heat protectant gloves, Fire extinguisher)
- Have a fire extinguisher nearby.
- Stand 5 feet back from the microwave.
- Do not let the microwave run for longer than 25 seconds.
- Do not open microwave immediately after it turns off.
- Do not touch Pyrex beaker immediately after opening the microwave. 2
Procedure/ What Happens:
1. Remove the turntable from the microwave.
2. Put a clump of clay, in the middle of the microwave.
3. Stick two matches upright in the clay.
4. Arrange 3 rubber stoppers in a triangle formation around the clay.
5. Set the microwave to 25 seconds but DO NOT START IT YET.
6. Use another match to ignite the matches inside the microwave.
7. Place the Pyrex beaker upside down on top of the rubber stoppers.
8. Quickly close the microwave door and turn it on.
9. After 5-10 seconds the glowing ball of plasma should appear at the top of the
microwave (bottom of the beaker).
10. After another 10 seconds turn off the microwave.
11. Allow 5 minutes for the glassware to cool down then remove the items from the
microwave.
3.5
Observe
Before closing the microwave:
How is the beaker placed?
Amanda Tessier
December 11, 2013
-
The beaker is placed upside down to capture and contain the air above the flame
After closing the microwave:
What does the plasma look like?
- The plasma appears as a glowing ball of white light and the flame goes out.
Where is the plasma situated?
- The plasma goes to the bottom of the beaker (top of the microwave).
Explain
How does heat change molecules from solid to liquid or liquid to gas?
- When molecules are heated they gain energy, and move faster and farther apart
creating more collisions.
How does the density of solids, liquids, and gases compare?
- Pure solids are the most dense providing they have no air pockets. Pure liquids have the
next highest density and pure gases are the least dense. These densities can change
given certain impurities.
How does heat affect density?
- As a substance becomes more hot it expands and becomes less dense.
The molecules above the match are present in what state of matter?
- The air molecules above the flame are in a gaseous form.
Why does the plasma move to the top of the microwave (bottom of the beaker)?
- The plasma is hotter and therefore less dense than air so it moves above the air.
4
Background:
- During this experiment the electrons of the air molecules are stripped away from the
nucleus they orbit and stay away from it but are stuck in the same medium. This means
that molecules are excited and moving even faster and expanding. As the electrons are
recaptured by their nucleus they emit light and the product is a glowing ball called
plasma, also known as the forth state of matter. Since the molecules are extremely hot
and have expanded so much the plasma is less dense than the air and rises above the
air. 3
Goals/Objectives: 2
- Spark interest in the topic of density.
Source 1
-
http://peswiki.com/index.php/OS:Homemade_Plasma_Using_Microwave_Oven
-
http://www.plasmas.org/
-
http://science-education.pppl.gov/Science_Education_Main_Site/Plasma_Basics.html
Amanda Tessier
December 11, 2013
3. Explore Activities 31.5
Activity 1- Lava lamps 15.5
Materials: 0.5
-
Water
591ml pop bottle
Vegetable oil
Food colouring
Alka-seltzer
Procedure/ What Happens:
1. Fill pop bottle ¼ full of water
2. Pour in vegetable oil until the bottle is 2/3 full.
3. Wait until the oil and water have settled and
separated.
4. Add around a dozen drops of food coloring to
the bottle.
5. Observe as the food coloring falls through the
oil and mixes with the water.
6. Break an Alka-Seltzer tablet into 4 smaller pieces and drop one of
them into the bottle.
7. Observe as the tablet fizzes releasing red bubbles that rise from the bottom of the
bottle all the way to the top and then fall back down.
8. When the bubbling stops, add another piece of Alka-Seltzer and continue to enjoy the
show! 3.5
Background:
After pouring the oil and the water into the bottle together they separate into two
layers. The oil sits on top of the water because it has a lower density. The food colour has a
density similar to water so it falls through the oil to the water and mixes with it. Alka-Seltzer
tablets contain citric acid and baking soda, which together react with water to form sodium
citrate and carbon dioxide gas. As the Alka-Seltzer tablet reacts, the carbon dioxide bubbles it
releases are less dense than water and oil so they rise to the top. The bubbles are coated in
coloured water. So just like a golf ball, even though the outside might be fairly dense, the gas
on the inside counteracts that and causes the entire thing to float. Once the bubbles reach the
top the air is released and the coloured water falls back down to the bottom of the bottle. 3
Amanda Tessier
December 11, 2013
Understanding:
When initially adding the oil, water and food dye to the bottle, what do you observe?
The oil and water separate into two layers, the oil on top and water on the
bottom. Then the food colouring mixes in with only the water, not the food
colouring.
Why does this occur?
- Oil is less dense than water so it stays at the top. Water is denser than oil so it
falls to the bottom. Food colouring has a similar density to water so it falls past
the oil and mixes with the water to form one coloured layer.
-

Why do the bubbles created by the Alka-seltzer tablets rise to the top and maintain a red
colour?
-
Carbon dioxide is a gas and therefore less dense than the liquids, water and oil.
So the gas rises all the way to the top. The air bubbles carry some the coloured
water with them.
Why do the bubbles fall back down to the bottom of the bottle?
-
When the bubbles reach the top the carbon dioxide is released and the coloured
water is now heavier than oil again and falls back down.
4.5
Goals/ Objectives:
-
Practice observing and recording in detail.
Realize that each reactant and product (solid, liquids, and gas) has a different
density which contributes to foundation of the experiment. 3
-
http://www.sciencekids.co.nz/experiments/easylavalamp.html
Source: 1
Amanda Tessier
December 11, 2013
Activity 2- The science of salt 16
Materials: safety 0.5
- Lots of Salt
- Two 300 ml beakers
- Spoons
- Golf balls
- Scientific weigh scale
Procedure
Part 1:
- Put a beaker on the weigh scale and zero it.
- Fill the beaker with water and record the weight and then remove the container from
the scale.
- Put the golf ball in the water and allow it to sink. Observe.
- Take the ball out and add 2 tbsp. of salt
- Stir it well until it’s completely dissolved
- Put one golf ball back in, let it sink, and observe. It may float a bit just above the bottom.
- Remove the ball, mix in another 2-3 tbsp and put the ball back in.
- Continuing adding salt until the ball floats well above the bottom of the beaker.
- Remove the ball.
- Put the other beaker on the scale and zero it.
- Pour the salt water from the first beaker into the second beaker on the scale and record
the weight.
Part 2:
- Pour the salt solution into a 500ml beaker.
- Add food colouring to 200ml of fresh water.
- SLOWLY pour the fresh water on top of the salt water in the 500ml beaker.
- Drop the golf ball in.
- Observe how the golf ball floats at the top of the salt water but sits below the fresh
water. 3.5
Background:
As salt is added to the water it makes the water denser. Eventually it becomes
denser than the golf ball so the ball floats to the tops. By weighing the solution before
and after adding the salt we can see that the solution does in fact get heavier. In
addition, by adding the fresh water to the beaker with salt solution we see that the
fresh water which has less particles than the salt water, floats on top. 3
Amanda Tessier
December 11, 2013
Understanding:
What happens to the salt as it is added to the water?
- It dissolves into the water making a single solution.
How does the salt being added affect the golf ball and why?
- The more salt that is added the more it floats until it reaches the top.
- The salt makes the water more and more dense until it’s denser than the golf ball.
How does the weight of the salt water compare to that of the fresh water?
- The salt water is slightly heavier than the fresh water.
What happens when the fresh water is added to the salt water in part 2, and why?
- The fresh water floats above the salt water because it is less dense?
4.5
Goals/Objectives:
-
Physically explore how a solution that appears the same can be less or more dense than
another.
Closely follow a procedure and carefully carry out an experiment in hopes of seeing
informative results. 3.5
Source: 1
-
http://www.windows2universe.org/teacher_resources/floating_golf_edu.html
Amanda Tessier
December 11, 2013
4. Explain Activity questions / answers? Background? 10
Phet simulation
Materials: safety?
- Computer
- Pencil
- Activity sheet
Teacher prep:
- Print off the worksheet below for each individual or each pair of students
depending on the number of computers available.
Exploring Floating and Sinking
Learning Objectives:
1. Classify matter based on physical properties, including relative density (sinking and
floating).
2. Be able to rank the relative density of objects after observing their floating behavior
1. Play around with the simulator.
What can you do?
What happens?
Talk about what you find with a partner.
2. Exploring different materials and different sizes.
a. Which materials sink? Brick, Ice, Aluminum_________________
b. Which materials float? Wood ____________________________
c. Keep exploring …
In your own words, what does the label “Volume” means?
The total quantity of the three-dimensional block._
What does the label “Mass” mean?
Similar to the weight of the block._______________
d. Explore what happens when you make the block bigger and smaller.
Does the Mass change? Yes but not at the same rate as the volume___________
Explain why this makes sense: If the item gets bigger it should be heavier
because there is more of the same material. ____
Does the Density change? __No______
Amanda Tessier
December 11, 2013
Explain why this makes sense: The material stays the same so even
though there is more mass, it’s spread throughout a larger volume
so the density shouldn’t change.__________________________
Does the floating or sinking change? __No_____
Explain why this makes sense: The density doesn’t change, so neither
should the buoyancy_____________________________________
4. Design your own block!
Experiment with making your own block out of your own material with “My Object”.
What properties of the block can you change?
What makes a block more likely to sink? How does this change the block’s density?
What makes a block more likely to float? How does this change the block’s density?
Try to create a block with a very HIGH density.
Do you think your block will sink or float? _____________
What is your block’s volume? __________________
What is your block’s mass? __________________
Try to create a block with a very LOW density.
Do you think your block will sink or float? _____________
What is your block’s volume? __________________
What is your block’s mass? ___________________
5. Group Discussion: Share what you discovered!
Overall heavier solids and liquids with little volume are denser and will fall to the
bottom. This also means they are less buoyant and will sink in water. Lighter solids and liquids
with more volume are less dense and will stay at the top. This also means they are more
buoyant and will float in water. Density is based on how many particles are confined in a space.
The relationship between the objects mass and volume is also relevant as density equals
mass/volume. Therefore, if the mass of the object increases but the volume stays the same the
density must increase. If the mass decreases and the volume stays the same the density
decreases as well.
Amanda Tessier
December 11, 2013
Procedure:
On computer go to
1.
2.
3.
4.
5.
6.
Internet Browser
Phet.colorado.edu (Type in the address bar)
Type ‘Density’ in the search bar on the home page
Under simulations click on density
Select the green button that says ‘Run Now!’
Closely follow instructions supplied on the worksheet. Explore aspects
relating to density such as mass and volume.
Background:
- The simulator is an easy and informative way to allow students to investigate the
density of different solids using buoyancy. It doesn’t require any lab materials
and therefore could be done in a classroom or in a school with no science lab.
However, it could be supplemented with a physical demonstration. Using a tub
of water, weigh scale, measuring tape, and small pieces or wood, aluminum,
brick, etc. The virtual experience allows a wide variety of quick and easy
experimentation but adding the physical aspect may also aide in the students
understanding.
Goals/Objectives:
- Make predictions about mass, volume and density, then explore the answers.
Sources:
-
http://phet.colorado.edu/en/simulation/density
http://phet.colorado.edu/en/contributions/view/3314
Amanda Tessier
December 11, 2013
5. Extend Activity 11.5 no questions
Testing, Testing 1, 2, tower.
Materials safety 1
- Water
- Vegetable oil
- Dawn dish soap
- Rubbing alcohol
- Honey
- Karo syrup
- Graduated Cylinder
- Food Colouring
- Six Disposable pipettes
- Six 2 ounce cups
- A scientific weigh scale
- 2 beakers
Procedure
1. Collect supplies needed which includes 2 ounces of Water, Vegetable oil, Dawn dish
soap, Rubbing alcohol, Honey , Karo syrup. This also includes 4 different colours of food
dye, a graduated cylinder, 6 disposable pipettes and two 100ml beakers.
2. Given these supplies create a layered tower of liquids in the graduated cylinder. Make
sure each layer is distinctly identifiable.
3. Using your resources, establish the best way to create the tower.
What should happen?
After testing and identifying the liquids from most dense to least dense you may want to add
food dye to them so each is visibly distinguishable. Then begin adding them individually
to the graduated cylinder in the order you’ve established based on density testing.
Make sure to pour the liquid right in the center, very slowly, using a pipette. 3.5
The order should be
o
o
o
o
o
Honey
Karo syrup
Dish soap
Water
Vegetable oil
Amanda Tessier
December 11, 2013
o
Rubbing alcohol
Upon completion it should look something like this .
Background
No matter how many liquids you add together, as long as they have different densities they will
separate. The densities of the materials used are approximately as follows:
Material
Rubbing Alcohol
Vegetable Oil
Water
Dawn dish soap
Light Karo syrup
Honey
Density (g/mL)
0.79
0.92
1.00
1.06
1.33
1.42
Therefore adding them to the cylinder in opposite order sequenced them from heaviest to
lightest or most dense to least dense allows a clean tower to be created. 4
Goals/ Objectives:
-
Apply knowledge from previous experiments to solve a problem.
Communicate and collaborate with the group to carry out the activity efficiently.
Pay attention to detail.2
Source: 1
-
http://www.stevespanglerscience.com/lab/experiments/seven-layer-density-column
Amanda Tessier
December 11, 2013
6. Evaluate Activities 15.5
Activity 1- Situation Simulation Solver 7.5
Teacher prep:
-
Prepare a water solution with marbles, honey, dish soap, water, vegetable oil, rubbing
alcohol, and wooden beads in that order from most dense to least dense.
Materials:
-
Feathers
Cotton balls
Strainer
Disposable pipettes
Spoon
6 dixie cups
Procedure:
Benjamin was walking home one day carrying several containers of things that his other
had asked him to bring home from the neighbours. He was walking long side a fresh water
stream when suddenly he slipped and fell on a rock. Everything slipped from his hands, fell, and
began spreading into the water.
In groups you must help him retrieve everything he spilt before the fish try to eat it for
lunch and die. The materials that fell into the water include tiny wooden beads, some metal
marbles, vegetable oil, dish soap, rubbing alcohol and honey. Use the tools supplied to
individually retrieve each substance or material in the water and put them in the Dixie cups.
The trick is that Benjamin needs to deliver everything to his mother in the same way he got it so
be careful not to mix them all together.
Expected solution:
-
Use the spoon to scoop the wooden beads of the top.
Use the pipette to remove the rubbing alcohol
Use the cotton balls to absorb the vegetable oil
Use the cotton balls to sop of the dish soap
Use the spoon to scoop the honey
Use the strainer to retrieve the marble from the bottom. 3
Amanda Tessier
December 11, 2013
-
Aims:
Understand that each substance has a different density and will be spread throughout
different depths of the water.
As a group discuss the knowledge gained from the previous extend experiment and flip
it to be able to successfully retrieve the substances/materials. 2
Rubric: 2.5
Understanding
Technique
Group
Collaboration
1
The work does not
show much
understanding of the
different densities of
substances or how
they relate to each
other.
The technique used to
solve the problem
doesn’t show careful
thought or the
understanding of the
advantage of
different substance
densities in cleaning
up the mess.
2
Understands
different
densities of
substances but
doesn’t seem to
understand how
they relate.
The technique
used to solve the
problem shows
the process could
have been
thought out more
carefully. Don’t
seem to
understand how
the different
densities of the
substances can be
advantageous in
cleaning up the
mess.
3
Somewhat
understands the
different
densities of
substances and
how they relate
to each other.
The technique
used to solve the
problem shows
the process was
carefully thought
out. Somewhat
understand how
the different
densities of the
substances can
be advantageous
in cleaning up the
mess.
4
Fully understands
the different
densities of
substances and
how they relate
to each other.
The individual was
not able to contribute
equally to the group
or communicate ideas
learned to further the
project.
The individual
tried to
contribute
equally to the
group but often
fell short of
contributing their
part. Was able to
communicate
ideas learned to
further the
project.
The individual
contributed
equally to the
group in some
ways but did not
communicate
ideas learned to
further the
project.
The individual
contributed
equally to the
group. Was able
to communicate
ideas learned to
further the
project.
The technique
used to solve the
problem shows
the process was
carefully thought
out. Clearly
understand how
the different
densities of the
substances can
be advantageous
in cleaning up the
mess.
Amanda Tessier
December 11, 2013
Activity 2- Sink the boat or float 8
Materials:
- A tub of water
- Aluminum foil
- Washers
- Golf balls
- Balls of clay
- Ping pong balls
- Nails
- Plastic beads
- Two film canisters
Procedure
Part 1:
i.
ii.
iii.
iv.
v.
vi.
vii.
Make a boat out of aluminum foil
Place the boat in the water
Begin by placing one washer in the boat and observe.
Continue to place washers in the boat one by one until it sinks.
Record how many washers it took to sink it.
Repeat steps 3-5 but with the golf balls, clay, nails, etc.
Complete the questions below.
Which item do you thing has the highest mass?
Washers
Which item do you think has the lowest mass?
Ping pong balls
Which item do you think has the large volume?
Ping pong balls
Which item do you think has the smallest volume?
Nails
Which item is the most dense?
washers
Which item is the least dense?
Ping pong ball
Based on what we’ve learned about mass and volume in relation to density do your observed
and estimated volumes and masses make sense in relation to their density? Explain why?
Yes. Washers have the highest mass and are the densest. Ping pong balls have the
lowest mass and are the least dense. Ping pong balls also have a large
volume so it makes
sense that they wouldn’t sink at all.
Amanda Tessier
December 11, 2013
Part 2:
1.
2.
3.
4.
5.
Put one washer in each of the two film canisters.
Close the lids and put them in the tub. Observe.
Remove one canister from the tub and put another washer in it.
Close the lid and put it back in the tub and observe.
Add washers to the canister one by one until it sinks.
How many washers did it take to sink the canister?
(Depends on the size of washer- may fill up the canister)
Both canisters are the same on the outside so why did one sink and the other float?
One is made heavier and denser by adding washers.
This experiment is an analogy of the concept of particles and density. Please explain.
The canisters represent a solid object and the washers in the canisters represent
particles within a solid object. The object with more particles will sink because it is
denser. The object with less particles in the same amount of space will float
because it is
less dense.
3
Aims:
-
Understand what it means for an object to be more or less dense and concept
behind it, based on the particle theory.
Understand the basic connection between volume, mass, and density.
Being able to work, process, and answer questions individually. 2
Rubric: 3
1
The work does not show
much understanding of
different densities of
objects.
2
Somewhat understands
the different densities
of objects.
3
Fully understands the
different densities of
objects.
Elaboration on
understandings
Answers reflect difficulty
applying knowledge and
understanding of mass,
volume, and density.
Answers reflect some
application of
knowledge and
understanding of mass,
volume, and density.
Answers reflect
knowledge and
understanding of mass,
volume, and density
can be applied.
Individual work
Not able to work,
process, and develop
answers without
assistance from peers.
Somewhat able to
work, process, and
develop answers
without assistance
from peers.
Able to work, process,
and develop answers
without assistance
from peers.
Understanding
Amanda Tessier
December 11, 2013
Response 3
This was definitely a useful project. I quickly realized how tough it is to come up with
several activities addressing different steps of learning yet still all relating to each other.
Also coming up with objectives was difficult sometimes. There are objectives that I
would meet when doing the activity but those are likely different from what a grade 8
might get from it. Then the curriculum also has goals and objectives. So I used a
combination of all of them! Another thing I found is that the internet is useful but I
often had to modify activities. Overall this assignment was well worth doing and I would
love to use my learning cycle in the future!