Focus Plan
Texarkana Independent School District
GRADING
PERIOD:
WRITER:
IPC – 4th, Biology – 2-4,
Chemistry – 1st
L. Petty
PLAN CODE:
COURSE/SUBJECT:
10th grade science
GRADE(S):
10th
TIME ALLOTTED
FOR INSTRUCTION:
1-1½ hours
TITLE:
Ship Ahoy
LESSON TOPIC:
Buoyancy
TAKS OBJECTIVE:
Objective 4
The student will demonstrate an understanding of the structures and properties
of matter.
10.7 The student knows relationships exist between properties of matter and its
components. The student is expected to:
(A) investigate and identify properties of fluids including density,
viscosity, and buoyancy.
Objective 1: The student will demonstrate an understanding of the nature of
science.
10.1 The student, for at least 40% of instructional time, conducts field and
laboratory investigations using safe, environmentally appropriate, and
ethical practices. The student is expected to:
(A) demonstrate safe practices during field and laboratory investigations
10.2 The student uses scientific methods during field and laboratory
investigations. The student is expected to:
(A) plan and implement investigative procedures including asking
questions, formulating testable hypotheses, and selecting equipment
and technology
(B) collect data and make measurements with precision
(C) organize, analyze, evaluate, make inferences, and predict trends from
data
(D) communicate valid conclusions
FOCUS TEKS AND STUDENT
EXPECTATION:
SUPPORTING TEKS AND
STUDENT EXPECTATIONS:
CONCEPTS
Forces
Buoyancy
ENDURING UNDERSTANDINGS/GENERALIZATIONS/PRINCIPLES
The student will understand that
Forces are exerted on all objects.
Fluid
Buoyancy is the ability of a fluid to exert an upward force on an object immersed in
the fluid.
A fluid is anything that flows, thus, any liquid or gas.
Floating
If the buoyant force on an object is equal to the object’s weight the object will float.
Archimedes’ Principle
The buoyant force on an object is equal to the weight of the fluid displaced by the
object.
I.
SEQUENCE OF ACTIVITIES (INSTRUCTIONAL STRATEGIES)
A.
Focus/connections/anticipatory set
Have a large bowl of water or an aquarium set up for when students come into the room. Take a can or
regular soda and a can of diet soda and put both of them into the water. Point out to the students that each
contains the same amount of fluid in the can. Ask students why the diet soda floats and the regular soda
sinks. Lead students into the concept of density to get them to see that the diet soda contains little nutrasweet
while the regular soda contains a lot of sugar, thus making it more dense.
B.
Instructional activities
(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art,
music, modeling, discussion, reading, listening, viewing, etc.)
1.
Lecture
Go over Transparency – Vocabulary
C.
Guided activity or strategy
Give students a shallow bowl of water and two identical pieces of aluminum foil. Have them take one piece
of foil and fold it into a tight cube. (It should be heavy enough to sink – this should be determined before
hand so students can get the correct result.) Tell them that they need to figure out how to get the second piece
to float. After a short while, lead them into folding the piece of foil into the shape of a boat. Point out that
the aluminum is the same substance, but the folded one has more mass in a small area of water, thus making
it more dense.
D.
Accommodations/modifications
Students requiring modifications may be assigned a peer tutor.
E.
Enrichment
Students requiring enrichment may serve as peer tutors.
II.
STUDENT PERFORMANCE
A.
Description
Students should complete Lab Worksheet – Ship Ahoy.
B.
Accommodations/modifications
Students requiring modifications may be given a copy of the completed vocabulary list and may be assigned
a peer tutor.
C.
Enrichment
Students requiring enrichment may serve as peer tutors.
III.
ASSESSMENT OF ACTIVITIES
A.
Description
Grade Lab Worksheet – Ship Ahoy
B.
Rubrics/grading criteria
The vocabulary list may be assigned the class period before this activity and graded.
Each block in the data table should be graded at 5 points each. Each question should be graded at 4 points
each. Any block or question filled in incorrectly or not answered should have these points deducted.
C.
Accommodations/modifications
Students requiring modifications may be given leniency on the critical thinking and application questions and
may need additional help on the calculation questions.
D.
Enrichment
Students requiring enrichment may serve as peer tutors and should answer all questions on the lab on their
own.
E.
Sample discussion questions
1. Would an object float better on fresh water or salt water and explain why. An object would float better on
salt water because it is more dense.
2. How could you get an object that is more dense than water to float? Spread it out over the surface, put
pontoons on it since the air is less dense and could cause it to float, etc.
3. How can ships float? Their holds are filled with air or water that is less dense than the water so they
displace less water.
IV.
TAKS PREPARATION
A.
Transition to TAKS context
1. All fluids are able to flow. Some fluids flow easily when a force is applied, while other fluids resist flow.
What property of fluids describes the measure of this resistance to flow?
(a) density
(b) displacement
(c) buoyancy
(d) viscosity
2. Some fluids flow easily when a force is applied while other fluids resist flow. The measure of a fluid’s
resistance to flow is a measure of its viscosity. What is the cause of viscosity within fluids?
(a) attractive forces between the molecules of the fluid
(b) attractive forces between the fluid and its container
(c) surface tension within the fluid
(d) density of the fluid
3. Water has a density of 1.00 g/cm3. Glycerin has a density of 1.26 g/cm3. What will happen when a mixture
containing equal amounts of water and glycerin is stored on a shelf?
(a) Glycerin and water will remain as a homogeneous mixture.
(b) Water and glycerin will separate. The water will float on the glycerin that settles to the bottom of the
container.
(c) Water and glycerin will separate. The glycerin will form globules in the water.
(d) Water and glycerin will separate. The glycerin will float on the water that settles to the bottom of the
container.
B.
Sample TAKS questions
Spring 2003
1. What is the density at 20oC of 12.0 milliliters of a liquid that has a mass of 4.05 grams?
(a) 0.338 g/mL
(b) 2.96 g/mL
(c) 16.1 g/mL
(d) 48.6 g/mL
Spring 2004
Powerful Plankton
The U.S. Naval Research Laboratory has created an experimental marine fuel cell that could produce enough
electricity to power ocean-monitoring devices. This fuel cell runs on seawater and sediment, with the help of
plankton. Some plankton on the surface of ocean sediments use dissolved oxygen to break down organic
matter, releasing energy; this is an aerobic process. The plankton in the deeper sediments break down
organic matter without using oxygen; this is an anaerobic process. These two processes create a difference in
voltage between the surface of the sediment and the sediment farther down in the seabed. The voltage
difference can be used to produce electricity – up to 5.0 X 10-2 watts of power. Energy supplied by this type
of fuel cell can be obtained as long as there is organic matter in the sediment.
1. What is the mass of a 500.00 mL sample of seawater with a density of 1.025 g/mL?
(a) 487.8 g
(b) 500.0 g
(c) 512.5 g
(d) 625.0 g
2. Which of the following objects will float in water?
V.
VI.
KEY VOCABULARY
buoyancy
density
fluid
force
gravity
mass
volume
RESOURCES
A.
Textbook
None needed
VII.
B.
Supplementary materials/equipment
Instructor’s Copy – Ship Ahoy
Lab Worksheet – Ship Ahoy
Transparency – Vocabulary
Instructor’s Copy Transparency - Vocabulary
C.
Technology
FOLLOW UP ACTIVITIES
(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)
A.
Reteach
Go over the answers to their graded lab papers.
B.
Next lesson in sequence
For all subjects, IPC 7B: research and describe the historical development of the atomic theory.
VIII.
TEACHER NOTES
Before lab:
1. Make enough copies of Lab Worksheet – Ship Ahoy for everyone to have one.
2. Make a transparency of the Vocabulary list.
During lab:
3. Check each lab group and make sure that the metal object is suspended in the beaker of water and not touching the
bottom or sides of the beaker.