Teachers: This activity will help students to understand how salinity affects the density of water. In addition, students will better understand how pure and salt water systems work together. With a little extra guidance, they will be able to apply this knowledge to the open ocean and to the Navy's uses of submarine buoyancy.
Objective: To observe how different water densities control the depth at which different water masses occur.
Materials:


1 large clear bowl (plastic, Pyrex, glass) clear tap water·
 tap water dyed with blue food coloring
 clear very salty water

 slightly salty water dyed with red food coloring
 very salty water dyed with green food coloring four cups
 stirring rod
 two medicine droppers
Teacher Background:
Temperature and salinity (the amount of dissolved salts in the water) affect the density of the water. Ocean salinity differs by small numbers, so oceanographers need to be accurate when measuring salinity. Changes in density caused by wind and currents at the surface affects the deep-ocean currents. Density ultimately effects the objects that are existing in the water, such as whales, seaweed, and submarines. The saltier the water, the more buoyant an object becomes. Therefore, salt waters are constantly trying to find their
"place" in the ocean according to their salinity. Very salty water is more dense, and will sink more, thus very salty water is found at the bottom. Less salty water is less dense and will float on top of the more dense salty water.
Of course the layers are more complicated than this, but for this activity, students should be able to understand that salt or fresh water drops are going to want to "hang out" in water with similar properties. So fresh water drops will rise to the fresh water layer and salt water drops will sink to the salt water layer. The salinity of the water mixes, or changes, only when vigorously stirred. Though students learn early on that the ocean contains salt water, it still does not mean that all the water has the same amount of dissolved salt. Help students understand how the Navy pays close attention to salinity to be sure they know how the submarines will travel as they move through the different waters of the world.

Activity:
The teacher may want to have the five types of water pre-made in labeled containers so students can easily locate them. The water can be given to the students in labeled containers at their lab station.
Part I
1.
Label one cup "tap water" and fill it 3/4 full with clear tap water.
2.
Fill one medicine dropper with very salty green water.
3.
Place one drop of very salty green water into the cup with clear water.
4.
Record observations on the Worksheet.
Part II
1.
Label one cup "salty water" and fill it 3/4 full with clear salt water.
2.
Fill the other medicine dropper with blue tap water.
3.
Place one drop of blue tap water into the cup with clear salt water.
4.
Record observations on the Worksheet.
Part III
1.
Fill the clear bowl half full with very salty green water.
2.
Pour clear tap water slowly into 1/4 of the bowl on top of very salty green water.
3.
Record observations on the Worksheet.
4.
Making sure that the dropper is clean, fill the dropper with slightly salty red water.
5.
Place the dropper into the layer of very salty green water and squeeze out a drop of slightly salty red water.
6.
Record observations on the Worksheet.
7.
Take the same dropper of slightly salty red water and place it into the layer of clear tap water and squeeze out a drop of slightly salty red water.
8.
Record observations on the Worksheet.
9.
Using the stirring rod, mix the layered water system together.
10.
Record observations on the Worksheet.
Answer Key:
Part I
4. sinks to bottom
Part II
4. floats to top

Part III
3. fresh tap water will float on top of the salty water layer
6. the drop of slightly salty water moves up above the layer of very salty water, but stays under the fresh water layer
8. slightly salty water will sink in the freshwater layer, but stay above the layer of very salty water
10. after continued stirring, there is no longer distinct water layers; they all mix together
(color changes are a physical change and do not effect salinity or densities
Questions
1.
Sank because salt water is "heavier" due to extra suspended particles causing it to be more dense than the surrounding water; similar to why a rock will sink in a puddle.
2.
Floated to the top because fresh water is "lighter" or less dense than the surrounding water; similar to why a piece of wood will float on top of water (until it is waterlogged).
3.
Different densities do no mix unless they are stirred or heated.
4.
Stable density distribution; more dense salt water is at the bottom and less dense fresh water is on top.
5.
Moved to balance density area within the two-layered system.
6.
Unstable density system: the densities were not stable and the drop will move to the best place in between the two layers that best fits its density.
7.
Neutral stable system: the different waters mixed together, there are no more separate densities, therefore the waters are "neutral" in densities; nowhere in the water is one area more or less dense than the other.
8.
By performing tests with equipment that measure densities at different depths.
9.
Submarines are submerged in the water; changes in salinity and density would cause the submarine to rise or sink (which is not good if it is hiding from the enemy).
10.
The Navy, since it is responsible for the U.S. Fleet throughout the world's oceans.
Worksheet: Problems for student use.
Name __________________________________ Subject ____________
Date _____________ Class ______________

Materials:


1 large clear bowl (plastic, Pyrex, glass) clear tap water·
 tap water dyed with blue food coloring
 clear very salty water

 slightly salty water dyed with red food coloring
 very salty water dyed with green food coloring four cups
 stirring rod
 two medicine droppers
Activity:
Part I
1.
Label one cup "tap water" and fill it 3/4 full with clear tap water.
2.
Fill one medicine dropper with very salty green water.
3.
Place one drop of very salty green water into the cup with clear water.
4.
Record your observations here _______________________________.
Part II
1.
Label one cup "salty water" and fill it 3/4 full with clear salt water.
2.
Fill the other medicine dropper with blue tap water
3.
Place one drop of blue tap water into the cup with clear water.
4.
Record your observations here _________________________.
Part III
1.
Fill the clear bowl half full with very salty green water.
2.
Pour clear tap water slowly into 1/4 of the bowl on top of very salty green water.
3.
Record your observations here ___________________________.
4.
Making sure that the dropper is clean, fill the dropper with slightly salty red water.
5.
Place the dropper into the layer of very salty green water and squeeze a drop of slightly salty red water out.
6.
Record your observations here _______________________________.
7.
Take the same dropper of slightly salty red water and place it into the layer of clear tap water and squeeze out a drop of slightly salty red water.
8.
Record your observations here _______________________________.
9.
Using the stirring rod, mix the layered water system together.
10.
Record your observations here ______________________________.
Questions:

1.
What happened to the drop of very salty green water in the tap water? Why?
2.
What happened to the drop of blue tap water in the salty water? Why?
3.
Why did the tap and very salty green water not mix together?
4.
What is this two layer system called? Explain this system.
5.
What happened when the two drops of slightly salty red water were added to different layers? Why?
6.
What is the name of the system when the drops of different salinities were added to the layered system? Explain this system.
7.
What is the name of the system in Part III step 9? Explain this system.
8.
How do oceanographers measure the different densities out in the open ocean?
9.
Why is this information important?
10.
Who would this information be important to?
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