Focus Plan
Texarkana Independent School District
GRADING
PERIOD:
WRITER:
IPC and Biology – 4th, Chemistry –
6th
L. Petty
PLAN CODE:
COURSE/SUBJECT:
11th grade science
GRADE(S):
11th
TIME ALLOTTED
FOR INSTRUCTION:
1½ hours
TITLE:
Don’t Be Dense
LESSON TOPIC:
Density of all phases of matter
TAKS OBJECTIVE:
IPC Objective 4
The student will demonstrate an understanding of the structures and properties
of matter.
11.7 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.
11.1 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
11.2 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
Properties
ENDURING UNDERSTANDINGS/GENERALIZATIONS/PRINCIPLES
The student will understand that
All substances in the universe have physical and chemical properties.
Unique
Some properties, like density, are specific to each substance.
Density
Density is the mass per unit volume of a substance.
Identification
Each pure substance has its own specific density and the density can be used to
identify that substance.
All substance, irregardless of its phase, has a density.
Phases
I.
SEQUENCE OF ACTIVITIES (INSTRUCTIONAL STRATEGIES)
A.
Focus/connections/anticipatory set
When students come into the room, have a large graduated cylinder set up with 4 liquids of different densities
(dish soap, oil, water and syrup work well). Most students should quickly be lead to the concept that
different densities separate the liquids.
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 the densities of the four substances in the graduated cylinder. Ask them to predict where lead
and alcohol would go in the column.
Lower a lead sinker (attached to a piece of fishing line) into the column. Then, carefully pour a small
amount of alcohol into the column. The lead should go to the bottom and the alcohol should float on top.
D.
Accommodations/modifications
Students requiring modifications may be given a copy of the vocabulary.
E.
Enrichment
None needed.
II.
STUDENT PERFORMANCE
A.
Description
Complete Lab – Don’t Be Dense
B.
Accommodations/modifications
Students requiring modifications may be assigned a peer tutor.
C.
Enrichment
Students requiring modifications may be a peer tutor.
III.
ASSESSMENT OF ACTIVITIES
A.
Description
Grade Lab Worksheet – Don’t Be Dense.
B.
Rubrics/grading criteria
Data table blanks are worth 1 point each. Questions are worth 4 points each. For each blank or question left
incomplete or filled out incorrectly, deduct the assigned points.
C.
Accommodations/modifications
Students requiring modifications may have difficulty with questions 3, 6, 8, 9 and 10 since they involve
either calculations or higher-level questions. Students may either work with their peer tutor for these
questions or may be given leniency in grading.
D.
Enrichment
Students requiring enrichment should do all questions and should be required to show their work for
problems.
E.
IV.
Sample discussion questions
1. What is the formula for density? D = m/V
2. What 4 ways can be used to find the volume of an object? Regular solids – lxwxh, liquids – graduated
cylinder, gases – upside down flask filled with water, irregular solid –(liquid displacement method) put
water into a graduated cylinder and add the object, subtract to find the volume of the object.
3. If two liquids of different densities are put into a container together, which one will float? The one with the
lower density.
4. When you open the refrigerator, the cold air falls to your feet. What causes this to happen? The cold air is
more dense.
5. Twice a year, most lakes “turn over” when the top surface of the water sinks to the bottom and pushes the
upper surface under. This usually happens when the air is very cold. Explain how this could possibly
happen. The surface water cools and becomes more dense. When it becomes more dense than the bottom
water, the top, colder water will sink.
TAKS PREPARATION
A.
Transition to TAKS context
1. Your teacher pours 25 mL of vegetable oil into a small beaker, and then gently decants 50 mL of water
over the surface of the oil. You sketch a drawing of the outcome.
Class discussion leads to what correct conclusion?
(a) The oil rises to float above the water because oil has lower density than water. This is an illustration of
buoyancy.
(b) The oil rises to float above the water because oil has less surface tension than water. This is an
illustration of buoyancy.
(c) The oil rises to float above the water because oil has greater viscosity than water. This is an illustration
of surface tension.
(d) The oil rises to float above the water because water has more surface tension than oil. This is an
illustration of viscosity.
2. Water has a density of 1.00 g/cm3. Glycerin has a density of 1.26 g/cm3. What happens when equal
amounts of mixed water and glycerin are stored without agitation?
(a) Water and glycerin separate. The water floats above the glycerin that settles to the bottom of the
container.
(b) Glycerin and water remain as a homogeneous mixture.
(c) Water and glycerin separate. The glycerin forms globules in the water.
(d) Water and glycerin separate. The glycerin floats above the water that settles to the bottom of the
container.
B.
Sample TAKS questions
Spring 2003
1. A sample of an element has a volume of 78.0 mL and a density of 1.85 g/mL. What is the mass in grams of
the sample? Record and bubble in your answer to the nearest tenth on the answer document.
2. A block of maple wood with a volume of 405 cubic centimeters and a density of 0.67 g/cm3 is sawed in
half. The density of the two smaller blocks is now _____.
(a) one-fourth the original density
(b) one-half the original density
(c) two times the original density
(d) the same as the original density
Spring 2004
3. This pipette is filled with a 20% NaOH solution. The solution is at 20oC and has a density of 1.23 g/mL.
According to this information, what is the mass of this NaOH solution?
(a) 3.88 g
(b) 15.7 g
(c) 23.9 g
(d) 24.6 g
V.
KEY VOCABULARY
density
graduated cylinder
mass
triple beam balance
volume
VI.
RESOURCES
VII.
A.
Textbook – none needed
B.
Supplementary materials/equipment
Instructions – Don’t Be Dense
Instructor’s Copy Lab Worksheet – Don’t Be Dense
Lab Worksheet – Don’t Be Dense
Postlab Worksheet – Don’t Be Dense
Instructor’s Copy Postlab Worksheet – Don’t Be Dense
C.
Technology
FOLLOW UP ACTIVITIES
(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)
A.
Reteach
Go over student’s graded labs.
B. Next Lesson in Sequence
IPC and Biology – Research and describe the historical development of the atomic theory.
Chemistry – Relate the chemical behavior of an element including bonding, to its placement on the periodic table.
VIII.
TEACHER NOTES
Before lab:
1. Make enough copies of the lab for each student to have one.
2. Make enough copies of the instructions to have a class set with a few extra.
3. Assemble trays of lab materials, either by part with one tray for part 2 and one try for part 3 or, if enough materials
are available, assemble trays with all necessary materials.
4. Set up the focus activity at least a day in advance so that any mixing of substances when they are put into the
graduated cylinder will have a chance to separate.
5. Make sure students know how to take measurements on the equipment.
6. A digital balance, if available, works better for the demonstration in part one because gas has very little mass.
During lab:
7. Spot check to make sure students are measuring correctly.
8. Make sure trays are returned with materials intact and clean.