1
Lesson Plans for Science 8 – Unit A
Lesson 1: Viscosity
Basic Information:
 Class: Science 8
 Time: Thursday
 Room:
Materials:
 Note sheet
 Molasses, ketchup, shampoo and pop (need cold molasses and warm shampoo as
well)
Learning Outcomes:
 Investigate and compare fluids, based on their viscosity and flow rate, and describe the
effects of temperature change on liquid flow
Program of Studies:
 Science 8 Unit A
Time:
Teacher Activities:
9:00
Review:
1.
Particle model of matter

2.
Can anyone tell me about the particle model of
matter?

Has four main points

1.
All matter is made up of tiny particles 
2.
The tiny particles are always moving
and vibrating
a.
How is it for each phase
(liquid, gas, solid)?
3.
The particles may be attracted to each
other or bonded together
4.
The particles have spaces between
them

How does this explain mixing substances?
9:10
Hook:
 Have you ever had trouble getting the ketchup out of
a new bottle of ketchup? What causes the ketchup to
want to stay in the bottle?
 Today we are going to learn about what “thickness”
is, as it pertains to ketchup.
Student Activities:
Response:
Everything is
made up of tiny
particles.
There are 4 parts
How the particles
move
Response:
 The thickness of
ketchup
2
9:15
9:30
Viscosity:

How a fluid moves or flows (a fluid is liquid and

gases)

How would you describe the way that fluids flow?? 

Think about pop vs. ketchup or syrup vs.
water

Viscosity is how quickly fluids flow

It is determined by a fluid's internal resistance 
or friction that keeps it from flowing

Remember from the particle model that
particles in a liquid slide and roll over each other

The greater the friction between the particles
the greater the viscosity

High viscosity = low flow

Low viscosity = easy flow/fast flow
Response:
Ketchup will
move slower then pop
Water will flow
faster then syrup
Demo:
Response:
molasses,
shampoo
Pop will have the
lowest

9:38
Lets look at the viscosity of some liquids:

Ketchup, pop, molasses, shampoo

Which one do you think has the greatest
viscosity?

Molasses

Which one do you think has the lowest
viscosity?

Pop
Does anyone think that temperature will effect viscosity?

Yes
If yes, how does it affect viscosity?

As the temperature rises the viscosity lowers

Or as the temperature gets lower the viscosity
increases






This can also be explained by the particle model:

When energy is added to liquid, the particles roll
around/over each other easier
9:45
Demo:



Lets look now at some of those liquids that we used 
earlier but at a different temperature
What do you think is going to happen to the molasses
if it is cold??

Barely move, a greater viscosity

What about if we heat up the shampoo?

Lower viscosity, moves faster
Action:
Fill in note sheet
Action:
Take notes
provided on note
sheet of what they
saw during the demo
Response:
Yes, no
when the
temperature changes
the viscosity can
change
Will make the
substance move
slower or faster
Response:
the molasses will
move slower
Action:
Fill in note sheet
3
9:55
Conclusion
- review viscosity
Over Plan: Ramp method for measuring viscosity

Set up a ramp

Have a set amount of a certain substance measured
and ready to be released on top of the ramp

Release the substance and time for 30 seconds

Mark how far the substance moved in the 30 seconds
and measure the distance traveled. This is the viscosity
of the substance (cm/s)
Reflection:
4
Note Sheet for Students for Viscosity Lesson:
Date:
Student’s Name:
Viscosity
What is viscosity?
______________________________________________________________________
Viscosity is determined by a fluid’s internal resistance or the friction that keeps it from flowing.
The particle model of matter can explains how particles move (remember that in a liquid,
particles slide and roll over each other).
The greater friction is between the particles, the greater the viscosity.
-
High viscosity = low flow (slow)
Low viscosity = easy flow (quick)
Demo #1: Viscosity of 4 different liquids
1) What were the four liquids used?
_________, ___________, ____________, ____________
2) Which liquid had the greatest viscosity (slow flow)?
_____________________________________________________________
3) Which liquid had the lowest viscosity (quick flow)?
_____________________________________________________________
Viscosity and Temperature:


Temperature does effect viscosity
As the temperature increases the viscosity decreases; as the temperature decreases
the viscosity increases.
Demo #2: Viscosity at different temperatures
1) What happened to the cold molasses?
___________________________________________________________
2) What happened to the warm shampoo?
___________________________________________________________
5
Lesson 2: Density
Basic Information:
 Class: Science 8
 Time: Friday
 Room:
Materials:
 Note sheet
 Calculators
 Grapes
 Cranberry juice
 Tomato sauce
Learning Outcomes:
 Observe the mass and volume of a liquid, and calculate its density using the formula:
d = m/v [Note: This outcome does not require students to perform formula
manipulations or solve for unknown terms other than the density.]
 Compare densities of materials; and explain differences in the density of solids, liquids
and gases, using the particle model of matter
Program of Studies:
 Science 8 Unit A
Time: Teacher Activities:
Student Activities:
9:00
Quick review about viscosity:

Can someone tell me what viscosity is?

Can someone give me an example?
Response:

Viscosity is the
flow of a fluid

Molasses,
ketchup, etc.
9:05
Density:

Hook – Have you ever been at the grocery store
looking at the salad dressings on the shelf. Did you
notice the dressings made up of oil and vinegar? Why
are the oil and vinegar not mixed together? Today we
are going to learn why the oil and vinegar are in layers.
Action:

Today we are going to talk about density

What is density?

Density is the amount of matter in a
given volume

So do all substances have the same density?

No, how come?

Go back to the particle model

Fill out note
sheet
6
again. It states that different substances
are made up of different particles. So
each fluid has different particles
therefore the density of that fluid
depends on the particles it is made of
9:20
Demo:

Response:
Grape in cranberry juice and tomato sauce

The grape has a

If the grape has a greater density then the fluid
greater density
it is in, it will sink.
then the cranberry

Do you think the grape has a greater density
juice
then cranberry juice?

The grape has a

What about tomato sauce?
lower density then

Do demo:
the cranberry juice

Drop grape in a glass of cranberry juice

The grape has a
and drop another grape in tomato sauce.
greater/lower

Where did the grape end up?
density then the

Cranberry juice - sank
tomato sauce

Tomato sauce - floated in the
middle
Action:

Fill in note sheet
9:38
How would we calculate density?

Density is the mass per unit of volume

It is calculated by dividing the mass by the substances
volume

Formula:
d = m/V

The units for the density of liquids are usually grams
per milliliter (g/mL) or kilograms per liter (kg/L). The
units for a solid are grams per cubic centimeter (g/cm3);
(Note: 1mL=1cm3)

Lets try calculating the density of distilled water:
The mass of water is 100g and volume is 100mL.
D = 100g/100mL = 1g/mL
9:43
Conclusion
- review density
- how to calculate it
9:48
On Monday we are going to be doing a lab based on the
densities of different substances and you will be calculating
the densities of different substances. This will help you with
the performance assessment that you will be doing.

Hand out for the performance assessment that you will
be doing, and that is due in a week. (the following
Action:

Fill in note sheet

Practice
calculating
examples
Action:

Read
performance
assessment

Get into groups

Discuss what
7
Monday)

It is a group project to be done in groups of 3 to 4
students

Explain performance assessment handout.
Choose groups for students and have them start to discuss
what substances they might want to use and to start
brainstorming ideas for the assignment. If there are any off
the wall substances, let me know so I can get them before
Monday so you will have them available. You can also bring
substances from home but no peanut butter or chemicals.
(Remember the target age of the task is 10 yr olds)
Over Plan: density and temperature

What happens to a substance when it is heated?

Changes state
Reflection:

substances they
want to use
Brainstorm for
performance
assessment
8
Note Sheet for Student’s for Density Lesson
Date:
Name:
Density
What is density?
______________________________________________________________________________
Not all substances have the same density. This is because different substances are made up of
different particles. Each fluid has different particles, therefore the density of that fluid depends
on the particles it is made of (think about the particle model again).
Demo: Grape dropped in cranberry juice and tomato sauce
1) What did the grape do in the cranberry juice?
_________________________________________________
2) Does the grape have a greater density then the cranberry juice?
_________________________________________________
3) What did the grape do in the tomato sauce?
_________________________________________________
4) Does the grape have a greater density then the tomato sauce?
_________________________________________________
Calculating Density:
Density is the mass per unit of volume. It is calculated by dividing the mass by the
volume of the substance.
Formula:
Density (d) = Mass (m)
Volume (v)
The units for density of a liquid are usually expressed as grams per millilitre (g/mL) or kilograms
per litre (kg/L). The units for density of a solid are grams per cubic centimetre (g/cm3).
Note that 1mL=1cm3
Sample Calculations:
Distilled water in a graduated beaker has a volume of 50mL. When weighed it has a mass of
50g. What is the density?
d=m/V=50g/50mL=1.0 g/mL
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Practice Calculations:
1) Olive oil has a mass of 57g and a volume of 60 mL. What is the density?
2) Sour cream has a mass of 66g and a volume of 60 mL. What is the density?
3) Liquid mercury has a mass of 272g and a volume of 20 mL. What is the density?
4) Ethanol has a mass of 237g and a volume of 300 mL. What is the density?
10
Lesson 3: Lab – Calculating density
Basic Information:
 Class: Science 8
 Time: Monday
 Room:
Materials:
 Lab manual/handout
 250 mL graduated beakers
 Scale
 Substances (student’s choice) – molasses, pop, shampoo, water, honey, milk, stones,
etc.
 Graph paper
Learning Outcomes:
 Observe the mass and volume of a liquid, and calculate its density using the formula:
d = m/v [Note: This outcome does not require students to perform formula
manipulations or solve for unknown terms other than the density.]
 Compare densities of materials; and explain differences in the density of solids, liquids
and gases, using the particle model of matter
 Use instruments effectively and accurately for collecting data (e.g., measure the mass and
volume of a given sample of liquid)
 Use tools and apparatus safely (e.g., wear safety goggles during investigations of solution
properties)
 Organize data, using a format that is appropriate to the task or experiment (e.g.,
demonstrate the use of a database or spreadsheet for organizing information)
Program of Studies:
 Science 8 Unit A
Time:
Teacher Activities:
9:00
Before beginning the lab we need to go over a few
things:


Measuring techniques

To get the volume of a solid you need to
fill a beaker with water. Fill the beaker to a
certain amount. Record the amount (1). Drop
the solid into the beaker. Record the amount
(2). Subtract amount 1 from amount 2 to
determine the volume of the solid.

When measuring a fluid, remember that
the fluid will have a curve at the top called a
meniscus. The bottom of the curve is where
you measure from.
Student Activities:
Actions:
listen
11


Review how to use the scale.
To get the mass of the fluid, weigh the
empty beaker and note the beaker mass.
Then put the fluid in the beaker and weigh
the beaker with the fluid. Subtract the mass
of the beaker from the mass of the beaker
with fluid in it. This is your mass of fluid.
9:05
Today's lab:

Hand out lab manual and handout


Go over the lab handout, answer any questions. 
You must fill out the lab handout (hypothesis, data,
observations, calculations (density), create graph,
answer questions).

Hypothesis, data and observations must be
completed in class. Calculations, graph and
questions can be done at home.
Explain how it will help them do their performance
assessment.
Actions:
Listen
Ask questions
(expect: how to fill out
table, how to create a
graph, etc.)
9:15
Begin lab
Supervise lab, help students, answer questions.
Actions:
Begin lab (see lab
manual for procedure)
9:50
Clean up, answer any questions concerning the lab and
performance assessment.
Remind them that the graphs and questions for the lab
are due next class.


Actions:
clean up

Homework:
Finish lab handout
12
Lab Manual:
The Question: How do you calculate the density of a variety of solids and liquids?
The Hypothesis:
Write a hypothesis about how to calculate density of solids and liquids. Make predictions
of which substances will have high densities and which will have low densities. Make a list of
substances from highest to lowest density.
Procedure:
1) Measure the mass of the beaker, record the amount in your table in the handout.
2) Pour 50 mL of one substance into the beaker, record the volume in your table.
3) Place the beaker containing the substance on the balance scale and measure the mass.
Record the mass in your table.
4) Repeat steps 2 and 3 for the same substances with volumes of 100 mL, 150 mL, 200
mL and 250 mL.
5) Repeat this procedure for the remaining substances.
6) Clean and return your equipment to the proper location.
Analyzing and Interpreting:
1) Find the mass of each substance by subtracting the mass of the beaker from the total
mass of the beaker and substance together.
2) Create a graph with mass on the vertical axis and volume on the horizontal axis. Plot
your results for the first substance. Draw a straight line through or close to the results
on the graph. Plot the other substances on the same graph with different colours
(label each line).
3) Compare the slopes of the lines.
4) Find the ratio of the mass to the volume by dividing the mass of the substance by the
volume for each volume measured. Calculate the average, this will be the substance’s
density.
Example:
- 200 mL of a substance has a mass of 400 g.
- The mass to volume ratio is 400 g (mass) / 200 mL (volume)
- Density = 400g/200mL = 2.00g/1mL
5) Answer the questions in your handout.
13
Safety:
1) Wear safety goggles when handling substances
2) Report any broken glassware to the teacher immediately
3) Report any injuries to the teacher immediately
4) Clean up any spills right away, and have someone guard a spill area to prevent
someone from stepping in it and/or slipping and falling in it
5) Reminder of location of Eyewash Station that should be used for 10 minutes to flush
the eye
14
Lab Handout: Calculating Density
Date:
Name:
Name of Partners:
Hypothesis:
Predictions:
Data:
Substance:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Calculations:
Volume of
Substance
(mL)
Mass of
Beaker (g)
Mass of beaker
and substance
(g)
Mass of
Mass/volume
substance only ratio (density)
(g)
15
Create graph:
Be sure to include a title, axis title, legend and units.
16
Questions:
1) Can you see any relationship between the average ratio for each substance and the slope of
each line on your graph?
2) Was the order of the densities you predicted the same or was there a difference?
3) Use your graph to determine the answers to the following questions:
a) What would be the mass in grams of 150 mL of corn syrup?
b) What would be the volume in millilitres of 225g of sand?
c) What would be the mass in grams of 300 mL of shampoo?
4) How can this lab help you prepare for your performance assessment?
17
Lesson 4: Lab – Performance Assessment Presentations
Basic Information:
 Class: Science 8
 Time: A week Monday from the Density Lab
 Room:
Materials:
 Group presentation materials
 Rubrics for scoring groups
Learning Outcomes:
 Observe the mass and volume of a liquid, and calculate its density using the formula:
d = m/v [Note: This outcome does not require students to perform formula
manipulations or solve for unknown terms other than the density.]
 Compare densities of materials; and explain differences in the density of solids, liquids
and gases, using the particle model of matter
 Construct and test prototype designs and systems (e.g., construct a model submarine that
is controlled by an air hose connected to a syringe)
 Work cooperatively with team members to develop and carry out a plan, and troubleshoot
problems as they arise
 Communicate questions, ideas, intentions, plans and results, using lists, notes in point
form, sentences, data tables, graphs, drawings, oral language and other means (e.g., show
the differences in flow rate, using a data table and diagrams)
Program of Studies:
 Science 8 Unit A
Time:
Teacher Activities:
Student Activities:
9:00
Before beginning the presentations, set up the room so
that the presenting groups have enough room to set up 
their Activity Centers
Actions:
Set up Activity Center
and prepare their
presentations
Put group numbers in a hat and draw them for the
order of presentation and tell students
9:05
Watch the performance assessment projects for all the
groups


9:50
Wrap up presentation of performance assessments and
praise students for their efforts if appropriate

Have students clean up their projects.
Advise students that their marks for the presentations
Actions:
Present the
performance assessments
When not presenting,
watch the presentations
Actions:
Clean up
18
will be ready by the next class.
19
Performance Assessment:
“Tower of Fluids”
Learner Outcomes
Description
Level of Thinking
Observe the mass and volume of a liquid, and calculate its density
using the formula d = m/v
[Note: This outcome does not require students to perform
formula manipulations or solve for unknown terms other than the
density.]
Compare densities of materials; and explain differences in the
density of solids, liquids and gases, using the particle model of
matter
Construct and test prototype designs and systems (e.g., construct
a model submarine that is controlled by an air hose connected to
a syringe)
Work cooperatively with team members to develop and carry out
a plan, and troubleshoot problems as they arise
Communicate questions, ideas, intentions, plans and results,
using lists, notes in point form, sentences, data tables, graphs,
drawings, oral language and other means (e.g., show the
differences in flow rate, using a data table and diagrams)
SYNTHESIS
SYNTHESIS
SYNTHESIS
SYNTHESIS
SYNTHESIS
20
Criteria - what students will do to show they have achieved the outcomes
Each student will:




Construct a “Tower of Fluids” in such a way that they have accurately calculated
the densities of the materials that are used and compared them so that separate
layers form
Work as part of a team to develop a plan for their activity center that is interesting
and interactive for 10 year old children
Communicate their ideas, plans and results in a manner that is appropriate to the
project so that the director of the Telus World of Science understands fully their
activity center
Construct an activity center that is creative and works in conjunction with their
“Tower of Fluids” so that it is interactive for 10 year old children
TEACHER NOTE

Consider providing this task to the students at the beginning of the unit to help students focus
their learning.
 Share and discuss the criteria with students as the task is introduced.
 Prior to using the rubric, teachers should discuss the rubric so that the language becomes
understandable to students. This is a great opportunity to help students expand their
vocabulary and clarify what is expected of them.
 Encourage students to self-assess and/or to receive feedback from peers using the rubric, and
then to follow up by improving their work before submitting.
Task – “Tower of Fluids”
The “Tower of Fluids” is a project that will be done by students in teams of 3 or 4. The teams
will work together to create an Activity Center that could be used as an interactive display
(intended for 10 year olds) for the Telus World of Science in Edmonton that is based on a variety
of fluids with different densities. Teams will need to complete the lab to decide which fluids
they would like to include in their display based on their calculations of density. The teams will
choose their fluids so that they may be layered to create a “Tower of Fluids”. The Activity
Center may also include objects that could be dropped into the fluids while layered to make the
display more interactive, but the densities of these items must then also be calculated. The teams
will each use their creativity to design an Activity Center and put together a presentation that
clearly communicates their project. The presentations will given to the Director of the Telus
World of Science (the teacher), who will evaluate it so that it might be admissible as a new
activity center at the Telus World of Science in Edmonton, and the other teams.
21
Congratulations,
Your team has been selected to create a new Activity Center for the Telus World of Science!
The Activity Center should be featuring density of different materials. When complete, your
team will present your idea and prototype center to the Director of the Telus World of Science
and the other participating design teams. The Director, based on the grading rubric provided,
will judge Activity Center designs and supporting information, and all passing designs, will be
put on display. Each team must use the following criteria to perform the task:
1. The target age group for this task is 10 year olds.
2. You may use ANY fluids that you wish for your task, but remember, they must be safe
and appropriate for a display intended for 10 year olds to use.
3. You will need to show the Director when you present your center that you have
accurately performed the calculations necessary to discover the densities of different
fluids that you consider for your prototype.
4. Any objects that you wish to be part of your Activity Center must also have density
calculations done and presented to the Director.
5. Teamwork is important, so work together to create your project.
6. You may use any materials that you think are necessary to be a part of your overall
Activity Center display and be creative with the project.
7. On March 15, 2008, you will present your Activity Center prototype and background data
to the Director of the Telus World of Science and other participating teams
8. The following grading rubric will be used to score each project.
Good luck team, and have FUN!!
Yours truly,
Director, Telus World of Science, Edmonton
22
Qualitative Rubric
Criteria
4 – Excellent
3–
Proficient
Constructs a
“Tower of
Fluids” that
shows fluid
layering
based on
complete
density
calculations
and
comparisons
2 – Adequate
1 – Limited
Insufficien
t/ Blank*
Constructs a
Constructs a
Constructs a
No score is
“Tower of
“Tower of
“Tower of
Tower
awarded
Fluids” that
Fluids” that
Construction Fluids” that
because
effectively
shows some
shows little
Based on
there is
shows fluid
fluid layering fluid layering insufficient
Scientific
layering
based on
based on poor evidence of
Calculations
based on
partial
density
and
student
comprehensiv
density
calculations
Comparisons
performance
e density
calculations
and
based on the
calculations
and
comparisons
requirement
and
comparisons
s of the
comparisons
assessment
task.
The members The members The members The members
of the team
of the team
of the team
Teamwork and of the team
work
work together work partially work
Group
cohesively to to complete
together to
minimally
Interaction
complete the the project
complete the together to
project
project
complete the
project
Communicate Communicate Communicate Communicate
Communicatio s ideas, plans s ideas, plans s some ideas, s few ideas,
and results
and results
plans and
plans and
n of Project
convincingly effectively
results during results during
Ideas,
throughout
the
the
Planning, and throughout
the
the
presentation
presentation
Results
presentation
presentation
Creates an
Creates an
Creates a
Creates an
innovative
effective
workable
ineffective
Creativity of
activity
activity
activity
Activity Center and creative
activity center center that is center that is center that
and
interesting for simplistic for has minimal
Appropriatene that is
10 year olds
10 year olds
appeal for 10
ss for Audience exciting for
10 year olds
year olds
* When work is judged limited or insufficient, the teacher makes decisions about appropriate intervention
to help the student improve.