Inquiry Lesson Plan: Weight-Hanging/Spring scale
MA Science Framework and/or NSES: Physical sciences grades 6 through 8: Properties of
matter-Weight
Reflective Introduction: Many students are familiar with hanging/spring scales, bathroom
scales are one kind of spring scale. Though many don’t realize when they weigh themselves
they are actually measuring their mass and the force (the pull) of gravity on their bodies mass.
This lesson lets the student collect the evidence to understand the weight of objects to correct the
misconception that weight is just an object’s mass on a hanging scale and that force of attraction
(gravity) of the object on the scale.
Global and Curricular objectives for students:
Students will understand:
1. Weight is the affect of a force (gravity) on an object.
2. Hanging/Spring scales measure in Newtons (N) not pounds
3. How to convert Newtons to Grams
Brief description of lesson (include start, middle, and end)
Start: Lecture that gravity is a force of attraction between the mass of two or more objects. The
closer the objects are to each other the stronger the force, the more distant the weaker (but still
present) the force. The Earth has a force of attraction that pulls an object towards the center and
because the Earth is closer to the object, the Earth’s force has a bigger influence on the object
instead of the moon or sun, so we fall down towards the center of the Earth and not up towards
the moon or sun. We see the effect of the force of attraction when objects fall or the number we
see when stepping onto a bathroom scale (spring or hanging scale) it’s a combination of the
object’s mass and the force pulling the object’s mass towards the Earth.
Middle: Throughout the room there are 5 stations with a hanging scale, an object to weigh and
convert from Newtons to grams. Students will weigh and record 5 different items at 5 different
stations in the classroom. Students will estimate what the converted amounts will be, and then
they convert them from Newtons into grams with the aid of calculators. The first object will be
done together, remaining four on own or with partners.
Conversions of Newtons into grams with the first object on the list so the students see the
process and will be able do the rest of the objects as homework (It’s important that they finish
the others for the next day as the results will be needed for the next lesson). Any questions will
be addressed now to clear up confusions about Newtons and grams.
End: Conclude with time to discuss any difficulties anyone is having with the conversion
process.
Timing: One 45 minute class
Time
Teacher activity
15
Brief lecture about force of attraction.
minutes
Conversions from Newtons to grams
Student activity
Listen and write down conversions in
their notebooks (45N=454g)
Based on Turner, T. and DiMarco, W. (1998). Learning to Teach Science in the Secondary School. NY: Routledge.
20
minutes
15
minutes
5
minutes
(45N=454g)
Circulate to assist students
Convert the first object with the class.
45N=454g (N=kgm/sec2)
Final questions, discussions and clean up
Weight(N)
Pair up and go to each station, weigh and
record data.
Listen how to do the first conversion
Final questions, discussions and clean up
Guesstimate(g)
Actual(g)
1.) A 3-ring binder
2.) A full water bottle
3.) An empty water bottle
4.) Spiral notebook
5.) An Ipod
Homework:
Any conversions not finished
Newtonian Density word scramble
Lesson evaluation (Identify successful management, learning, enjoyment and the evidence of it.
Refer to objectives. Areas for development.)
Deliver effective instruction and communicates high standards and expectations throughout the
lesson
Manages classroom environment that is conductive to learning
Student assessment (Knowledge, skills, and understanding)
Point system for participation, effort and behavior:
1 point: Did not participate in activity
2 points: Participated and demonstrates adequate understanding, but with poor supporting
evidence
3 Points: Active Participation and superior understanding of topic.
Adjustments for special needs students:
Refer to IEP
Materials, equipment and supplies:
Hanging/spring scales
Calculators
Based on Turner, T. and DiMarco, W. (1998). Learning to Teach Science in the Secondary School. NY: Routledge.
Data sheet
Safety concerns:
None
Based on Turner, T. and DiMarco, W. (1998). Learning to Teach Science in the Secondary School. NY: Routledge.
Based on Turner, T. and DiMarco, W. (1998). Learning to Teach Science in the Secondary School. NY: Routledge.
Courtesy of www.educationalrap.com/song/weight-mass-volume-density.html
Lyrics
CHORUS:
Let’s discuss the difference between weight and mass
People confuse it everyday in every way and let it pass
Weight is the measurement of force of gravity on a matter
And mass is the quantity of matter on the platter
It’s easy: volume is space I’m taking, getting fatter
Density is the ratio of mass to the volume in the place
And this data is all you need to know
So let me break it down really quickly before I go
Verse 1
When you’re holding a bowling ball before you bowl it
You know that there’s a force on your hand, you can’t control it
It’s gravity pulling down on the mass of the ball
And that force is called weight, what we’re mastering y’all
But just wait: wait just a minute, man
The ball doesn’t weigh 3 kilograms
That’s the mass of the ball, just understand
The weight is the gravitational constant known as G
Multiplied by the mass of the earth
Multiplied by the mass of the ball, which is 3
Divided by the radius between the center of the earth
And the center of the ball squared
If you’re asking, mass is a unit. It’s a quantity of matter
Weight is a force that occurs when gravity happens to be present
On the earth or the moon, measured with a balance,
The mass is the same, cousin
CHORUS
Verse 2
Volume is the space occupied by a body
Abide by the laws of physics just to record it
Based on Turner, T. and DiMarco, W. (1998). Learning to Teach Science in the Secondary School. NY: Routledge.
When you look at it, it’s easy to see
The volume of a cube is the length of any side to the power of three
When you wanna measure the volume of a sphere, dude
Its 4/3 r
You can be a beginner and still figure it out
The volume of a cylinder with these steps here:
The height times times the radius squared
So extensively, we move on to density
A measurement of mass over volume
For example: the density of water is 1 g/cm
So you understand
It’s all a part of the plan to get the knowledge
From my rhyme to your min to your hand
Measure the volume of a can in simplicity
With weight, mass, volume, and density
Based on Turner, T. and DiMarco, W. (1998). Learning to Teach Science in the Secondary School. NY: Routledge.