Subject Area(s): Chemistry, data analysis, measurement, problem solving,
and reasoning
Associated Unit: none
Associated Lesson: none
Activity Title: Name that Metal!
Grade Level: 9 (9 - 12)
Activity Dependency: none
Time Required: ~55 minutes – One class period
Group Size: 2
Expendable Cost per Group: not provided.
Summary: The goal of this experiment is to utilize inquiry based learning to
instill the concept of scientific investigation and experimentation. To identify
the metal, students may utilize any intrinsic or intensive property- property
that does not depend on amount or size (density, viscosity, boiling point,
melting point, etc). Density is the only intrinsic or intensive property that
can be measured with the given materials. Students will experimentally
determine the density of a metal object with their choice of measuring
devices. Students are required to determine a procedure to measure mass
and volume and subsequently calculate density. Students will analyze their
own data in comparison with class data and perform error analysis.
Engineering Connection
Engineers of all fields must be familiar with the properties of materials
before designing and implementing them to solve a problem. Density is one
such fundamental physical property. Civil to biomedical to electrical
engineering – all engineers require an understanding of materials before
using them to solve technical problems.
Engineering Category
(1) Relates science concept to engineering
Level of Inquiry
Guided inquiry (high) – students design procedure to investigate a teacherpresented question. Students, with the assistance of the teacher, will come
up with the concept of density.
Keywords
Density, metal, measurement, mass, volume
Educational Standards
 State science:
 Scientific progress is made by asking meaningful questions and
conducting careful investigations. As a basis for understanding
this concept and addressing the content in the other four
strands, students should develop their own questions and
perform investigations. Students will:
o Select and use appropriate tools and technology (such as
computer-linked probes, spreadsheets, and graphing
calculators) to perform tests, collect data, analyze
relationships, and display data.
o Identify and communicate sources of unavoidable
experimental error.
o Identify possible reasons for inconsistent results, such as
sources of error or uncontrolled conditions.
o Formulate explanations by using logic and evidence.
o Recognize the usefulness and limitations of models and
theories as scientific representations of reality.
o Recognize the issues of statistical variability and the need
for controlled tests.
o Analyze situations and solve problems that require
combining and applying concepts from more than one area
of science.

State math:



Students determine the domain of independent variables and the
range of dependent variables defined by a graph, a set of
ordered pairs, or a symbolic expression.
Students know, derive, and solve problems involving the
perimeter, circumference, area, volume, lateral area, and
surface area of common geometric figures.
Students compute the volumes and surface areas of prisms,
pyramids, cylinders, cones, and spheres; and students commit
to memory the formulas for prisms, pyramids, and cylinders.
Pre-Requisite Knowledge
A familiarity with taking measurements with ruler, graduated cylinder, and
balance. Ability to graph.
Learning Objectives
After this activity, students should be able to:
 Utilize scientific method to design experiment
 Select appropriate apparatus to measure volume of object
 Determine density of substance
 Use cumulative class data to obtain density via graphical methods
 Identify inconsistent results and sources of error.
Materials List
Each group needs:
 Box of objects- metals with different mass, shape, density, color, etc
 1 electronic balance
 1 calculator
 1 student handout per student
To share with the entire class:
 Rulers
 Yardsticks
 String/yarn
 Graduated cylinders – various sizes
 Water
 Sand
 Magnets
 Batteries/alligator clips

Thermometer
Introduction / Motivation
With atoms too small to see, engineers must use other means to distinguish
metals that look alike. They must utilize measurable properties specific for
metals. With your eyes closed, feel through box of metals and determine
what each object is made of. This is rather difficult because each feels
nearly the same. How then can the metals be differentiated?
Let’s say that you just came back from the jewelry store after spending
$10000 on a gold ring. How can you be sure that the ring is indeed all gold
and not painted gold? What can you do to determine if your money was well
spent?
Vocabulary / Definitions
Word
Definition
Extrinsic
Property that depends on amount or size.
or
extensive
property
Intrinsic
Property that does not depend on amount or size.
or
intensive
property
Procedure
Background
Before the Activity
 Gather materials and make copies of the worksheet.
o Divide class into groups of two.
o Select one metal object per group for the students to identify
with equitable distribution throughout class (to allow sufficient
data for graphing exercise).
 Allow students to determine procedure of determining metal
 After 10 minutes, allow student collaboration
 Procedure:
o Weigh metals
o Determine volume by calculation/volume displacement
o Compile class data
o Lead graphing exercise on board and allow students to discover
density
With the Students
1. With your eyes closed, carefully feel the different objects in the box.
Note all observations.
Can you determine the type of metal from your observations above?
2. With atoms too small to see with the eye, we must use other means to
distinguish metals that look alike – use measurable physical properties
specific to the metals. Using only the object selected by your teacher,
measure any properties that will enable you to identify the metal.
Can you now determine the type of metal from the observations
above? State your conclusions with supporting data.
3. Provide data to teacher for class comparison.
Note other group data.
Attachments
Name_that_metal-teacher_material (pdf)
Name_that_metal-teacher_material (doc)
Name_that_metal-student_material (pdf)
Name_that_metal-student_material (doc)
Safety Issues
Troubleshooting Tips
Have students work independently for the first 10 minutes and allow
collaboration between partners thereafter. Ensure that only students
within groups work together. Due to the level of inquiry, students may
become frustrated with the lack of information. Teacher must
encourage each group to think about a practical way to identify the
materials based on knowledge they already have.
Investigating Questions
Assessment
Pre-Activity Assessment
Pre-lab Questions: Answer all questions the day prior to the activity.
1. Convert 5.27 kilograms to grams.
2. Convert 0.0038 liters to cubic centimeters.
3. What is an extrinsic or extensive property? List examples.
4. What is an intrinsic or intensive property? List examples.
5. Which of these properties could be used to identify a substance?
Activity Embedded Assessment
Graphical exercise: Collect physical measurements used to identify metals
from each group of students and graph. Demonstrated that mass divided by
volume, or slope of graph, is density.
Post-Activity Assessment
Post-lab Questions: Answer all questions by the day after the activity.
1. Apart from calculations, what other method could be used to analyze
relationships, display data, and thus determine the identity of the
metal?
2. Are there inconsistent results or variability among the measurements?
What could cause these errors?
3. What, if any, measurements could you make if the objects were
liquid?
Activity Extensions
Solids, liquids, and gases have measurable densities. Have students identify
densities of unknown liquids and investigate how the densities of solids
relate to densities of liquids.
Activity Scaling
For lower grades, allow students to select from fewer measuring
devices.
For upper grades, as written.
Additional Multimedia Support
References
Source of graphic “Assorted Metals”:
http://www.ndted.org/EducationResources/CommunityCollege/Materials/Graphics/MixedMet
als(mayFranInt.).jpe
Other
Owner
UCLA Science and Engineering of the Environment of Los Angeles, NSF GK12
Contributors
Azim Laiwalla, Ann McCabe, Karen McCleary. This lesson was field tested at
Culver City High School Chemistry classes.
Copyright