Cemss+Buoyancy+Unit

__ 3 Day Lesson Plan on Buoyancy __ Richard Barrington Day 1 Anita Dunham Day 2 Gusti Lind Day3 **__ Buoyancy Unit Day 1 __** __Lesson 1__: Boat Float Lab __Standard__: 8c – Students will know that the buoyant force on an object in a fluid is an upward force equal to the weight of the fluid the object has displaced. __Materials__: 15cm x 15cm piece of aluminum foil/pair, pennies (enough for about 50-75/grp), a plastic basin to fill with water, lab write up form. __Objective__: Students will work to design the best aluminum boat possible. There goal is to make the boat hold as many pennies as it can before it sinks. __Introduction__: Students will have no knowledge of buoyancy. They will have a firm understanding of density (Std 8d), and will be asked to inquire why some of their fellow classmates boats float with fewer pennies and why some float with more pennies. They will use inquiry to help them understand the concept of buoyancy before its introduction. __Closing__: The class will end with all groups presenting their successes and failures. Students will read the section in the textbook for homework on buoyancy. **__ Buoyancy Unit Day 2 __** __ Lesson 2 __ __Standard__ 8C Students know the buoyant force on an object is an upward force equal to the weight of the fluid the object has displaced. __Materials__: ppt on buoyancy __Objective__: Students will understand the concept of buoyancy and how it relates to an objects ability to float. __Introduction__: __Activity__: __Closing:__ Dip stick vocabulary terms and other concepts from notes **__ Buoyancy Unit Day 3 __** ** 1. **** Observing Buoyancy of Homogeneous Materials ** ** 2. **** Observing Buoyancy of Heterogeneous Materials ** ** Clay **** Position: ** ** Wax **** Position: **
 * Assign homework
 * Vocabulary lines for the following words(word, definition, picture, sentence)
 * Force
 * Buoyancy
 * Displacement
 * Buoyant force
 * Weight
 * density
 * Picture of a funny person underwater. Question-How do people change their buoyancy?
 * Lecture/ ppt on buoyancy
 * Students take notes on lecture(Cornell)
 * LESSON: Hydrodensiometry lab **
 * STANDARD: **
 * 8c: Students know the buoyant force on an object is an upward force equal to the weight of the fluid the object has displaced. **
 * MATERIALS: **
 * _ 1 Bin of materials for 10 groups of 3-4 students for all parts of the activity **
 * _ 10 bins large enough to hold all materials **
 * _ 20 clear plastic cups **
 * _ 10 aluminum pie pans **
 * _ 10 graduated cylinders of each - 50 mL and 100 mL **
 * _ 10 metric rulers with binder holes **
 * _ 10 pair of scissors **
 * _ 30 Plastic Drinking Straws **
 * _ 10 sandwich size plastic bags with a Ziploc™ on them **
 * _ 10 triple beam balances (students can share if 10 balances are not available) **
 * _ 30 large paper clips **
 * _ 200 – 300 wooden craft sticks—found at craft store; 80/class of 32 students **
 * _ 10 – 30g pieces of wax; sheets of dental wax are best if you can get some from a local dentist; 5 sheets/class of 32 students **
 * _ 10 – 50g pieces of non-toxic/odorless/non-hardening modeling clay (do not buy colored clay), such as Permoplast™Modeling Clay **
 * _ WATTS 42143912®; found in plumbing section at hardware store **
 * _ Tape to label the bags **
 * _ Dull knife and a cutting board to cut the clay **
 * _ 1 3cm or 4 cm piece of vinyl tubing **
 * • For all kits, you will need: 10 ft -7/8” (outside diameter) x 5/8” (inside diameter) clear vinyl tubing cut as follows: **
 * • 3cm pieces **
 * • 4cm pieces **
 * _ 1 “lump of solid gold” made of aluminum foil and 1 penny **
 * • For all kits, you will need 2-3 boxes of aluminum foil **
 * • 10 pennies or a metal coins that have a greater density than aluminum foil **
 * _ 1 Dry Erase Marker (for teacher use only) **
 * _ 10 pair of tongs **
 * _ 10 thermometers **
 * _ Weight set of objects, such as washers, of known mass **
 * _ Any thing else you would like to add, such as metal washers or metal BB’s **
 * TEACHER PREP:  **
 * 1. Into each bin place two clear plastic cups and one of each material listed. Add only a 3cm vinyl tube or a 4cm tube in each bin. Place any other objects you want, depending on your school lab supplies. **
 * 2. Get the aluminum foil and pennies. You are going to add one penny to a ball of aluminum foil. Start with a penny then wrap aluminum foil around it until you can form a ball about the size of a golf ball. **
 * Form a tight ball. This is the “lump of gold” discussed in the story. **
 * 3. Place the golf-ball size aluminum foil (with the penny in it) on a triple beam balance. Determine the mass. Place that “lump of gold” into the plastic bag. **
 * 4. Start adding loose sheets of aluminum foil to the balance until it has the same mass as the “lump of gold” . Add enough aluminum foil so that the balance shows an equal mass to your “lump of gold” . **
 * This second amount of aluminum foil is for the students to make a “crown” . **
 * 5. Place the material for the “crown” in the same plastic bag as the “matching” “lump of gold” . **
 * 6. Repeat procedures 2-5 until all bins have a plastic bag with the “gold” and material for the “crown” . **
 * 7. Using one of the rulers measure the diameter of the bottom of one of the plastic cups. This will be the diameter of the “crown” the students will make. //You need to write this diameter on the board//. **
 * _ 1 copy of the Student Information Page **
 * _ 1 copy of the Student Data Page **
 * OBJECTIVES **
 * // Using common materials, triple beam balance, and graduated cylinders, students will be able to: //**
 * • observe the buoyancy of various homogeneous objects **
 * • combine two or more materials to observe the buoyancy of heterogeneous objects **
 * • make inferences based upon their observations **
 * • measure mass and volume **
 * INTRODUCTION: **
 * In this activity, students will do a discovery lab. Students will add a variety of single (homogeneous) materials to water while observing buoyancy. Next, they will combine some of the materials (heterogeneous) to see what happens to the collective buoyancy. Based on their observations students will make inferences . **
 * ACTIVITY **
 * Activity Instructions for Observing Homogeneous Materials: **
 * _1. Gather all your materials as instructed by your teacher. **
 * _2. Use the triple beam balance to determine the mass of the craft stick. Record the mass in Table 1 of your Student Data Page . **
 * _ 3. Place the dry aluminum pie pan under the plastic cup on a flat tabletop. **
 * _ 4. Fill the plastic cup with water; do NOT overflow the water in the cup. Use the graduated cylinder to slowly pour water in the cup until it is filled to the brim but NOT overflowed . **
 * _ 5. Gently lower, the craft stick into the cup of water and release your hold on the craft stick. **
 * _ 6. On your Student Data Page, draw the position of the craft stick in the cup. **
 * _ 7. You will notice that some water overflowed out of the cup into the pan – this is the water that was displaced by the craft stick. It does not represent the entire volume of the craft stick, however, because some of the stick is out of the water. Since we want to know the volume of the entire craft stick, use you finger to carefully push the craft stick under water – BE SURE YOUR FINGERS DO NOT GO BELOW THE SURFACE OF THE WATER.  **
 * _ 8. After the water is finished overflowing, release the craft stick. **
 * _ 9. If the cup is too full of water to move without spilling, remove some water from the cup lowering a straw into the cup, making sure that no water overflows . Put your finger over the top opening and withdraw the straw. Remove your finger from the end of the straw and allow the water in the straw to empty into the sink. **
 * _10. Lift the cup out of the pan without spilling any more water. **
 * _11. Gently make a pour spout on one edge of the pie pan by creasing the rim of the pie pan. **
 * _12. Carefully pour the water out of the pie pan into the graduated cylinder. **
 * _13. Look at the bottom of the meniscus in your graduated cylinder and determine the volume of water that was displaced by the craft stick as it was submerged under the water. Record the volume of displaced water on the Student Data Page – this is also the volume of the craft stick as measured by displacement. **
 * _14. Place your fingers over the opening of the cup and slowly pour the water out in the sink. Remove the craft stick and place it on the paper towel. **
 * _15. Repeat procedures 2 - 14 for the vinyl tubing, modeling clay , and the wax . **
 * Make sure you are drawing and recording your information for each material on the Student Data Page . **
 * Activity Instructions for Observing Heterogeneous Materials: **
 * SECTION A: CLAY & CRAFT STICK **
 * _ 1. Wrap the modeling clay around the craft stick. **
 * _ 2. Use the triple beam balance to determine the mass of the clay and craft **
 * stick together. Record the combined mass on the Student Data Page. **
 * _ 3. Prediction. Based upon your observations of homogeneous materials, predict what will happen to the volume of water that will be displaced by the two materials combined. Write your prediction on the Student Data Page. **
 * _ 4. Place the dry aluminum pie pan under the plastic cup on a flat tabletop. **
 * _ 5. Fill the plastic cup with water; do NOT overflow the water in the cup. Use the graduated cylinder to slowly pour water in the cup until it is filled to the brim but **
 * NOT overflowed. **
 * _ 6. Carefully, lower the clay/craft stick into the water and release it. On your Student Data Page, draw the position of the clay/craft stick in the cup. **
 * _ 7. Gently lower the clay/craft stick into the cup filled with water and carefully push it completely underwater. DO NOT ALLOW YOUR FINGERS TO GO BENEATH THE SURFACE OF THE WATER. The water will overflow into the pie pan. **
 * _ 8. Take straw and lower it into the cup. Put your finger over the top opening and **
 * withdraw the straw. **
 * _ 9. Remove your finger from the end of the straw and allow the water in the straw to empty into the sink. **
 * _10. Lift the cup out of the pan without spilling any more water. **
 * _11. Use a finger and gently make a pour spout on one edge of the pie pan. **
 * _ 12.Carefully pour the water out of the pie pan into the graduated cylinder. **
 * _13. Record the volume of water displaced by the clay/craft stick on the Student Data Page . **
 * _14. Place your fingers over the opening of the cup and slowly pour the water out in the sink. Remove the clay/craft stick and place it on the paper towel. **
 * Create your data tables as you go.  **
 * Data Tables:  **
 * In your diagrams, draw each item as you saw it in the plastic cup. Make sure to note the position of the object: floating (more above the water and less under), suspended (about the same amount above as below the water) or sank (went straight to the bottom of the cup). **
 * Include  **
 * Measurement of Craft Stick, Vinyl Tubing, Modeling Clay, Wax **
 * Mass (g) **
 * Volume (ml) **
 * Craft Stick **
 * Position: **
 * ________________ **
 * ________________ **
 * Vinyl Tube **
 * Position: **
 * ________________ **
 * ________________ **
 * Measurements **
 * Mass (g) **
 * Volume (ml) **
 * CLOSING/HOMEWORK: Analyze your data: **
 * 1. Observe your drawings and Data Table 1 ; is there a relationship between mass and the position of the object? Explain your answer. **
 * 2. Observe your drawings and Data Table 1 ; is there a relationship between volume and the position of the object? Explain your answer. **
 * 3. Observe your drawings and Data Table 1, what kind of relationship exists among mass, volume and buoyancy? Explain your answer. **
 * 4. Complete the following drawings and analysis of your work. **
 * CLAY AND CRAFT STICK **
 * A. Prediction. Based on your observations of the homogeneous materials, write what you predicted would happen to the position of the two materials combined in the water. Explain why you thought this would happen. **
 * B. Analyze your Prediction. Draw a picture to show the position of clay and craft stick . **
 * C. Was your prediction accurate or not? Explain why or why not. **
 * D. Do you think you had enough information to help you make a good prediction? If not, what else would your group like to have known? **
 * CLAY, CRAFT STICK, AND VINYL **
 * A. Prediction. Based on your observations of the homogeneous materials, write what you predicted would happen to the position of the three materials combined in the water. Explain why you thought this would happen. **
 * B. Analyze your Prediction. D raw the position of the clay, craft stick, and vinyl. **
 * C. Was your prediction accurate or not? Explain why or why not. **
 * D. Explain the trends you see in your data. **
 * CLAY, CRAFT STICK, VINYL, AND WAX **
 * A. Prediction. Based on your observations of the homogeneous materials, write what you predicted would happen to the position of the four materials combined in the water. Explain why you thought this would happen. **
 * B. Analyze your Prediction. In the picture below, draw the position of the clay, craft stick, vinyl, and wax. **
 * C. Was your prediction accurate or not? Explain why or why not. **
 * D. Did the trend you noticed in the data continue with this combination of materials? **
 * Observations and Inferences: **
 * 1. Which observations made during this part of the activity were qualitative? **
 * 2. Which observations made during this part of the activity were quantitative? **
 * 3. Give three examples of inferences you made during this part of the activity. **
 * 4. In this activity, you made observations and gathered data. In this section, you will describe how your original predictions may or may not have changed. Choose the set of questions that apply to your group and answer only the questions in that set . **