| Lesson Plan ID: |
23975 |
| Title: |
Density |
| Overview/Annotation: |
Density is the ratio of mass to volume. Density will be introduced to students by a demonstration of coke verses diet coke. The teacher will then solve density problems for the students on the board. The class will then complete a lab on the density of plastics. After lab the students will compare results. Each group will present a Powerpoint presentation of their results.
This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation. |
| Content Standard(s): |
| SC(8) | 1. Identify steps within the scientific process. | | SC(9-12) Chemistry | 1. Differentiate among pure substances, mixtures, elements, and compounds. | | SC(9-12) Environmental Elective | 1. Identify the influence of human population, technology, and cultural and industrial changes on the environment. | | MA2010(9-12) Algebra | 4. Use units as a way to understand problems and to guide the solution of multistep problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. [N-Q1] | | MA2010(9-12) Algebra | 5. Define appropriate quantities for the purpose of descriptive modeling. [N-Q2] | | MA2010(9-12) Algebra | 6. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. [N-Q3] | | MA2010(9-12) Algebra | 15. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. [A-CED4] | | MA2010(9-12) Algebra | 17. Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. [A-REI3] | | MA2010(9-12) Algebra | 28. For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.* [F-IF4] | | MA2010(9-12) Algebra | 34. Write a function that describes a relationship between two quantities.* [F-BF1] | | MA2010(9-12) Algebra | 37. Distinguish between situations that can be modeled with linear functions and with exponential functions. [F-LE1] | | MA2010(9-12) Algebra | 38. Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table). [F-LE2] | | MA2010(9-12) Geometry | 41. Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, British Thermal Units (BTUs) per cubic foot).* [G-MG2] | | MA2010(9-12) Algebraic Connections | 1. Create algebraic models for application-based problems by developing and solving equations and inequalities, including those involving direct, inverse, and joint variation. (Alabama) |
|
| Local/National Standards: |
NS 9-12.2 As a result of their activities in grades 9-12, all students should develop an understanding of: Structure of atoms, Structure and properties of matter, Chemical reactions, Motions and forces, Conservation of energy and increase in disorder, and Interactions of energy and matter. National science standards from The National Academies of Science. |
| Primary Learning Objective(s): |
The student will be able to define density and perform density calculations. |
| Additional Learning Objective(s): |
To find the density of a small piece of plastic and use the density to identify the type of plastic. |
| Approximate Duration of the Lesson: |
61 to 90 Minutes |
| Materials and Equipment: |
Micro density materials: Sample bag containing: 1 known Reagent bag containing: 1 dropper bottle of saturated KI 1 unknown (potassium iodide) solution* 4 " test tube 1 dropper bottle of methanol Micropipette 1 dropper bottle of water micropipette tips weighing boats parafilm squares analytical balance *NaI (sodium iodide may be substituted) Demo: can of coke, diet coke, glass container(I use a fish tank), water Safety: * Always wear goggles in the chemistry lab. * Never eat or drink in the chemistry lab. * Avoid contact with chemicals. Wash hands thoroughly before leaving lab. |
| Technology Resources Needed: |
Computer with internet access, presentation software, projector, analytical balance. |
| Background/Preparation: |
Divide students into cooperative learning groups (lab groups). Special needs students should be paired with students who can work independently. Students should be familiar with SI system of measurement, derived units, lab safety, computers (word processing software and internet search engines) |
| Procedures/Activities: |
1.)Start up – Demo the density of coke versus diet coke. Teach the concepts of density and buoyancy with this easy demonstration. Take two unopened cans of soda (one regular and one diet) and place them inside a fish aquarium. The diet cola will float while the regular cola will sink. Have students guess which can will sink or float coke or diet coke. Have the student theorize why? Begin discussing density. Introduce the formula for density. Show them that the volume is the same for the coke and the diet coke. The difference will be the mass. This will make the densities different.
See attached demo sheet (from Alabama Science in Motion)
2.)Sample problems. The teacher will work sample problems. See attached problem sheet.
3.)Micro density lab - (This is an excellent introduction to density. It would be a nice lab to accompany a unit on recycling) A density lab that allows your students to calculate the density of something so small that the normal method of measuring mass and volume would give poor accuracy. Students get to work with a micropipette, an analytical balance and glassware. The lab also has an environmental thread because it deals with the recycling code of various plastics.
-
4.)Present lab pre-lab power point.
5.)Have students perform lab in groups. Student will also answer lab questions in group. Each individual student will turn in a written lab report with data tables and extension questions answered.
* This lab requires about 20 minutes to set-up and can be completed in 25-30 minutes.
* Micro density Powerpoint attached. Show this prior to lab
*Student handout attached word document
*Teacher notes attached (key to student lab sheet)
6.)After lab, class will compare lab results and data. Each group will prepare a Powerpoint to present their lab report to the class. Class will also view attached web site. We will discuss the recycling of plastics. ( Plastic recycling code list)
7.)Assessment-see attached rubric
|
| Attachments:**Some files will display in a new window. Others will prompt you to download. |
microdensity powerpoint.ppt
Microdensity of Plastics long.rtf
SOLVE THE FOLLOWING DENSITY PROBLEMS.doc
Microdensity of Plastics TN.rtf
Density of Coke demo.rtf
MyRubric.xls
Microdensity of Plastics(short).rtf
|
| Assessment Strategies: |
Have each lab group to answer the lab question on the attached student handout. Also have each group to complete the data tables. Each individual student will turn in a lab report as a Powerpoint presentation to be graded by attached rubric. |
| Extension: |
Students will be given time to research the material and gather the information necessary to answer the following questions: 1. Which plastics are not recycled? (Give number, name, and abbreviation). 2. What are some practical uses of each recycled plastic? 3. Apply what you have learned about density to explain how a submarine moves up and down in the water. |
| Remediation: |
Students that need remediation will be paired with students who are able to work more independently. These groups should be monitored more closely. Peer tutor would be assigned to the student to provide additional assistance during lab. |
|
|
Each area below is a direct link to general teaching strategies/classroom
accommodations
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|
| Presentation of Material
|
Environment |
| Time Demands |
Materials |
| Attention |
Using Groups and Peers |
| Assisting the Reluctant Starter
|
Dealing with Inappropriate
Behavior |
Be sure to check the student's IEP for specific accommodations. |
| Variations Submitted by ALEX Users: |
|
